2011Black Smackdown 2.0
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Transcript of 2011Black Smackdown 2.0
EN VIVO: AT A DISTANCESYNCHRONOUS DISTANCE LEARNINGANDREW BLACK, PH.D., MBA
UNIVERSITY OF UTAH
COLLEGE OF NURSING
A confluence of trends:
- The development of new tools to support collaboration
- The emergence of constructivist-based approaches to teaching and learning
- The need to create more powerful and engaging learning environments (Resta & Laferrière, 2007, p. 65).
Additional value:
- Verbal and non-verbal communication through video and web conferencing mediums
- Live chat and other communication forms providing immediate student-student and student-teacher responses
Resta, P., & Laferrière, T. (2007, March). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83.
RESEARCH
STUDENT NEEDS AND WANTS
Interactivity
Immediate access to information
Responsiveness
Simple to navigate UI
Relationships with other students and teachers
TOOLS
Web conferencing
Desktop and application sharing
Multimedia (YouTube)
LMS (and beyond)
Videoconferencing
…And a mix of all of them
WEB CONFERENCING
Features:- Presentation/desktop/application sharing space- Live chat area- Live polling- Acknowledgement emoticons (raised hand, smiley face, clapping, etc)- Session recording, chat history can be saved- Two-way audio- Generally one video stream at a time, showing most recent speaker
Additional Features:- Can show some video, such as YouTube- Some systems offer remote individuals to share their desktop- Some offer the remote person ability to take control of the presentation
Issues:- Audio issues when two people talk at the same time; feedback- Single video feed- Multimedia and video increase latency significantly
LMS INTEGRATION
REQUIREMENTS- Most often
provided as a link to the external web conferencing system
- Link must be intuitive and fast
- Tie recorded content directly to the online classroom
- Make recorded content available to students for review during the course
SYNCHRONOUS VIDEOCONFERENCING
Much of the literature presents the use of synchronous videoconferencing as a positive educational tool, taking advantage of many of the expressed benefits found within the traditional classroom, including live interactive communication with the instructor and other students, face-to-face contact where non-verbal communication can be utilized, and the ability to create relationships with others (Dal Bello, Knowlton and Chaffin, 2007; O‘Rourke, 2007).
Dal Bello, A., Knowlton, E., & Chaffin, J. (2007, September). Interactive videoconferencing as a medium for special education: Knowledge acquisition in preservice teacher education. Intervention in School & Clinic, 43(1), 38-46.
O'Rourke, J. (2007, March). Small group learning and videoconferencing: Are they compatible?. Education for Primary Care, 18(2), 192-195.
VIDEOCONFERENCING TOOLS
NEEDS
Multiple video feeds at a time: the virtual classroom, showing all students and the teacher live
Show multimedia presentations, including video, desktop sharing, presentations, applications, etc.
In essence, must do everything that web conferencing does, plus multiple video feeds
BENEFITReplicates the live classroom, allowing non-verbal communication to be visualized
MIXED ENVIRONMENTS
TEACHING CHALLENGES
Managing the technology
Paying attention to the students in the physical class, as well as the distance students
Responding to questions, far, near and through chat
Reading non-verbal communication; video, audio, chat
Working within the latency limitations
Breaking the class in to manageable groups
TECHNOLOGICAL LIMITATIONS
Computer operating system platforms
Web browsers
Internet connection speeds
Showing multimedia within presentations
Audio and/or video problems during class
Latency
Disruptions
Webcam issues
CONNECTIONS
Skype Group calls are limited by Internet bandwidth
- More live video feeds=slower or degraded performance
Bridging services may be available, resolving bandwidth demands, but can be very expensive
Not just limited to classroom-classroom connections with IVC equipment, but anytime-anywhere connection from any platform is demanded (home, office, hotel, worldwide)
WHEN IT FAILS
Have a backup plan
When the Internet and video fail, use the phone
Record all sessions and provide for later playback
Manage the content and make it easily accessible
Provide video streaming as an option (live or playback)
FUTURE
“Although frustrations with technology will continue to be a problem for the foreseeable future, research indicates that social, more than technical factors, are the main determinants of success or failure in a computer-mediated course” (Miller & King, 2003, p. 287). Miller, T., & King, F. (2003, July). Distance education: Pedagogy and best practices in the new millennium. International Journal of Leadership in Education, 6(3), 283-297.
RECENT LITERATURE
In a fully online environment, students often indicate feelings of isolation
Recent literature indicates that students desire some degree of face-to-face or live interaction with their teachers and fellow students
“…there was a statistical significance between the attitudes and perceptions of synchronous and asynchronous PhD nursing students” (Black, 2010, p. 140)
CONCLUSION
Intent for this presentation
- Distance education in not limited to asynchronous online
- Video is rapidly increasing in demand
- Live interactive connectivity is increasing in demand
- Multimedia demands are increasing
Synchronous distance education
is a major part of our future!