ride 2010 presentation: virtual classrooms - use cases and their pedagogy

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Virtual ClassroomsUse Cases and their Pedagogy

Virtual ClassroomsUse Cases and their Pedagogy

Tim NeumannLondon Knowledge Lab

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Overview

1. What are Virtual Classrooms?

2. Use Case Examples: The multiple faces of Elluminate

3. Use Case Details

4. Staff Development Issues

CDE Conference 2010, University of London

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1 Definition

Virtual Classrooms

SAC =

Combination of• real-time tools for• visual interaction and• textual interaction• while talking

CDE Conference 2010

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1 Definition

https://sas.elluminate.com/p.jnlp?psid=2010-02-05.0757.M.A7D0B2B04AC025A4A7BD806D1AC312.vcr&sid=2007016


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Benefits (General)

Elluminate…• frees up time for academics, • contributes to the green agenda, • connects international students, and • improves both learning quality and experience.


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Benefits (Distance Education)

• Add to the blend of learning technologies and pedagogic activities• Enhance conversations between tutors and students• Facilitate pedagogically sound course design & teaching• Encourage uptake of 3rd to 5th DE generation models (link to paper)

• Bring back lecturing for Distance Education students


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Some student feedback

I feel there is so much more ‘power’ in the use of the tool

In some ways, this was better than an actual classroom

I think the session was a great way of learning

The session was fantastic


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In the words of a distance education tutor:

Suddenly I understand the student better, because I have talked to them, heard their voice, interacted with them.

I get a sense of others, which improves the understanding of the course materials.


The Multiple Faces of Elluminate

(presented at the Blackboard Teaching and Learning Conference 2010, Swansea)

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What is Elluminate?The MA in Media, Culture and Communication says:

A lecture recording system

✔Time saving: Resource creation on-the-fly

✔Learning quality: Availability of revision materials

✔Time saving: Resource creation on-the-fly

✔Learning quality: Availability of revision materials


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What is Elluminate?Several Professors say:

A tool for remote lectures, presentations and keynotes

✔Time saving: Less travel, resource creation

✔Green agenda: Less air travel

✔Time saving: Less travel, resource creation

✔Green agenda: Less air travel


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What is Elluminate?Several LKL Research Teams say:

An online meeting environment for dispersed teams

✔Time saving: Less travel

✔Green agenda: Less travel, less paper

✔Time saving: Less travel



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What is Elluminate?London Maths Challenge participants and organisers say:

The connection between two classrooms

✔Learning quality: Pupils challenging each other

✔Learning experience: Discussions outside of usual classroom context

✔Learning quality: Pupils challenging each other

✔Learning experience: Discussions outside of usual classroom context


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What is Elluminate?A National Research Centre says:

A way to generate income from our free resources


✔Business case: New income streams


✔Business case: New income streams


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What is Elluminate?The IOE Doctoral School says:

A way to involve international students

✔Learning quality: More ways to interact

✔Student retention: Keeping in touch

✔Learning quality: More ways to interact

✔Student retention: Keeping in touch


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What is Elluminate?The LKL Open Day organisers say:

An opportunity to address more people than architecture allows

✔Green agenda: Less travel

✔Marketing & recruitment: Enhancing interaction with potential students / researchers

✔Green agenda: Less travel

✔Marketing & recruitment: Enhancing interaction with potential students / researchers


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What is Elluminate?The Online Master of Research says:

A means to enthuse, activate and retain students

✔Learning quality: Improved understanding

✔Student retention: Deep engagement and enhanced bonding

✔Learning quality: Improved understanding

✔Student retention: Deep engagement and enhanced bonding


3 Use Case Details

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Framework

SMAP

Synchronous

Media

Attribution

Process

Custom framework to guide and outlinecore issues in the MoSAIC project.

CDE Conference 2010

Review of Pedagogical Theories

Which existing theories

are addressing

the specifics

of SAC?(Paper)

Advanced thinkers may add:

“…or any other technology”

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Pedagogy


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Pedagogy

Useful theories for SAC• Communities of Inquiry• Conversational Framework• Task Design• Multimodal theories• Exploratory Learning Model


Tutor and course designer

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Pedagogy


MoSAIC Project

Six case scenarios• Remote lectures• F2F session recording• Simulcasts• Multiple venue linking• Group meetings• Remote tutoring

24 CDE Conference 2010, University of London

Use Case Details

Scenario Template Structure• Scenario description• Required skill levels• Suggested activities• Pedagogical mindsets• Related pedagogical models• Embedding scenario into the

wider teaching strategy



Remote Lectures


Scenario Template

Remote Lectures

Description Guest expert gives presentation on particular topic

Skills Teacher: Medium, Student: Low

Activities Presentation, Recording

Mindset Traditional, learning resource development

Models Didactic

Embedding Information resource as part of sequenced learning materials; one-off event

LKL 5th Birthday 2009


Remote Supervision / Feedback


Scenario Template

Remote Supervision / Assignment Feedback

Description Tutor works with individual students on a selected piece/body of work.

Skills Teacher: Medium-High, Student: Medium

Activities Document sharing, whiteboard brainstorming, feedback via annotation

Mindset Guide on the side, personal development

Models Conversational framework

Embedding Supervision session at essay draft stage, relation to selected piece of instruction and/or assessment

(no permission to show examples)


Group Meetings


Scenario Template

Group Meetings

Description Students present own work to classmates, or students work through set activities with high levels of interaction.

Skills Teacher: High, Student: Medium-High

Activities Role play, online debate

Mindset Learners assume responsibility and control of their own learning

Models Community of Inquiry

Embedding Virtual classroom sessions at selected points of a larger process, e.g. as initial briefing or capstone event.

IOE Doctoral School Summer Conference 2010 (student presentations)Educate~ online workshops (interactive exercises)

4 Staff DevelopmentIssues to address

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Staff Development


TechnicalSkills

Cognitive Challenges

Pedagogic Approaches

Hoffman 2004Finkelstein 2006Hyder et al 2007

Hoffman 2004Finkelstein 2006Hyder et al 2007

Mayer 2005Jewitt 2006Mayer 2005Jewitt 2006

Schullo et al 2005Hampel 2006

Schullo et al 2005Hampel 2006

Technology Media

Pedagogy

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Staff Development


Ways to encourage take-up

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http://www.lkl.ac.uk/LTU/events

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Any questions?

Tim Neumann

Contact:

[email protected] people.lkl.ac.uk/neumann

Institute of EducationUniversity of London20 Bedford WayLondon WC1H 0AL

Tel +44 (0)20 7612 6000Fax +44 (0)20 7612 6126Email [email protected] www.ioe.ac.uk

Appendix (1)

References cited in this presentation• Hofmann, J (2004). The synchronous trainer’s survival guide. San Francisco, CA: Pfeiffer.

• Mayer, R E (2005). The Cambridge handbook of multimedia learning. Cambridge, MAL Cambridge University Press.

• Schullo, S, Venable, M, Barron, A E, Kromrey, J D, Hilbelink, A & Hohlfeld, T (2005). Enhancing online courses with synchronous software, presented at the National Educational Computing Conference, June 27-30. Philadelphia, PA.

• Finkelstein, J (2006). Learning in real time. San Francisco, CA: Jossey-Bass.

• Jewitt, C (2006). Technology, literacy and learning. London: Routledge.

• Hampel, R (2006). Rethinking task design for the digital age. ReCall, 18 (1), 105-121.

• Hyder, K, Kwinn, A, Miazga, R & Murray, M (2007). The eLearning Guild’s Handbook on Synchronous e-Learning. Santa Rosa, CAL The eLearning Guild.


Appendix (2)

Papers and presentations related to this projectPapers

• De Freitas, S and Neumann, T (2009). Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing. British Journal of Educational Technology, 40 (6), pp 980-998. doi: 10.1111/j.1467-8535.2008.00887.x

• De Freitas, S and Neumann, T (2009). The use of ‘exploratory learning’ for supporting immersive learning in virtual environments. Computers & Education, 52 (2), 343-352.

• Neumann, T and Carrington, A (2007). A mass collaboration approach to e-learning. ALT-N, April.

Presentations

• CDE Conference 2009 @ University of London: MoSAIC (Slideshare)

• What is Synchronous Audiographic Conferencing? (animated Powerpoint, 6.5 MByte)

• Ten Potential Use Cases for SAC (PDF)

• ALT-C 2006 @ Heriot-Watt University: A Mass Collaboration Approach to E-Learning


Appendix (3)

Background work hinted at in this presentationCommunities of Inquiry

• Garrison, D. R. & Anderson, T. (2003). E–Learning in the 21st century: a framework for research and practice. London: Routledge/Falmer.

Conversational Framework

• Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer.

Multimodal Theories

• The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66, 1, 60–92.

Task Design

• Hampel, R. (2006). Rethinking task design for the digital age: a framework for language teaching and learning in a synchronous online environment. ReCALL, 18, 1, 105–121.


Appendix (4)

Influential projects• IOE TQEF: Staff Development – Final Report (PDF)

• IOE TQEF: Pedagogic Templates – WLE Centre Occasional Paper 2

• Minimal ManualsCarroll, J M (1990). The Nuremberg Funnel: Designing minimalist instruction for practical computer skill. Cambridge, MA: MIT Press.

• LDSE – Website

• London Pedagogy Planner – Website

• Phoebe – Website
