Synchronous Communication
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Definition of synchronous communication, and the technologies utilized as part of synchronous communication.
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Synchronous Communication
This document discusses synchronous communication tools that can be used in the classroom, including text chat, voice chat, and virtual worlds. It provides an overview of the advantages and disadvantages of these tools, such as engaging students but being reliant on internet connections. Examples of how these tools can be used for language learning activities like role-plays, discussions, and quizzes are also presented. The document encourages teachers to experiment with these tools while considering students' language levels and technical limitations.
Best Practices For Delivering Virtual Classroom Training
The document discusses using telepresence and video walls for virtual classrooms. It explains that a virtual classroom allows participants to communicate, view presentations, interact with others, and engage with resources online. It then provides examples of how immersive technology and virtual reality can be used for medical and military training. Finally, it offers tips for presenting effectively in a virtual classroom, such as engaging learners at all sites, using clear communication, and designing suitable activities for all participants.
IETC 2011 Istanbul
1) The document discusses a pilot course that used Web 2.0 tools like online voice recording, mind mapping, and vocabulary development to promote reading skills among first-year veterinary students.
2) Most students fulfilled the course requirement of commenting on 3 articles, with voice recording being the most popular tool. Mind mapping was the least popular due to its technical difficulty.
3) Student feedback was generally positive about the convenience of voice recording and vocabulary learning, but some felt there was too much homework. Technical challenges remain in making mind mapping and vocabulary tools easier to use.
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This document summarizes an e-learning seminar presented by Mr. Mohammed Aiyaz Hussain. It defines e-learning as training conducted through the internet, intranet, CD/DVD, or combinations using a computer network and browser. The document outlines the key components of an effective e-learning environment including varying content, interaction, feedback, and engagement. It describes the main types of e-learning as synchronous training which is real-time and asynchronous training which is independent of time. Finally, it provides tips for planning an e-learning course and designing an intuitive user interface.
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Dr. Vijay, an associate professor in medical college, discusses three learning environments: instructional teaching which is simple but limits comprehension and student numbers; participatory teaching which improves comprehension through group activities but also has limitations; and online teaching which enhances comprehension, has no limits on student numbers or timing but requires computer and internet access.
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This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
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The document discusses virtual classrooms and the Wimba collaboration suite. Virtual classrooms allow for flexible, distance education through synchronous and asynchronous online interactions. They provide community and control for learners. The primary contributor to student satisfaction is contact and interaction with instructors. The Wimba suite facilitates online collaboration through tools like virtual classrooms, audio/video conferencing, content sharing, and course authoring aids. It aims to reduce isolation and create community for distance learners.
Let’s Get Together!
One challenge of distance education is the lack of opportunities to meet synchronously. Text chats and one-way lectures have been used, but they lack the dynamics and flexibility that make two-way exchanges effective. Systems such as Adobe Connect have been used successfully to bring students and instructors “face to face”. Many are familiar with using these systems for virtual lectures and discussions but Clemson University faculty, technology consultants and trainers have extended Adobe Connect in a number of ways to enhance teaching and support:
* On-line class meetings, study sessions and office hours
* Group collaboration on class projects
* Live discussions among support staff in resolving issues
* Screen-sharing to support and train faculty remotely
* Recording and critiquing support staff’s contacts with faculty
* Webinars for “desktop training”
In this session we will see how far you can go with the new generations of live meeting places.
Recommended
Synchronous Communication
This document discusses synchronous communication tools that can be used in the classroom, including text chat, voice chat, and virtual worlds. It provides an overview of the advantages and disadvantages of these tools, such as engaging students but being reliant on internet connections. Examples of how these tools can be used for language learning activities like role-plays, discussions, and quizzes are also presented. The document encourages teachers to experiment with these tools while considering students' language levels and technical limitations.
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The document discusses using telepresence and video walls for virtual classrooms. It explains that a virtual classroom allows participants to communicate, view presentations, interact with others, and engage with resources online. It then provides examples of how immersive technology and virtual reality can be used for medical and military training. Finally, it offers tips for presenting effectively in a virtual classroom, such as engaging learners at all sites, using clear communication, and designing suitable activities for all participants.
IETC 2011 Istanbul
1) The document discusses a pilot course that used Web 2.0 tools like online voice recording, mind mapping, and vocabulary development to promote reading skills among first-year veterinary students.
2) Most students fulfilled the course requirement of commenting on 3 articles, with voice recording being the most popular tool. Mind mapping was the least popular due to its technical difficulty.
3) Student feedback was generally positive about the convenience of voice recording and vocabulary learning, but some felt there was too much homework. Technical challenges remain in making mind mapping and vocabulary tools easier to use.
Mater1 elearning
This document summarizes an e-learning seminar presented by Mr. Mohammed Aiyaz Hussain. It defines e-learning as training conducted through the internet, intranet, CD/DVD, or combinations using a computer network and browser. The document outlines the key components of an effective e-learning environment including varying content, interaction, feedback, and engagement. It describes the main types of e-learning as synchronous training which is real-time and asynchronous training which is independent of time. Finally, it provides tips for planning an e-learning course and designing an intuitive user interface.
Evaluation of 3 learning environments or technologies
Dr. Vijay, an associate professor in medical college, discusses three learning environments: instructional teaching which is simple but limits comprehension and student numbers; participatory teaching which improves comprehension through group activities but also has limitations; and online teaching which enhances comprehension, has no limits on student numbers or timing but requires computer and internet access.
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This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
Virtual Classroom
The document discusses virtual classrooms and the Wimba collaboration suite. Virtual classrooms allow for flexible, distance education through synchronous and asynchronous online interactions. They provide community and control for learners. The primary contributor to student satisfaction is contact and interaction with instructors. The Wimba suite facilitates online collaboration through tools like virtual classrooms, audio/video conferencing, content sharing, and course authoring aids. It aims to reduce isolation and create community for distance learners.
Let’s Get Together!
One challenge of distance education is the lack of opportunities to meet synchronously. Text chats and one-way lectures have been used, but they lack the dynamics and flexibility that make two-way exchanges effective. Systems such as Adobe Connect have been used successfully to bring students and instructors “face to face”. Many are familiar with using these systems for virtual lectures and discussions but Clemson University faculty, technology consultants and trainers have extended Adobe Connect in a number of ways to enhance teaching and support:
* On-line class meetings, study sessions and office hours
* Group collaboration on class projects
* Live discussions among support staff in resolving issues
* Screen-sharing to support and train faculty remotely
* Recording and critiquing support staff’s contacts with faculty
* Webinars for “desktop training”
In this session we will see how far you can go with the new generations of live meeting places.
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The document provides an overview of virtual classrooms and their key features and applications. Virtual classrooms allow instructors and students to participate in training sessions without being physically in the same location. Current virtual classroom software offers features like presenting multimedia content in real-time, interactive activities, uploading/downloading materials, and communicating with other students. Technical requirements include having a computer and understanding basic navigation and etiquette for the virtual classroom platform.
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The document discusses lessons learned from two attempts at conducting technical training via video conferencing. The first attempt was mostly successful, though follow up blogging by remote participants was delayed. The second attempt had several technical issues that disrupted the training, including problems connecting sites, poor audio/video quality, and distracting troubleshooting. Going forward, the organization plans to have facilitators for sites with many participants, use screen display instead of analog, and encourage more testing of connections in advance.
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This document provides strategies and resources for incorporating technology into daily classroom instruction to increase student engagement, decrease teacher anxiety around technology usage, and increase student achievement. It identifies several must-have apps for teachers and students like How Stuff Works, Word Lens, Animoto, and Class Dojo. Useful websites for organization like Google Drive and Dropbox are also highlighted. The document then lists additional teacher tools and instructional planning and enrichment resources websites.
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This document provides students with information about the technical skills, hardware, software, and communication methods required for an online course. It outlines minimum technology requirements such as having a computer with a modern internet browser and Microsoft Office, as well as dependable high-speed internet access. It also establishes expectations for communication via Blackboard, including using proper netiquette with academic language and avoiding unprofessional content. The document defines attendance as logging into Blackboard and completing assignments by the due dates for the first two weeks.
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TextAloud and Speak It! are text-to-speech software programs that can be useful for students with disabilities. TextAloud converts text from Word, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a Mac text-to-speech app that can be used on iPad, iPhone and Mac and allows users to copy and paste text, save files, adjust speech settings. These programs provide independence for students with reading disabilities and can help with classroom work, homework, and developing technology skills needed for the future workforce.
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This document discusses the benefits of incorporating technology into the classroom and emphasizes that the teacher decides how and when technology is used. It outlines several benefits, including increasing student engagement through polling apps, providing greater access to tools and documents, offering assistive technology support, improving executive function and organization, teaching life skills, and promoting collaboration. The overall message is that technology can enhance learning when used appropriately but the teacher is in control of the classroom.
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TextAloud and Speak It! are text-to-speech software programs that can be helpful for students with disabilities. TextAloud converts text from documents, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a similar program for Mac that allows users to copy and paste text and save or share the audio files. These programs can help students with reading disabilities feel more independent and assist them in classroom lessons, homework, and developing job skills by allowing them to listen to written materials.
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This document discusses various assistive technologies that can help teachers and students with disabilities. It defines assistive technology as any equipment, software, or product that helps improve functional capabilities for those with disabilities. Specific assistive technologies mentioned include VoiceOver on iPad which allows students to hear what they are doing on the iPad with minimal gestures; picture boards for nonverbal students to communicate; FM systems to help students with hearing loss hear the teacher clearly; and optical character recognition software to convert text to speech or manipulate text for easier reading. Links are provided to learn more about each technology.
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Virtual classrooms provide a successful business model for BMC Software's training programs. They allow for instructor-led online classes, private virtual classrooms, on-demand learning with virtual labs, and pre-configured lab environments. This reduces costs while growing revenue streams. BMC implemented virtual infrastructure from vendors like WebEx and ReadyTech. Various pricing and marketing strategies were developed for each modality. Metrics showed students responded positively to the virtual classrooms.
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This document provides strategies and resources for incorporating technology into daily classroom instruction to increase student engagement, decrease teacher anxiety around technology usage, and increase student achievement. It identifies several must-have apps for teachers and students like How Stuff Works, Word Lens, Animoto, and Class Dojo. Useful websites for organization like Google Drive and Dropbox are also highlighted. The document then lists additional teacher tools and instructional planning and enrichment resources websites.
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This document discusses various topics relating to technology in education, including virtual teaching and learning tools. It provides examples of live blogging and webinars as ways to integrate technology into teaching. DimDim and other free webinar tools are presented and their benefits and drawbacks discussed. Creating ePortfolios and open labs that are both virtual and face-to-face are also mentioned. Specific dates for open labs in the winter term are listed.
Syllabus online 2013
This document provides students with information about the technical skills, hardware, software, and communication methods required for an online course. It outlines minimum technology requirements such as having a computer with a modern internet browser and Microsoft Office, as well as dependable high-speed internet access. It also establishes expectations for communication via Blackboard, including using proper netiquette with academic language and avoiding unprofessional content. The document defines attendance as logging into Blackboard and completing assignments by the due dates for the first two weeks.
Tech project
TextAloud and Speak It! are text-to-speech software programs that can be useful for students with disabilities. TextAloud converts text from Word, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a Mac text-to-speech app that can be used on iPad, iPhone and Mac and allows users to copy and paste text, save files, adjust speech settings. These programs provide independence for students with reading disabilities and can help with classroom work, homework, and developing technology skills needed for the future workforce.
Pmld presentation to faculty 2013
This document discusses the benefits of incorporating technology into the classroom and emphasizes that the teacher decides how and when technology is used. It outlines several benefits, including increasing student engagement through polling apps, providing greater access to tools and documents, offering assistive technology support, improving executive function and organization, teaching life skills, and promoting collaboration. The overall message is that technology can enhance learning when used appropriately but the teacher is in control of the classroom.
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TextAloud and Speak It! are text-to-speech software programs that can be helpful for students with disabilities. TextAloud converts text from documents, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a similar program for Mac that allows users to copy and paste text and save or share the audio files. These programs can help students with reading disabilities feel more independent and assist them in classroom lessons, homework, and developing job skills by allowing them to listen to written materials.
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Off to a Great Start
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This document discusses technological tools that can help students with disabilities in college classrooms. It describes digital recording devices like Livescribe Smartpens that allow students to record lectures. It also discusses note-taking programs like Evernote and Dropbox that allow students to digitally capture and organize notes. Finally, it addresses ensuring accessibility of documents by using Word over PDFs when possible so screen readers can be used. The goal is for instructors to understand these tools and how they can help maximize students' abilities and participation.
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Synchronous learning tools enable real-time communication and collaboration using audio conferencing, video conferencing, web conferencing, chat, instant messaging, white boarding, and application sharing. The author has used many synchronous tools in their classroom and graduate courses, including Voki for creating speaking avatars, Second Life for 3D virtual worlds, Blackboard Collaborate for virtual classrooms, Google tools like Docs and Sites, Skype for video calling, Adobe Connect for web conferencing, and Moodle as their online classroom platform. While there are disadvantages, the author believes the advantages of synchronous tools outweigh them.
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The document discusses synchronous and asynchronous clocks. A clock is a square wave signal generated by an oscillator that provides two levels, high and low. Clocks are used to time signals in circuits to avoid glitches, which are unpredictable outputs caused by differences in propagation delays. There are two types of clocks: synchronous clocks have the same phase but frequencies may differ, while asynchronous clocks have different phases and frequencies may also differ. Asynchronous clocks can cause glitches, so synchronization is needed to make clocks operate synchronously.
Transmission mode
Parallel Mode is the way the internal transfer of binary data takes place inside a computer.
Serial Mode is the predominant method of transferring information in data communications.
Transmission modes
This document discusses different modes of data transmission including parallel transmission, serial transmission, asynchronous transmission, and synchronous transmission. Parallel transmission transmits all bits simultaneously but requires multiple wires, while serial transmission transmits bits one after the other on a single wire. Asynchronous transmission uses start and stop bits but does not require synchronization, while synchronous transmission transmits data in a continuous stream under a common clock and provides higher speeds without start/stop bits.
Transmission modes
The document discusses different modes of data transmission: parallel transmission, serial transmission, asynchronous transmission, and synchronous transmission. Parallel transmission transmits data simultaneously over multiple wires, allowing for high speed but requiring many wires. Serial transmission transmits data over a single wire, reducing costs but resulting in lower speeds. Asynchronous transmission uses start and stop bits but does not require synchronization, while synchronous transmission operates under a common clock, transmitting data as blocks without start/stop bits but requiring precise timing.
Synchronous communication asmith684
The document discusses several different online tools, including avatars, Second Life, Google Hangouts, Adobe Connect, Skype, and Moodle. For avatars, the author describes using avatars embedded in their Google site and VoiceThreads. For Second Life, the author found it confusing to use and better suited for older students. Google Hangouts allows for both synchronous and asynchronous communication. Adobe Connect and Skype enable screen sharing and video conferencing. Finally, the author discusses using Moodle to create collaborative professional development pages for teachers to share technologies and activities.
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This document summarizes an e-learning project that aims to create an environment for live online teaching and learning. The system allows teachers to conduct live video conferences with students and provide a digital library of learning materials and notes. It has features for user authentication, broadcasting lectures, accountability, and a chat application. The system provides advantages for both students, who can easily access materials and chat with teachers, and teachers, who can upload various file formats and use discussion forums. It requires an internet connection, technological sophistication to distribute audio and video, and staff support to operate. Potential future enhancements include supporting more subjects, email integration, and online exams.
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Custom Training Solutions (CTS), a division of Northwest State Community College, offers eLearning courses using electronic media to deliver instruction remotely in both asynchronous and synchronous formats. Asynchronous courses include web courses developed by CTS or externally, as well as short term programs and online certifications. Synchronous delivery incorporates content, audio, and optional video components using internet meeting tools, phone conferencing, and video conferencing to allow interaction between instructors and remote students.
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The document discusses videoconferencing in education. It defines videoconferencing as allowing participants in different locations to see and hear each other in real time using special equipment. It describes how videoconferencing can be used for classes, projects, and distance learning. It discusses technical considerations like equipment, software, and bandwidth needed for higher quality video and audio.
Skype2
Video-conferencing technology allows individuals in different locations to communicate in real time through video and audio. It has applications in business, education, and healthcare. Key benefits include providing instant feedback and acting as a practical communication tool. Video-conferencing services like Skype provide free video calls between computers, with paid subscriptions for additional features. Skype can be used in educational settings for consultation, supervision, and collaboration between professionals.
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Synchronous Communication
- 1. Synchronous Communication Tanya – Video Conferencing Amna – Instant Messaging Maria – Virtual Classrooms
- 2. Definition • Communication in ‘real time’. • Includes – Video Conferencing – IM (Instant Messaging) – Virtual Classrooms According to Hrastinski (2008) quot;Synchronous sessions help e-learners feel like participants rather than isolates...quot;.
- 3. Skype • Overview • Founded in 2003 • Uses VoIP (Voice over Internet Protocol) technology which allows voice communication over IP networks e.g the Internet. • Software is free to download. • Free Skype-to-Skype voice and video calls • Cheaper local, national and international rates • Incorporates the use of Instant Messaging. • In 2008, Skype recorded 405 million user accounts and 33.7 million active daily users.
- 4. System Requirements or Restrictions • Both users must download Skype. • Users must have a headset with a microphone. • To make video calls, users must have a webcam. • Skype requires users to be online at the same time.
- 5. Example of Skype in a Learning Environment EChinese Learning • Learning a language via distance education. • Incorporates face-to-face learning using Skype as a video conferencing tool Benefits • Learning can be ‘anytime, anywhere’ – learning more accessible • Video-conferencing mirrors a traditional classroom – makes learning more comfortable. • Learning in ‘real-time’ allows for instant feedback.
- 6. Disadvantages • Learners must be online at the same time. • Time differences can be an issue. • Technology sometimes fails • Time is limited
- 7. Instant Messaging (IM) • What is IM? • Examples of IM in use • Benefits • System restrictions & requirements • Disadvantages or Challenges • Recommendations
- 8. Benefits of NotesBuddy • Communication efficiency • Work efficiency • Free
- 9. Disadvantages/Issues NotesBuddy vs. Sametime Continually being developed NotesBuddy is free
- 10. System Requirements or Restrictions of IM
- 11. Recommendations for the appropriate integration of IM into the workplace • Authentic • Security • Anti Virus • Special Features • System Requirements
- 12. Global Virtual Classroom • Overview • Founded in 1996 • Collection of free, online educational activities and resources • Aimed at students aged 7-18 years old • Free to schools anywhere in the world • Conducted completely online • Incorporates the use of chat, instant messaging and video conferencing • Approximately 29,000 students and 1300 teachers participate from over 500 schools and 50 countries
- 13. System Requirements or Restrictions • Users have to be a member of Global Virtual Classroom • Students need to be online at the same time • Schools need access to Internet Explorer, headphones and video camera
- 14. Benefits • Connects students from around the world • Teaches students cross-communication skills • Provides students with useful computer skills • Offers challenging goals and activities • Safe and secure online environment • Offers tips, guidance and online support
- 15. Disadvantages • Technology can fail • Time zones • Motivation of students • Everyone has different learning styles
- 16. Recommendations • Technologies should not be used on their own. • Should be used in conjunction with a traditional learning environment. • A variety of learning techniques should be used to cater to individual learning styles.