Transcript of Redesign for Multi-Access Learning
- 1. Redesign for Multi-Access Learning: Implications for Policy,
Pedagogy, & Practice Valerie Irvine @_valeriei :: University of
Victoria TIE Research Lab July 3, 2015 for University of
Saskatchewan #etadsi Flickr@wwward0 CCBYND2.0
- 2. Online/Open Access #ds106radio #etadsi Blue Jeans access Use
gdoc tweeted out
- 3. Q1: Why do we need to have a required face-to-face
experience as a class? Reply with A1: ___ to #csshe2015 &
#blended
- 4. Q2: Should an institutions or instructors preference
override student accessibility? Or student preference of modality?
Reply with A2: ___ to #csshe2015 & #blended
- 5. Q3: Does/should modality bias exist? Reply with A3: ___ to
#csshe2015 & #blended
- 6. Q4: Should we allow flexibility in modality accessibility
(e.g., multi-access)? What are the implications? Reply with A4: ___
to #csshe2015 & #blended
- 7. Responses and resources curated at google doc URL tweeted
out: bit.ly/1PVK26u
- 8. FACE TO FACE ONLINEOR
- 9. Face to Face Enrollment
- 10. Online Enrollment
- 11. FACE TO FACE ONLINE*AND*
- 12. F2F ONLINEMULTI- ACCESS
- 13. Remote Online Pod (3 F2F) F2F On-Campus Pod Remote Online
Individuals Blended (F2F & Online)
- 14. Who Controls the Blend? Is Blended an Instructional
Experience or a Learner Experience?
- 15. WHY BLENDED? Are we just talking tech-mediated? No
increased access to learning afforded by blended learning Only
those learners who are able to access on-campus learning can
benefit from blended
- 16. Can Blended Meet Mobility Needs? NO
- 17. Do we redefine blended to include merging modalities? NO.
We dont say snowboarding is the new skiing.
- 18. CLARITY Program Delivery The cohort will include
face-to-face instruction in courses taught in a centrally- located
Vancouver site and flexible, blended formats that mix on-site and
online learning.
- 19. Irvine, V. (2013). Multi-Access Learning
- 20.
http://today.law.harvard.edu/wp-content/uploads/2011/12/06_cluster_dsc_7732_inside.jpg
- 21. #whythatseat? Realigning Higher Ed for the 21st Century
Learner Through Multi-Access Learning Dr. Valerie Irvine
@_valeriei
- 22. The Technology Integration and Evaluation (TIE) Research
Lab
- 23. COMMUNITY
- 24. The connectedness and access topics also came up during my
lunch. My friend commented on how disconnected she felt from others
in her class because she was completing it online. She mentioned
how she often felt alone in her program. This really struck a cord
with me. Also being in an online program on technology, I have
never felt disconnected from my classmates or professor. Our one
hour weekly sessions provide me with the opportunity to connect
with my cohort. I know they are only a tweet, email, or bluejeans
session away if I want to connect with them. Considering that
geographically some of us are hours away from each other, it really
speaks to the design and effectiveness of the program. There is
something to be said for the connectedness technology brings. I
also appreciate that students have the opportunity to be
face-to-face if preferred. In this sense, the course truly is
Multi-Access.
- 25. Transference of Expectations in Modality Bias
- 26. Learning Pathways (Major, 2015)
- 27. Flickr@healthbrandon
- 28. WORK FAMILY STUDENT PRESSURES, SOCIAL JUSTICE, &
PRIVILEGE SELF-CARECOMMUTE COST (transportation, accommodation,
parking, airfare, etc.)
- 29. Multi-Access F2F Student This course was amazing. It
allowed for freedom of life - the ability to participate online and
face-to-face was essential in life as a parent, caregiver for an
ailing parent and a full time student.
- 30. Learner Preferences for Modality TOP CHOICE 9 out of 15
(60%) ranked multi-access as THE top choice 3 selected blended 2
selected F2F 1 selected online
- 31. Learner Preferences for Modality TOP CHOICE 14 out of 15
(93.3%) chose multi-access (F2F or remote) as 1st or 2nd
choice
- 32. Multi-Access Remote Student If I lived very close to campus
year round, I think I would have preferred to be in a F2F class or
a multi-access class in which I was in the room. However, I lived
in [a town on the outskirts] and avoiding the 45 minute drive saved
me a lot of money and valuable time that I could spend being more
productive. On top of that, the flexibility that the multi-access
course provided allowed me to move to another city to prepare for
my practicum much further ahead of schedule than a F2F course would
have permitted. I went to my practicum city 3 weeks before my start
day; while a F2F class would have given me a long weekend to pack
up and move, meet with teachers, supervisor, and admin, and plan my
lessons with no time to observe.
- 33. Learner Perspectives on Multi-Access Learning
- 34. Control
- 35. Cyber Proxy (Irvine, 2015)
- 36. vGo Video Conference Robot More about the robot in a
minute...
- 37. http://www.doublerobotics.com/https://revolverobotics.com/
http://www.vgocom.com/ Kubi vGoDouble
- 38. Need for Equity Among Access Avoid Preferential Treatment
Policy on Cyber Proxy
- 39. https://www.flickr.com/photos/anitasarkeesian/3903166130/
Professors Tech Support Specialists YOU FOOL! YOU POOR FOOL! DID
YOU MESS WITH IT? DONT MESS WITH IT!
- 40. The Business Case for Video Conference Robots
http://commons.wikimedia.org/wiki/File:Analyzing_Financial_Data_(5099605
- 41. Excellent Tech Support from vGo
- 42. Use Cases for Video Conference Robots
- 43. Copyright John Bell UMichigan
- 44. 7 Instructors Perspectives on Multi-Access Video Conference
Robots...
- 45. If you had asked me that question two years ago I would
have balked. [Using a VC robot] would be exciting and challenging.
Its about what were doing, not about the technology. Id love to see
that in action. Again I see that as superior to what weve
experienced [with BlueJeans], the fact that they can turn the
camera and talk. That more replicates what were trying do in the
room.
- 46. I think in that case where I have one student coming in or
two or three; a small number of students relative to the number of
students in my class this would be great. Perfect actually, because
you could go out in the hall and work in a group.
- 47. The robot to me is an interesting idea. Part of my thinking
is thinking about who are we, so its ontological but what essence
or what physicality is different to me. It wouldnt bother me, if I
had 10 of those it still wouldnt bother me, its just another way of
being.
- 48. I can just teach normally to them and to them the same way
as this face-to-face student. I dont see that being an issue.
Wonderful. I have students all the time who are sick who skype in.
They have to find a friend to skype them in, but that would be
great. I would love to try it as a student. I would love to try it
as a teacher. As long as I have no responsibility for moving their
screens around.
- 49. Destination in Place and Space
- 50. The distance is nothing when one has a motive. ~ Jane
Austen, Pride and Prejudice
- 51. The connectedness and access topics also came up during my
lunch. My friend commented on how disconnected she felt from others
in her class because she was completing it online. She mentioned
how she often felt alone in her program. This really struck a cord
with me. Also being in an online program on technology, I have
never felt disconnected from my classmates or professor. Our one
hour weekly sessions provide me with the opportunity to connect
with my cohort. I know they are only a tweet, email, or bluejeans
session away if I want to connect with them. Considering that
geographically some of us are hours away from each other, it really
speaks to the design and effectiveness of the program. There is
something to be said for the connectedness technology brings. I
also appreciate that students have the opportunity to be
face-to-face if preferred. In this sense, the course truly is
Multi-Access.
- 52. Multi-Access Remote Student I think the quality of teaching
and learning was not affected by the course being online. The
instructor was effective in delivering the material and giving
appropriate wait times after asking questions. It was a very
interactive course which I believe would have the same impact if
the course was fully F2F. We are going towards an online community,
and it is great to know that there are already professors out there
that are equipped with the skills and knowledge to effectively
teach in any setting. Great experience. I wish more people this
year had had the same opportunity.
- 53. Multi-Access Remote Student I would say that it enhanced
it. I felt like I was in the class with live video and audio feeds,
but at the same time I had access to review the teaching materials
on my own computer and expand with my own research during the class
without disrupting the flow of the lesson. For a long class (3
hours +) the opportunity to access from home was a huge advantage
because the comfortable setting allowed me to hold focus and breaks
were more refreshing.
- 54. Multi-Access Remote Student I really enjoyed the
multi-access experience. I had ongoing conversations on instant
messenger with a classmate whilst listening and taking in a
presentation for example. If you're in a face-to-face class you
can't just pull out your laptop and start typing because it's rude,
but when you're using multi-access, you can immediately check out
any thought tangents online whilst keeping up with the presenter.
This makes the learning experience fuller, because you can check
things out as you think of them instead of forgetting them and not
getting around to it after the class is done. I did feel part of
the class as well.
- 55. Multi-Access Remote Student I also experienced the class
from the other side of the monitor, and I have to say, it feels
better on the technology. I felt the pace of the class was much
slower when I was in the classroom F2F. hmmmmm. Personally I am an
auditory learner so this was exponentially better than any previous
online learning courses I have taken.
- 56. Multi-Access Remote Student It was fairly neutral, overall.
I didn't feel like it was any better or worse in terms of learning
quality, but I did feel that it was light years more convenient for
me. Grow this opportunity! Offer these kinds of course mediums as
often as possible! They really do make the grade, and it makes life
for people in rural areas so much easier and more affordable!
- 57. Multi-Access Remote Student I commend the individuals who
designed and implemented this course. It was extremely successful,
and accommodated many students who would have otherwise faced
serious challenges regarding their living situations.
- 58. Multi-Access Remote Student If I lived very close to campus
year round, I think I would have preferred to be in a F2F class or
a multi-access class in which I was in the room. However, I lived
in [a town on the outskirts] and avoiding the 45 minute drive saved
me a lot of money and valuable time that I could spend being more
productive. On top of that, the flexibility that the multi-access
course provided allowed me to move to another city to prepare for
my practicum much further ahead of schedule than a F2F course would
have permitted. I went to my practicum city 3 weeks before my start
day; while a F2F class would have given me a long weekend to pack
up and move, meet with teachers, supervisor, and admin, and plan my
lessons with no time to observe.
- 59. Multi-Access Remote Student I think it contributes to the
quality of learning because it's differentiated instruction. By
having a multi-access course, students can choose how to
participate. I felt like my needs were met and the video enhanced
the quality of the teaching and learning. Without video, I wouldn't
be able to concentrate for 3 hours.
- 60. Multi-Access F2F Student This course was amazing. It
allowed for freedom of life - the ability to participate online and
face-to-face was essential in life as a parent, caregiver for an
ailing parent and a full time student.
- 61. Multi-Access F2F Student I know that the remote group
benefitted from the online aspect of the class for monetary
reasons, which I fully support. University is expensive, saving
money any way that individuals can, should. I think [multi-access]
would be ESPECIALLY important for professional development courses
that full-time teachers would want to take.