Personal Portals forSynchromodal Learning

John Bell Sandra Sawaya William Cain Charlie BelinskyCollege of Education

June 12, 2013

Hybrid Courses

• Using both face-to-face and online interactions for “contact hours” of a class– So a “hybrid” course is not …• an online project for a face-to-face course• a face-to-face meeting for an online course

– A “hybrid” course is…• Sometimes “meeting” online

instead offace-to-face

Two Types of Hybrid Courses

• Alternating Modes– Face-to-face and online for same course– E.g.• Week 1 F2F, Week 2 online, Week 3 F2F, …• Flipped classrooms: lectures online, work f2f

• Synchromodal– Integrating face-to-face and online learners

as comparable partners in the same learning experience

Our ContextPh.D. in Ed Psych & Ed Tech edtechphd.com/edpsychphd.com

– Face-to-Face (F2F) and Hybrid Provide access to mid-career people

Challenges– Two groups integrated — a challenge and a strength

– Practice what we preach

CEPSE/COE Design Studio– Do what we’re doing … better– Learn from what we’re doing– Doctoral students as central contributors

• William Cain, Sandra Sawaya, Charlie Belinsky

Our Big Idea

Leading with a solution rather than a problem only succeeds by chance

• What primary problem are you trying to solve?– E.g., Learning, access, productivity, constraint,

demand, …• Our primary problem: – Increased access with undiminished effect

Learning Environment Models

Model Time Consistency1.0 Face-to-Face Synchronous Uniform2.0 Online Asynchronous Uniform1/2 “Blended” Alternating3.0 Face-to-Face+Online Synchronous Uniform

* These models are (largely) pedagogically neutral.

Major Learning Topographies* Face-to-Face *

• Lecture: hub & spokes / monarchy– hierarchical structure with the

predominant direction being outward• Large group: player/coach– instructor guides whole class

interaction in a relatively flat structure

• Small group: federal system– student led groups with instructor as

periodic guide

Major Learning Topographies* Online *

• Topographies can be essentially unchanged from face-to-face

• Generally asynchronous• MOOCs– Initially Lecture topography– Increasingly combined with

Small group

Major Learning Topographies* Synchromodal *

• Lecture & small group can be essentially unchanged

Major Learning Topographies* Synchromodal *

• Linked Classrooms

Major Learning Topographies* Synchromodal *

• Shared Portal

Major Learning Topographies* Synchromodal *

• Personal Portal

Evolution of the Personal Portal Model

• Phase 1: Shared Portal Model• Phase 2: Personal Portal Model

Phase 1: Shared Portal Model

1. Seclusion to the balcony area

2. Single audio and video output

Phase 2: Personal Portal Model

Personal Portal Model

• Further limitations:– Limited instructor presentation visibility• Online students could not directly or clearly see the

instructor’s presentation

– Limited student visibility• Online students could not see (a) other online students

and (b) face-to-face advocate

– Online student dependence• Online students completely dependent on face-to-face

advocate to orchestrate their classroom experience

Extension to the Personal Portal Model:Enhanced Personal Portal

From the instructor’s chair

Instructor Feedback

• Integration of remote and face-to-face students was “near seamless”

• Using iPads on chairs allowed “the remote students [to] participate more like they were physically in the room with the face-to-face students…. The remote students more comfortably joined the face-to-face conversation as if they were physically in the ‘real’ classroom.”

Instructor Feedback

• Key test for seminar: interruption– Without personal portals, online students would

qualify their comments with statements like, “If it's okay to speak, I'd like to add that…”

– With personal portals, online students “could pick right up when someone else stopped saying something, or even to overlap their seminar conversation when making an argument that called for grabbing the discussion floor.”

Technology Navigator:A role for sustaining synchromodal classes

(Doctoral) Students who serve instructorsby overseeing technology and supporting learningin synchromodal classes

Technology Navigator:Background

• Synchromodal set-ups…– are bundles of technologies

– require extensive preparation

– use technology in real-time

– are rarely “fixed”

Technology NavigatorThe Challenge

• Synchromodal set-ups are bundles of technologies that encompass:

– Hardware (laptops, desktops, mobile devices, cameras, microphones, speakers, monitors, etc.)

– Software (video conferencing platforms, OS, browsers, user accounts, synching system preferences, etc.)

Technology NavigatorThe Solution

• Tech Navs are experienced in selecting and assembling the different bundles

– Each bundle can be different, depending on pedagogy, student composition, location parameters, etc.

– The tech nav takes these into account, and keeps track of the necessary equipment

Technology NavigatorThe Challenge

• Synchromodal set-ups require extensive preparation:– Deciding which tech configuration best matches

pedagogical strategies– Setting up the technology bundles before each

class– Contacting participants with tech details

Technology NavigatorThe Solution

• Tech Navs devote time prior to class sessions to focus on technology/user performance issues

– Consult with instructors on the course design

– Activate and test technology before each class

– Contact students with tech details prior to first class contact (login info, downloads, audio and video preferences)

Technology NavigatorThe Challenge

• Synchromodal set-ups use technology in real-time:– Set-up requires monitoring (user experience,

technology failure with one / multiple systems, etc.)– Troubleshooting must occur in real-time

• Solving tech failures• Assisting participants

– Failures can be felt by one, several, or all participants– It can be hard to know when they are happening!

Technology NavigatorThe Solution

• Maintain a presence in both online and face-to-face modes

• Field and respond to user feedback (advocacy for online participants)

• Troubleshoot in real-time without interrupting the instructor

• Provide multiple back-up communication solutions (e.g., phone, alternate video conferencing)

Technology NavigatorThe Challenge

• Synchromodal set-ups are always changing:– Set-ups usually require fine-tuning and

adjustments to technology and environmental configurations

– New approaches and uses of technology can emerge and require adjustments

Technology NavigatorThe Solution

• Have knowledge of the course, the pedagogy, and the technology– Have technological knowledge that inform how

tech aspects can be refined• Are embedded in the class environment– Directly observe and take notes on design

performance– Help gather data for research

Overall Framework

Conclusion

Synchromodal: F2F+Online in same experienceExciting potential

Personal Portal Model: Virtual individual presenceClose approximation of seminar feel

Personal Portal Enhanced: Add global viewMimic human ability for scale

Tech Nav: Support synchromodal technology and teaching

Always learning