The document discusses the implementation of the linked classroom model within a synchromodal learning environment, where online and face-to-face students engage in real-time sessions. It highlights the challenges and solutions for enhancing access to education while maintaining effectiveness, emphasizing the importance of technology in facilitating interactions. Key considerations include camera placement, display setups, and the role of technology navigators to ensure successful learning experiences.

1. Introducing the Linked Classroom Model
in a Synchromodal Learning Environment
John Bell  William Cain  Sandra Sawaya
SITE 2014
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2. Synchromodal Learning Environment
• A Synchromodal Learning Environment is one in
which online and face-to-face individuals (both
students and instructors) interact with one another
in real-time learning sessions (i.e., classes).
• Comparable partners in the same learning
experience
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3. Our Context
• Ph.D. in Ed Psych & Ed Tech www.edutech.msu.edu
– Face-to-Face (F2F) and Hybrid
 Provide access to mid-career people
• Challenges
– Two groups integrated — a challenge and a strength
– Practice what we preach
• CEPSE/COE Design Studio
– Do what we’re doing … better
– Learn from what we’re doing
– Doctoral students as central contributors
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4. Our Big Idea
Leading with a solution rather than a problem
only succeeds by chance
• What primary problem are you trying to solve?
– E.g., Learning, access, productivity, constraint,
demand, …
• Our primary problem:
– Increased access with undiminished effect
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5. Learning Environment Models
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6. Topographies of
Synchromodal Models
Black dots=students
Red dot=instructor
Gray filled ellipse=full interaction
Dotted line=virtual interaction
Gray boxes=Representation of remote people (display)
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7. Linked Classrooms
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8. Technological Setup
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[1] GoToMeeting as the video conferencing platform
[2] Omni-directional speaker/microphone
[3] Two cameras
[4] Two displays
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9. Design Considerations
• Two cameras = viewing angles
1. Camera pointed at instructor
2. Camera pointed at local group of students
• Two displays
1. Viewing the class lecture
2. Viewing the remote group of students
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10. Problems Faced
• In the beginning, there was PolyCom
• Camera placement
– Facing the front of the group of students
– Local teacher talking directly to both local and
remote students
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11. Lessons Learned
• Side-by-side displays
• Importance of considering viewing angles
– Eye level
• Technology Navigators at both locations
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12. Lessons Learned: Tech Navigator
Tech Navigator
– Someone whose primary responsibility is to keep
the technology working and effective
– A fading need as technology becomes more
transparent
• Technology gets more reliable and simpler
• Instructors get more skilled with technology and
modified pedagogy
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13. Contact Informatio
CEPSE/COE Design Studio
www.designstudio.educ.msu.edu
John Bell johnbell@msu.edu
William Cain cainwil1@msu.edu
Sandra Sawaya sawayasa@msu.edu
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