Using Skype IM Chat to Facilitate Online

Discussions Faith Agostinone-Wilson

Associate Professor of Education

Aurora University

Background

O I have been using Skype as part of my graduate classes since 2008

O I work primarily with doctoral students who have easy access to their own laptops and high speed Internet

O Most are very comfortable with technology in academic– not just social-- contexts

O I teach smaller sized classes where online formats work best

O Those who work with undergraduates or larger class sizes may have to adapt their use of Skype chats accordingly

Chat & Skype Overview

O “Chat” or Instant Messaging (IM) is real time communication between two or more people using a computer, tablet, or mobile phone

O With IM, a script is generated so you know who typed what (as with texting)

O Skype is a free software that can be used for conference calls and chat

O The free version of Skype will allow for an IM conversation for groups up to 300

O Most people are familiar with Skype as a platform for video calls, but it has additional pedagogical features (you can upload documents during a class session, for example)

Option #1- Two Person IM Conference

O I use this option quite a bit during the week where individual students see that I’m online via my Skype status and ask questions about their writing

O Great way to hold e-office hours

O Faster than email and a good way for me to check up on student progress

O This option works best when you have already established some familiarity with a student and his/her work

O The two person IM conference can also serve as a side conversation between instructor/student during a group IM conference

Option #1- Example

Option #2- Group IM Chat

O This option can be used prior to a conference

call via Skype (warm-up question or orienting

check-in)

O This option can also serve as a stand alone

class session (I have taught an all-chat class

during a blizzard)

O The key is to use a combination of teacher-

created questions and questions that students

bring with them to class, based on a reading or

other centering activity

Option #2- Example O [12/11/2013 5:21:00 PM] Faith Wilson: A good place to start is to get a feel for

how everyone perceives their accomplishments in the class this semester. Did you make more progress than you thought, about the same, or less than you expected?

O [12/11/2013 5:21:16 PM] Faith Wilson: Also any kind of status update will work as well.

O [12/11/2013 5:21:28 PM] Faith Wilson: Just heard from Jason- he's logging on soon

O [12/11/2013 5:21:52 PM] Lisa P: Less than i expected because the STEM course i took really monopolized my time and a lot of weekend time too.

O [12/11/2013 5:22:08 PM] Heidi Sandler: Okay, I'm in no hurry so I'll wait for my turn to type at y'all.

O [12/11/2013 5:22:34 PM] kelly salek: As an update: I met with my committee today and they are overall excited, but are requesting Chapter 1 changes. The Chapter 3 design is changing slightly based on getting a better "N" for my design. Therefore, the nice part is that I will be observing a STEM outreach program that is starting in January, and continuing through March. All student have already signed on wavers for being studied, pre/post-tested, and videotaped. I will observe all session and follow-up with interviews. My question is this....

Option #3- Rotating Groups

O You can also use chat in combination with live voice conferencing on Skype

O While one group is talking with the instructor, the other two groups could be engaging in a chat session centered on a reading or reaction to an activity that students did prior to the class session

O Each hour, the groups rotate to a different type of chat focus or live voice conference with instructor

O This way everyone in the class has at least some live voice contact with the instructor and each other

Option #3- Example

O Each group has 5-8 people

O Group A- live Skype voice with instructor (readings from the class text)

O Group B- students have chat session (assignment: each student brings a discussion question based on an article reading)

O Group C- students have a chat session (in reaction to learning styles quiz they took)

O After one hour, each group rotates (Group A moves to the chat session/discussion questions, Group B moves to the quiz reaction chat, etc.)

Chat Dispositions

O As an instructor, you have to be fast and focused even more so than in a F2F context

O The pace of chats can get overwhelming, even with groups of 5 or more

O Students need to be mentored as to the qualities of an academic vs. casual chat

O The key is to cut through the “chatter” and focus in on different key points that students are making to ask follow up questions

O The instructor also has to know how to instantly steer a discussion in a productive direction

Chat Tips

O Start small- use the 2 person session 1st to see how it goes

O Allow time for a question to settle in through the script

O Check the script constantly to make sure you haven’t missed anything

O Ask status check-in questions such as, “Did I miss anything?” “Did we address this question thoroughly?” “Any additional questions before we move on?”

O Encourage students to IM questions/reactions during a group Skype voice conference

O Copy and paste your scripts into Word- Skype deletes sessions after 6 months

Chat Benefits

O Chats avoid the technical problems and audio distractions of live conference calls

O Chat provides an immediate form of feedback

O Chat encourages students to participate because their absence is more noticeable in an online setting O F2F dominant students tend to dominate less in chats

O Students have to pay closer attention to what their classmates say on the chat script than in F2F

O Since a script is generated, instructors have concrete evidence of student learning during a discussion session

O Students who miss a discussion session can view the script later on

Chat Challenges

O Students who are slower at keyboarding may have trouble keeping up with the discussion

O Students with special needs may need to obtain voice recognition software so they can more fully participate in chat sessions

O It can be easy with chats for discussions to lose focus and become superficial

O Students need to be mentored about academic chats; rubrics can be helpful

O Instructors have to immediately key in on what students are saying in live time

O Students who arrive late will have challenges catching up with the conversation script

Skype Chat: Try it Out

O If anyone wants to try out a Skype chat, let

me know and I can demonstrate during

break or at lunch (or another time at your

convenience)

O You will need a free Skype account and to

add me to your contacts list (dr.faithwilson)