Part II. Sample Synchronous and Asynchronous Activities - PowerPoint PPT Presentation

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Part II. Sample Synchronous and Asynchronous Activities

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Title: Part II. Sample Synchronous and Asynchronous Activities


1
Part II. Sample Synchronous and Asynchronous
Activities
(David Brown, Syllabus, January 2002, p. 23
October 2001, p. 18)
2
From Learning Designers to Experience Designers
(Reinhard Ziegler, March 2002, e-learning)
  • How are we going to create environments,
    simulations, and real learning experiences unless
    theyve participated in them and reflected on
    their importance for themselves?the key is how
    to design the interaction so the user lives the
    experience.

3
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4
How Bad Is It?
  • Some frustrated Blackboard users who say the
    company is too slow in responding to technical
    problems with its course-management software have
    formed an independent users group to help one
    another and to press the company to improve.
  • (Jeffrey Young, Nov. 2, 2001, Chronicle of Higher
    Ed)

5
Were Handing out degrees in electronic page
turning!!!
  • To get the certificate, learners merely needed to
    read (i.e. click through) each screen of
    material

6
More Online PowerPoint(even terrorists would be
too bored to read)
7
IIA. Ten Asynchronous Activities
  • Social Ice Breakers Storytelling Cartoon Time
  • Learner-Content Interactions Challenges,
    Animations, Self-Testing, Double Jeopardy
    Quizzing
  • Scenario-Based Simulations
  • Anonymous Suggestion Box
  • Student Formative Surveys
  • Role Play Assume the Persona of a Scholar
  • Case-Based Laboratories Online Experiments
  • Authentic Data Analysis
  • Just-in-Time Teaching Just-in-Time Syllabus
  • Perspective Taking Foreign Languages

8
1. Social Ice Breakers
  • Storytelling Cartoon Time Find a Web site that
    has cartoons. Have participants link their
    introductions or stories to a particular cartoon
    URL. Storytelling is a great way to communicate.
    http//www.curtoons.com/cartooncoll.htm

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10
2a. Learner-Content Interactions Self-Testing
11
2b. Learner-Content Interactions
Double-Jeopardy Quizzing
  • Gordon McCray, Wake Forest University, Intro to
    Management of Info Systems
  • Students take objective quiz (no time limit and
    not graded)
  • Submit answer for evaluation
  • Instead of right or wrong response, the quiz
    returns a compelling probing question, insight,
    or conflicting perspective (i.e., a counterpoint)
    to force students to reconsider original
    responses
  • Students must commit to a response but can use
    reference materials
  • Correct answer and explanation are presented

12
3. Scenario-Based Simulations
  • Theres something new on the horizon, though
    computer-based soft skills simulations, which let
    learners practice skills such as negotiation and
    team building.
  • Clark Aldrich, The State of Simulations, Sept.
    2001, Online Learning

13
eDrama (Front Desk Hiring)
14
Intermezzon MoneyMaker Sales Training
15
SimuLearns Virtual Leader
16
Virtual Leader Goals
  • Employ real-time decision-making
  • Role play and practice leadership
  • Foster creativity to generate ideas
  • Recognize, monitor, and adjust tension in
    meetings
  • Uncover underlying issues
  • Learn how and when to introduce, support or
    oppose an idea or colleague

17
Ninth House Management Scenarios
18
4. Anonymous Suggestion Box
  • George Watson, Univ of Delaware, Electricity and
    Electronics for Engineers
  • Students send anonymous course feedback (Web
    forms or email)
  • Submission box is password protected
  • Instructor decides how to respond
  • Then provide response and most or all of
    suggestion in online forum
  • It defuses difficult issues, airs instructor
    views, and justified actions publicly.
  • Caution If you are disturbed by criticism,
    perhaps do not use.

19
5. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
20
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21
Poll Students for Formative Feedback
22
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23
6. Role Play
  • A. Assume Persona of Scholar
  • Enroll famous people in your course
  • Students assume voice of that person for one or
    more sessions
  • Enter debate topic or Respond to debate topic
  • Respond to rdg reflections of others or react to
    own

24
Role 1 Starter/MediatorReporter/Commentator
  • Summarizes the key terms, ideas, and issues in
    the chapters, supplemental instructor notes,
    journal articles, and other assigned readings and
    asks thought provoking questions typically before
    ones peers read or discuss the concepts and
    ideas. In effect, the starter is a reporter or
    commentator or teacher of what to expect in the
    upcoming readings or activities. Once the
    start is posted, this student acts as a
    mediator or facilitator of discussion for the
    week.

25
Role 2 Wrapper/SummarizerSynthesizer/Connector/R
eviewer
  • Connects ideas, synthesizes discussion,
    interrelates comments, and links both explicit
    and implicit ideas posed in online discussion or
    other activities. Here, the student looks for
    patterns and themes in online coursework while
    weaving information together. The wrapping or
    summarizing is done at least at the end of the
    week or unit, but preferably two or more times
    depending on the length of the activity.

26
Role 3 Conqueror or Debater/Arguer/Bloodletter
  • Takes ideas into action, debates with others,
    persists in arguments and never surrenders or
    compromises nomatter what the casualties are when
    addressing any problem or issue.

27
Role 4 Devil's Advocate or Critic/Censor/Confeder
ate
  • Takes opposite points of view for the sake of an
    argument and is an antagonist when addressing any
    problem posed. This might be a weekly role that
    is secretly assigned.

28
Role 5 Idea Squelcher/Biased/Preconceiver
  • Squelches good and bad ideas of others and
    submits your own prejudiced or biased ideas
    during online discussions and other situations.
    Forces others to think. Is that person you
    really hate to work with.

29
Role 6 Optimist/Open-minded/Idealist
  • In this role, the student notes what appears to
    be feasible, profitable, ideal, and "sunny" ideas
    when addressing this problem. Always sees the
    bright or positive side of the situation.

30
Role 7 Idea Generator Creative Energy/Inventor
  • Brings endless energy to online conversations
    and generates lots of fresh ideas and new
    perspectives to the conference when addressing
    issues and problems.

31
Who do you think invented the Internet???
Alt Role Connector/Relator/Linker/Synthesizer
32
"Internet?  Is  that  thing  still around"
Homer Simpson Role Questioner/Ponderer
33
Funny thing is that Al thinks he invented
e-learning as well!!!
34
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35
INFORMATION TECHNOLOGY(June 26, 2002) AL GORE
IS TEACHING a distance-education course on the
role of families in discussions about community
development.    Videotapes of the two-semester
course, made this past year, are available for
other institutions to use.   SEE
http//chronicle.com/free/2002/06/2002062601t.htm
36
Role 11 Controller/Executive Director/CEO/Leader
  • In this role, the student oversees the process,
    reports overall findings and opinions, and
    attempts to control the flow of information,
    findings, suggestions, and general problem
    solving.

37
Role 12 Slacker/Slough/Slug/Surfer Dude
  • In this role, the student does little or nothing
    to help him/herself or his/her peers learn.
    Here, one can only sit back quietly and listen,
    make others do all the work for you, and
    generally have a laid back attitude (i.e., go to
    the beach) when addressing this problem.

38
7a. Case-Based Laboratories
  • Virginia Polytechnic Institute Veterinary
    Medicine (Active learning goal access diagnostic
    test results, interpret significance, read ref
    materials)
  • Instructors provide all materials for case-based
    labs WP files, patient photos materials, color
    slides of specimens
  • Create Web images through scanning photos,
    slides, radiographs, and computed scans.
  • Students view patient info (photo, lesion photos,
    history, physical exam findings)
  • Can click on active links of sounds (breath,
    cardiac, etc.)
  • Students encouraged to discuss cases before class

39
7b. Online Co-Laborative Psych Experiments
  • PsychExperiments (University of Mississippi)
  • Contains 30 free psych experiments
  • Location independent
  • Convenient to instructors
  • Run experiments over large number of subjects
  • Can build on it over time
  • Cross-institutional

Ken McGraw, Syllabus, November, 2001
40
8. Authentic Data Analysis
  • Jeanne Sept, IU, Archaeology of Human Origins
    Components From CD to Web
  • A set of research questions and problems that
    archaeologists have posed about the site (a set
    of Web-based activities)
  • A complete set of data from the site and
    background info (multimedia data on sites from
    all regions and prehistoric time periods in
    Africa)
  • A set of methodologies and addl background info
    (TimeWeb tool to help students visualize,
    analyze, interpret, and explore space/time
    dimensions)

41
9. Just-In-Time-Teaching
  • Gregor Novak, IUPUI Physics Professor (teaches
    teamwork, collaboration, and effective
    communication)
  • Lectures are built around student answers to
    short quizzes that have an electronic due date
    just hours before class.
  • Instructor reads and summarizes responses before
    class and weaves them into discussion and changes
    the lecture as appropriate.

42
Just-In-Time Syllabus(Raman, Shackelford,
Sosin) http//ecedweb.unomaha.edu/jits.htm
  • Syllabus is created as a "shell" which is
    thematically organized and contains print, video,
    and web references as well as assignments.
  • Goal critical thinking (analysis, evaluation),
    developing student interests, collaboration,
    discussion
  • e.g., Economics instructors incorporate
    time-sensitive data, on-line discussions as well
    as links to freshly-mounted websites. Instructor
    reads and summarizes responses before class and
    weaves them into discussion and changes the
    lecture.
  • e.g., To teach or expand the discussion of supply
    or elasticity, an instructor would add new links
    in the Just-in-Time Syllabus to breaking news
    about gasoline prices or the energy blackouts in
    California

43
10. Perspective Taking Foreign Languages
  • Katy Fraser, Germanic Studies at IU and Jennifer
    Liu, East Asian Languages and Cultures at IU
  • Have students receive e-newsletters from a
    foreign magazine as well as respond to related
    questions.
  • Students assume roles of those in literature from
    that culture and participate in real-time chats
    using assumed identity.
  • Students use multimedia and Web for self-paced
    lessons to learn target language in authentic
    contexts.

44
Part IIB. How can you motivate with synchronous?
(Sheinberg, April 2000, Learning Circuits)
45
Help Wanted Jennifer Hoffman, Online Learning
Conference (2001, Oct.)
  • Wanted
  • Synchronous Trainer. Experienced training
    professional with 5 yeas working with synchronous
    training methods. Must be able to create HTML,
    PowerPoint, and use various authoring tools in
    order to create engaging media. Masters in
    Educational Technology preferred.

46
Synchronous WBT Products Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)
  • Deluxe (InterWise, LearnLinc, Centra)
  • 2-way audio using VOIP, one-way or two-way video,
    course scheduling, tracking, text chat,
    assessment (requires thick client-side software)
  • Standard (HorizonLive, PlaceWare)
  • One-way VOIP or phone bridge for two-way audio,
    text chat, application viewing, (requires thin
    client-side app or browser plug-ini)
  • Economy (Blackboard, WebCT)
  • Browser-based, chat, some application viewing
    (Requires Java-enabled browsers, little cost,
    free)

47
Web Conferencing Features
  • Audio (VOIP, bridge) and Videostreaming
  • Application Sharing or Viewing (e.g., Word and
    PowerPoint) Includes remote control and emoticons
  • Text (QA) Chat (private and public)
  • Live Surveys, Polls, and Reports
  • Synchronous Web Browsing
  • File Transfer

48
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49
Web Conferencing Features
  • Content WindowsHTML, PowerPoint
  • Discussion Boardspost info, FAQs, post session
    assignments
  • Archive Meetingrecord and playback
  • Breakout Rooms
  • Shared Whiteboards
  • Hand-Raising and Yes/No Buttons

50
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51
Types of Synchronous Activities
  • Webinar, Webcast
  • Social Ice-Breakers Know You Rooms
  • Synchronous Testing and Assessment
  • Sync Guests or Expert Forums
  • Threaded Discussion Plus Expert Chat
  • Moderated Online Team Meeting
  • Secret Coaches and Protégées
  • Collaborative Online Writing
  • Online Mentoring
  • Graphic Organizers in Whiteboard (e.g., Venn)

52
1. Webinar
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54
2. Social Ice Breakers
  • KNOWU Rooms
  • Create discussion forums or chat room topics for
    people with diff experiences (e.g., soccer
    parent, runner, pet lovers, like music, outdoor
    person). Find those with similar interests.
  • Complete eval form where list people in class and
    interests. Most names wins.

55
3. Synchronous Testing Assessment(Giving Exams
in the Chat Room!, Janet Marta, NW Missouri State
Univ, Syllabus, January 2002)
  • Post times when will be available for 30 minute
    slots, first come, first serve.
  • Give 10-12 big theoretical questions to study
    for.
  • Tell can skip one.
  • Assessment will be a dialogue.
  • Get them there 1-2 minutes early.
  • Have hit enter every 2-3 sentences.
  • Ask qs, redirect, push for clarity, etc.
  • Covers about 3 questions in 30 minutes.

56
4. Electronic Guests Mentoring
57
5. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
58
6. Moderated Online Team Meeting
59
7. Secret Coaches and Protégées
  • Input learner names into a Web site.
  • When learners arrive, it randomly assigns them a
    secret protégé for a meeting.
  • Tell them to monitor the work of their protégé
    but to avoid being obvious by giving feedback to
    several different people.
  • Give examples of comments.
  • At end of mtg, have protégées guess coaches.
  • Discuss how behavior could be used in other
    meetings.

60
8. Collaborative Online Writing Peer-to-Peer
Document Collaboration
61
9. Online Mentoring(e.g., GlobalEnglish)
62
Typical Features (e.g., Englishtown (millions of
users from over 100 countries)
  • Online Conversation Classes
  • Experienced Teachers (certified ESL)
  • Expert Mentors
  • Peer-to-Peer Conversation
  • Private Conversation Classes
  • Placement Tests
  • Personalized Feedback
  • University Certification
  • Self-Paced Lessons

63
10. Graphic Organizers (e.g., Digital Whiteboards)
64
Ok, Who Completed Their Matrix???
65
Some Final Advice
Or Perhaps Some Questions
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