Backchannel Communication Considering the influence of parallel communication channels on cognitive...
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Transcript of Backchannel Communication Considering the influence of parallel communication channels on cognitive...
Backchannel CommunicationConsidering the influence of parallel
communication channels on cognitive load
AECT 2010 Summer Research SymposiaJennifer Maddrell and Dr. Ginger Watson
Old Dominion University
Share observations from practice
Consider existing research
Discuss implications for future research and practice
The Plan
Backchannel
Parallel text-chat exchanges among participants
occurring simultaneously with the live web-
conferenced instructional presentation.
Backchannel in Practice
Social Media & Open Education http://eci831.wikispaces.com/
InstructorDr. Alec Couros, University of Regina
Guest SpeakerDr. Richard Schwier, University of Saskatchewan
Synchronous SessionSeptember 22, 2009 using Elluminate Live
During the 95 minute live
session, over 75 participants
attended Dr. Schwier’s presentation.
… and made over 1,360 text-chat
entries ... or about 14 posts every
minute!
1 - 5 6 - 10 11 - 15 16 - 20 21 - 25 26 - 30 31 - 35 36 - 40 41 - 45 46 - 50 Over 510
5
10
15
20
25
20
18
9
56
34
1 1
3
6
Session Text-chat Post-ings
Number of Text-chat Posts During Session
Num
ber o
f Stu
dent
s
64 Instructor Posts …
important point!
It is amazing to think that this community is potentially living this content, these questions ...
anyone need any clarification on any points? send me a private message.
exactly lisa
good points dennis
it does take some getting used to
This is very interesting as it applies to this class ... and everyone here!!!
@jeff give this some time, but I would invite you to ask that question near the end.
if there is something you want me to ask, feel free to send me a private message here, or give me the old @alec
Fosters Communication and Interaction
Creates Frustration and Distraction
Cognitive Load Theory
The instructional design of the learning environment should attempt to minimize
extraneous load, optimize germane load, and manage intrinsic load.
- Kester, Kirschner, & van Merriënboer, 2006
Backchannel Research
Instructional Setting
Other Settings
Suggestions from Research
Extraneous(minimize)
Laptops in Class[distraction]
Irrelevant Activity
Germane(optimize)
Laptops in Class [task engagement]
Critical Reflection & Discourse
[knowledge construction]
Intrinsic(manage)
Cues from Learner [helps presenter
transition, segment and sequence]
Reciprocal Dialogue
[learner responses shape
presentation]
Observations from practice
Suggestions from existing research
Implications for future research and practice
Your Thoughts?