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SYNCH AND SWIM:. The Value of Synchronous Learning Environments (Interact! Build Community! Immediate feedback!). Michael Coghlan BAW 2010 23/1/11. STRUCTURE OF SESSION. historical context value of synchronous interaction skills required in a virtual classroom (brief)

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synch and swim

SYNCH AND SWIM:

The Value of Synchronous Learning Environments(Interact! Build Community! Immediate feedback!)

Michael Coghlan

BAW 2010

23/1/11

structure of session
STRUCTURE OF SESSION
  • historical context
  • value of synchronous interaction
  • skills required in a virtual classroom (brief)
  • applications for synchronous activity (when can you use them?)
question
Question:

Are you

A) In your office?

B) In a computer suite?

C) At home?

D) Other?

multiple venue presentations mvps
MULTIPLE VENUEPRESENTATIONS(MVPs)

CLASSROOM/

F2F VENUE

remote

students

guest

lecturer

public

space

what is synchronous asynchronous communication
What is synchronous/asynchronous communication?
  • SYNCHRONOUS (real time) eg f2f conversation, telephone calls, chat rooms
  • ASYNCHRONOUS – some delay between initial communication and the reply eg letters, email, forums
question1
Question:

IS ANYONE TEACHING IN FULLY ONLINE MODE?

(Classroom + online =

BLENDED LEARNING)

changing methodology
Changing Methodology

Online/elearning:

ca 1998

2011

  • Asynchronous
  • (written) text based
  • Content focused
  • Asynch + synch
  • more voice interaction
  • and rich media
  • Content can be
  • co-created (‘produsers’)
slide10
COMMUNICATIONAXIS

Structured;

expository

Reflective;

monologue

Asynch

Minimalist; rapid

(evolving)

Spontaneous;

dialogue

Synch

Oral

Written

communication axis
COMMUNICATION AXIS

Most classroom communications take place here

New – have been enabled by technology (only happen online)

asynchronous voice
ASYNCHRONOUS VOICE

VOICE BOARDS

  • Wimba: try the board at http://tinyurl.com/4lnh9fn

Free

2. Voxopop: Aiden Yeh’s Advanced Listening Group at http://tinyurl.com/4hzw2of

3. Voicethread: examples at http://voicethread4education.wikispaces.com/9-12

range of synchronous tools
Range of Synchronous Tools
  • Instant messengers: Google Talk, Skype, Yahoo, MSN (text + voice)
  • Peer to Peer/Collaborative Tools: eg Etherpad (documents), Mind Mapping, Whiteboards, etc
  • Virtual Classrooms
    • Proprietary: Elluminate, Adobe Connect, etc
    • Free: Wiziq, Vyew, Big Blue Button
virtual worlds second life
Virtual Worlds: Second Life

See

Second

Life in

Education

your experience
Your Experience?
  • Have you experienced the use of synchronous tools in online courses that you have either taught or studied?
your experience1
Your Experience?

How have synchronous tools been used in courses you have either taught or studied?

  • small group work?
  • one-on-one communications?
  • whole class meetings?
  • whole class instruction?
  • other?
use of synchronous tools survey
Use of Synchronous Tools – Survey

Purpose of Interactions

  • 58% small group work
  • 37% one-on-one communications
  • 35% whole class meetings
  • 16% whole class instruction

(results at http:// michaelcoghlan.net/synch/surv_results.htm)

question2
Question
  • Why do you think it is important to include synchronous tools in online courses?
use of synchronous tools survey1
Use of Synchronous Tools – Survey

Why are synchronous tools important?

  • Approx 50/50 split between pedagogical and social/affective reasons
  • Pedagogy: immediacy of feedback (30%)

(results at http:// michaelcoghlan.net/synch/surv_results.htm)

social affective benefits
Social/Affective Benefits

Social, community, and personal engagement

  • personal engagement/motivation (55%)
  • community building (29%)
  • improving the social experience (27%)

(results at http:// michaelcoghlan.net/synch/surv_results.htm)

tension synch v asynch
Tension: Synch v Asynch

Terry Anderson, Toward a Theory of Online Learning:

“….the major motivation for enrollment in distance education isnot physical access, but rather, temporal freedom to move through a course of studies at a pace of the student’s choice.” Participation in (synchronous events) “almost inevitably places constraints on thisindependence.”

“ Thedemands of a learning-centered context might at times force us tomodify prescriptive participation in (synchronous events),even though we might have evidence that such participation willfurther advance knowledge creation and attention.”

resolving the tension between asynchronous and synchronous approaches
Resolving the tension between asynchronous and synchronous approaches
  • don’t make synch sessions compulsory; use synch for those who want it
  • use tools that can record or archive the sessions for later retrieval
  • don’t use synchronous for whole class instruction
  • use for meetings, one-on-one, or in small groups
  • offer informal (social) sessions in synch mode
  • allow student use of synchronous space
  • offer office hours sessions at set times
resolving the tension between asynchronous and synchronous approaches1
Resolving the tension between asynchronous and synchronous approaches
  • It’s not all or nothing – use both approaches:
    • Synch for social, spontaneous, decision making
    • Asynch for deliberation, reflection, considered opinion
the instructional challenge
The Instructional Challenge:

Methodology: how do you use synchronous tools to maximise their impact?

skills of the live online presenter
Skills of the Live Online Presenter
  • Golden Rule: 6-8 minutes talking at a stretch maximum
  • Intersperse presentations with questions, polls, other speakers (from the floor), whiteboard activity
  • Decide how to handle direct messaging – will you monitor/respond? Or ignore it? Dip in and out of it?
  • Consider working with a producer/co-presenter
  • More at http:// michaelcoghlan.net/fll/blog.htm#skills
what kinds of synchronous activities can you use in classrooms
TEACHING

‘straight lecture’

Guest lecturers

Oral presentations

Group work

One on one (eg pronunciation)

OTHER

Office hours

Social: student - student

What kinds of synchronous activities can you use in classrooms?
synchronous activities example 1
Synchronous Activities – example 1
  • Live discussion with a musician about their work
    • Organised by Webhead Aiden Yeh (Taiwan) and Michael Coghlan (Australia)
synchronous activities example 2
Synchronous Activities – example 2
  • Small Group Discussion - Intercultural Communication
    • Streetlife Project organised by Webhead Anne Fox (Denmark) http://streetlife.homestead.com/
synchronous activities example 3
Synchronous Activities – example 3
  • Oral Presentations
    • organised by Webhead Buthaina Al-Othman (Kuwait)

http://alothman-b.tripod.com/wia_162finalproj.htm

professional development
PROFESSIONAL DEVELOPMENT
  • Conferences, seminars
  • Workshops and Training sessions
  • Meetings (much more cost effective than teleconferencing)
slide35
NEAR

SYNCHRONOUS

TOOLS

twitter as a real time search tool
Twitter as a real time search tool?

May 2008: “Twitter beats media in reporting China earthquake."

  • An almost real time search tool
    • Now being used by some as an alternative search tool to Google

http://www.flickr.com/photos/[email protected]/101951607/

tracking the back channel

TRACKING THE BACK CHANNEL

http://www.slideshare.net/mchaelc/tracking-the-back-channel

backchannel tools
BACKCHANNEL TOOLS
  • Direct or instant messaging in web conferencing tools (eg Centra, Elluminate)
  • Live blogging tools like Cover It Live
  • Live polling tools like Poll Everywhere
  • Micro Messaging tools: Twitter, Yammer
purdue university in house application
Purdue University: In-house Application

http://www.itap.purdue.edu/tlt/hotseat/

can you use twitter as teaching tool
Can you use Twitter as teaching tool?

Teaching with Twitter (Steve Wheeler)

  • ‘Twit Board’ Notify students of changes to course content, schedules, venues or other important information. (could be done with phone)
  • ‘Summing Up’ Ask students to read an article or chapter and then post their brief summary or précis of the key point(s). A limit of 140 characters demands a lot of academic discipline. √
  • ‘Twit Links’ Share a hyperlink – a directed task for students – each is required to regularly share one new hyperlink to a useful site they have
  • ‘Micro Write’ Progressive collaborative writing on Twitter. Students agree to take it in turns to contribute to an account or ‘story’ over a period of time.
  • Use the backchannel to provide feedback on classes in real time √

http://www.flickr.com/photos/interplast/141013553/

some references
Some References
  • Anderson, Terry; Elloumi, Fathi: Theory and Practice of Online Learning (April 2004)

http://cde.athabascau.ca/online_book/

  • Coghlan, Michael; How important are synchronous tools in web-based teaching and learning environments?http://users.chariot.net.au/~michaelc/synch/surv_discuss.htm
  • Coghlan, Michael; Moderating Live Synchronous Sessions http://synchfacilitation.wikispaces.com/
  • Finkelstein, Jonathan; Learning in Real Time http://www.learninginrealtime.com/
  • Muirhead, Brent; Research Insights into Interactivity, International Journal of Instructional Technology and Distance Learning , March 2004

http://www.itdl.org/Journal/Mar_04/article05.htm

contact details
Contact Details

Michael Coghlan

http://protopage.com/michaelc

[email protected]

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