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Synchronous Learning Strategies. C. Candace Chou University of St. Thomas Oct. 13, 2010. Types of Videoconferencing. Web conferencing Web seminars eLearning Individuals and small groups. Web Conferencing. Project management & collaboration Conference presentation & participation.

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synchronous learning strategies

Synchronous Learning Strategies

C. Candace Chou

University of St. Thomas

Oct. 13, 2010

types of videoconferencing
Types of Videoconferencing
  • Web conferencing
  • Web seminars
  • eLearning
  • Individuals and small groups
web conferencing
Web Conferencing
  • Project management & collaboration
  • Conference presentation & participation
web seminar
Web Seminar
  • Class lectures
  • Guest speakers
  • Remote students participating f2f classroom
  • Example: http://collaborate.stthomas.edu/p12033025/
  • http://www.adobe.com/products/acrobatconnectpro/webconferencing/marketingsales.html
elearning
eLearning
  • Pre-recorded lectures
  • Examples:
  • https://collaborate.stthomas.edu/p24159363/
  • How do executives really evaluate distance training
individuals and small groups
Individuals and Small Groups
  • Meet live with students and share each other’s computer screens
  • Collaborate through whiteboard
  • Capture interactivities via chat windows and video-recording
  • Share and exchanges files
  • Computer application demonstrations and practice
make it active
Make It Active
  • Polling
  • Chat
  • White board
  • Audio (conversation with participants)
  • Icons (status indicator)
  • Breakout rooms
  • Application sharing
preparations
Preparations
  • Conference call
  • Train the trainer
  • Dress rehearsals
warm up activities
Warm-up Activities
  • Give students a quick orientation of the room
    • Show status
    • Send chats
    • Test the microphone
    • Use the whiteboard
four types of interaction
Four Types of Interaction
  • Demographic Interactions
  • Behavior Interactions (what participants have doen, are doing, or will do)
  • Attitude Interactions (perception on certain issues)
  • Knowledge Interaction (pre-test as lesson lead-ins to activate prior knowledge or assess entry knowledge)
check list
Check List
  • Test your audio and video with a partner or on two computers
  • Learn how to change status of students (in case you want them to speak)
  • Know how to resize and position all pods
  • Learn how to share documents from desktop and make them visible to students
  • Upload PowerPoint to a share pod
  • When encountering echo, check the following areas:
    • Make sure no duplicated names in the attendee list
    • Run audio setup wizard
    • Logout and restart the browser
    • Have speakers hold down the “talk” button to talk
check list 2
Check List 2
  • When seeing multiple names of same person, ask them to quit the browser, not just logout of Adobe Connect, and then login back to the meeting room. 
  • Record the session for people who missed the session and learn how to retrieve the recording
  • Create breakout sessions for small group discussion and assign students to break out rooms
practice room
Practice Room
  • http://collaborate.stthomas.edu/LHDT
references
References
  • Brandon, B. (Ed.). (2008). 144 Tips on synchronous E-Learning: Strategy+Research. Santa Rosa, CA: eLearning Guild. Retrieved October 1, 2008, from http://www.elearningguild.com/content.cfm?selection=doc.1025 .
  • Brandon, B. (Ed.). (2007). The eLearning Guild’s handbook of e-Learning strategy. Santa Rosa, CA: eLearning Guild. Retrieved October 1, 2008, from http://www.elearningguild.com/content.cfm?selection=doc.817
  • Clark, R. C., & Kwinn, A. (2007). The new virtual classroom; evidence-based guidelines for synchronous e-learning. San Francisco: Pfeiffer.
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