Live Synchronous Classes: Pencils, Paper and Planning for differing levels of ability

The planning of interactive live online synchronous classes in a web based classroom is challenging. One has to have a good knowledge of the tools and the environment, an appreciation of effective instructional design and an appreciation of the subject matter.

in order for a planned session to be useful to others, the plan in the form of a leader guide, should be comprehensive and clear to enable many teachers to use the guide to deliver a lesson. This can be a time consuming process, usually done initially in powerpoint. As you build the slides appropriate notes can be added.

This short blog is a note to self - to say, that as a starting point the plan should be mapped out using pencil on A3 paper. This will be the quickest way to kick start your plan, finding content to suit your teaching and learning objectives will figure in the decisions made. So plans will need to be adjusted according to the content that is available.

How the sessions are conducted will vary with the level of ability and what you hope to achieve. The areas of concern to me are education, learning technology, web design and multimedia. In these fields often Introductory sessions may veer more towards brainstorming of ideas, demonstration and short bursts (5-10 mins) of student self study with sunbequent clarifications.

For intermediate and advanced lessons different strategies will be required which may involve more online discussion between participants, more pre-lesson work in order to facilitate the discussion, more input from participants in terms of recanting their experiences and stories, more in-depth problem solving tasks and more creative tasks.

It’s a Mash-up 2: Capturing the Learning

Lesson: PgCert Teacher Training: Online Assessment and Evaluation – Thursday 31st Jan – Groups 2 and 3

Background

Following on from the Wednesday lesson with group 1, on Thursday I again teamed up with Heather Conboy to deliver the PgCert online assessment and evaluation lesson to Groups 2 and 3 of the PgCert teacher training course. We had the interesting situation this time around of having participants with a bit more experience of using online assessments in their current practice.

Participants have a lot to contribute

What was useful to remember is that there is a wealth of insights to be gained from participants on a course and that encouraging participants to share there experiences is very valuable for other participants. We saw this in two ways I) a verbal explanation of how one participant was using wikis formatively in his lessons and ii) with two other lecturers demonstrating and presenting their ideas to the others. The explanations and examples from peers has a much more captivating effect on the rest of the participants rather than the 'detached' overview of how these technologies can work for them from the lecturer in transmission mode.

Socratic Questioning

Although the transmission mode is required and can still be effective in small doses, participant involvement adds greatly to the lesson, both for online synchronous and classroom based lessons. In this situation in my role as a facilitator, it was important to listen to what was being said, follow the discussion and at the appropriate time summarize and highlight the main points that were addressed, add new topics or angles that are relevant but have not been discussed and to perhaps prompt the participants with some supplementary questions to further stimulate debate and discussion. I think I did this reasonably well, but this is something I am keen to improve on as I believe the skills of the Socratic questioning approach are valuable in teasing opinions and insights out of participants and therefore making them think a little deeper about issues.

The group wiki is still great :-)

The practical group wiki exercise once again contributed to the social and active learning approach, but in the sessions with groups 2 and 3, the discussion and debate seemed to be the dominant medium through which participant learning occurred. This was confirmed in participant feedback, where discussion with colleagues was the dominant theme of what was the best aspect of the course.

Teaching and Learning: Online Versus Classroom

Having spent a lot of time facilitating sessions online recently (very enjoyably) in a synchronous web based classroom, I forgot how good it is to get into a classroom and do face to face teaching. I actually believe that my research and practice in developing a suitable online strategy for teaching and learning has had direct benefits that have flowed over into my classroom based teaching. From my research I have developed a model of online learning that I believe takes advantage of theories based on social and active learning to promote the idea of facilitating learning ultimately in a community of practice. The model is geared to adult distance learners and early signs indicate that this model of online learning is effective in improving learning and is effective in engaging and motivating students to want to learn. Setting aside any financial, staffing or political issues the approach of an online synchronous web based classroom linked to the ease of use and usefulness of web 2.0 based technologies for asynchronous out of class tasks is more than a match for the traditional asynchronous only or blended solutions that do not
rely on a synchronous web based classroom to pull together a community of learners.

In the absence of the option of face to face teaching, this type of learning is tailor made for adult distance learners and also has many benefits for busy professionals in pursuit of professional development qualifications. In the UK as the IT policies (and infrastructure) of many government led organisations and some private companies is slow to react to changing developments in IT and the fact that these organisations are struggling with how to regulate the use of web 2.o technologies in the workplace it would seem that the home user is best placed to take advantage of the model of online learning that I propose. With a bit of planning many organisations in the workplace could quite easily adopt this model of online learning to good effect.

There is no denying the warmth and intimacy that can be achieved by connecting face to face with students is a powerful factor in making face to face teaching enjoyable and the ability to delve deeper into problems on a one on one basis is also an attractive feature for both teacher and learner a like. That said learning in the online synchronous web based classroom can offer many advantages, which include:

• 1. Individuals can be more focused as they are physically isolated from other participants and have to focus on what is going on in the lesson to communicate effectively with other participants and the teacher.
• 2. Responses to questions are much more easily collated simultaneously from everyone in the lesson ensuring that it is easier for all participants to be heard in the classroom (whether that be via audio or text)
• 3. The ability for all participants as well as the teacher to quickly and easily become a presenter. This could be via the sharing of a web browser or the sharing of presentations or documents.
• 4. The sheer easily accessible variety of ways to implement learning activities, thus having a better chance to cater for a diverse range of learning styles.
• 5. The ability to capture the learning. with the capability to record all the verbal, whiteboard and text chat interactions none of the learning is lost and can always be available for latter review, not only for the participants themselves, but for participants that have to miss a class. In addition the teacher is in a great position to review their own work.

The capturing of the learning is such a useful feature it has got me wondering whether the principles of my model of online learning can be applied to face to face teaching. One thing that is without doubt is that the use of web2.0 technologies such as blogs, wikis, social bookmarking and educational networking, both in class and for out of class work is a no brainer. These tools give the teacher much more scope to offer interesting and varied in class tasks and are great at encouraging small group work activity (within class). On the face of it the use of the online synchronous web based class may not be workable or required but I am starting to think if the physical environment was set up correctly and everyone was logged into a computer with access to the web based synchronous classroom there are some possibilities. i.e. I) we could still grab everyone's ideas via whiteboard and text chat tools, ii) if everyone had hands free phone with the ability to move around the class, perhaps we could also capture the verbal discussions without chaining participants or the teacher to the desk.

Conclusion

There are undoubtedly some issues to address, aside from the technicalities but in actual fact in a few years time I don't think it will be a problem. With students having lightweight portable computer tablets and wireless mobile phone, hands free headsets we will much better placed to capture the learning

It's a Mash Up: Online Learning meets Classroom Teaching

Lesson: PgCert Teacher Training: Online Assessment and Evaluation – Wednesday 30th Jan – Group 1

Background

This was the first group of three, to be taught on this lesson. I was drafted in to help deliver this classroom based 90 minute session on online assessment and evaluation with colleague Heather Conboy. It was an interesting and rewarding experience. Rewarding in that I did feel that the session went well, which was by and large confirmed in feedback from the 10 strong group of PgCert group of tutors.

Leading up to the class there was a little apprehension. Reasons for this: I) I was dual presenting, so delivering and writing a lesson plan for two was a new experience 2) The subject matter I had not delivered a lesson on before and the style of lesson was different in that it was a one-off session for me although for the students it did feed into an ongoing series of lessons. Heather and I agreed a lesson plan, which I am acutely aware of is a great anchor to support you through a lesson. The lesson plan gave us confidence that we had a clear strategy (to deviate from :-), I’ll explain more later).

Preparation

Delivering this lesson emphasised the fact that preparation and a flexible approach are vital to try and make any lesson achieve the intended learning outcomes, ensure the lesson goes smoothly and that the students benefit from the lesson. So in addition to the lesson plan, a series of examples to demonstrate were identified by myself and Heather, as well as additional resources that we could direct the students towards. The approach in actual fact is very similar to the recent online synchronous lessons that I have run which is characterised by a very detailed lesson plan, (which has some flexibility built in for the teacher to deliver in their own style), emphasis on participant activity, discussions and demonstrations. All of which are an important part of teaching in both arenas.

Social and Active Learning

From my reading and practical experience I am ware of the benefits of social and active learning and therefore hoped to take advantage of this by using a wiki in class to promote discussion in small groups, thus enhancing the enjoyment of the session(by adding a social element to the learning), laying the foundations to learn from each other and then using the attributes of the wiki to capture and store the thoughts of the small groups as a record for themselves to return to and reflect on and for myself and heather to also be able to reflect on the participants activities and offer constructive written feedback at an appropriate time outside of the class.

Feedback from the participants seemed to vindicate this approach as when asked about the best part of the session many replied with comments relating to this active and social approach saying for example “using the wiki”, “playing with the computer”, “Community as a group”, “practical hands-on”. Other participants commented that the best parts were general discussion and demonstrations. So the feedback was good to me in that the variety of strategies helped to cater for the needs and enjoyment of a broad spectrum of the audience.

Adapting and being flexible

The initial part of the class was planned around the fact that the participants were to have completed a number of pre session tasks, one of which was identifying any online assessments that they currently used in their practice. It was quickly apparent that the participants had no or minimal experience in using online assessment and the initial task planned for; a small group wiki based task was not going to happen. Recognising this fact, it was obvious that the session needed moving along to give the students an appreciation of what opportunities there were to use online assessment and evaluation in their work, so we preceded to demonstrating examples of various technologies to show what could be achieved. Heather led this part of the lesson and I contributed to the discussion as and when appropriate. In retrospect the time initially allocated to demonstration and discussion was probably too short and that for future lessons and bearing in mind the time constraints, a brief discussion to garner the use of online assessments amongst the participants maybe sufficient, rather than a hands on task. However I am aware that there may be a new batch of tutors with different levels of experience and it may be that a wiki based task early on might be the way to go. So being flexible and prepared to adapt I would say is quite a necessary attitude/ skill to possess.

Participant Perceptions

I believe we actually achieved a lot in the lesson. This group of students came with little knowledge and I sensed a little reluctance to be bothered with online assessment and evaluation. There was an obvious lack of knowledge about what is possible and a questioning of whether there was any value in online assessment in comparison with the traditional ways of doing things. After discussions and demonstrations, myself and heather were able to highlight advantages and possibilities of how online assessment could be useful and emphasised the point that there is not a set prescribed method for using the tools mentioned, but once they have an appreciation of what the tools can do they may recognize opportunities for using them. Also it was pointed out that online assessments don’t necessarily need to replace current practices but are there to aid and assist current learning and assessment strategies.

Off the back of the demonstrations and the discussions, students engaged in a small group wiki based task. With one of the group acting as a scribe they devised an online assessment and recorded this on a wiki page. This further shifted perceptions as to the potential uses of online tools for formative, summative or diagnostic assessment. You could sense that by the end of the lesson with increased knowledge, that participants were overall feeling more favourable towards the use of online assessment and this was reflected in participant feedback where seven of the students indicated that would probably or very probably change some aspect of their practice as a result of the workshop, one would change a little, one was unlikely due to work constraints and the other did not respond.

Conclusions

I think a predominantly social and active learning approach is correct in both online and face to face teaching and learning. The use of the wiki as a tool in the classroom is a good medium to pull together small group discussions, where participants can be benefit from face to face interaction and thereafter ongoing discussion, debate, collaboration and decision making online and out of class if necessary and desirable.

The example demonstrations were most definitely useful in laying the foundations of knowledge to comprehend the possibilities and engage in subsequent discussions, where participants benefited not only from teacher input, but also from fellow participants.

This session was very much an introductory and awareness raising session and with links provided participants have some initial signposts from where to gather deeper knowledge. With a more knowledgeable group, discussions may focus on the success or failure of online assessment approaches and this will emphasise the need to be flexible and adaptable in this type of session.

The IKD Approach to Reflective Blogging (a WIN WIN approach)

Originally posted 27/09/2006 on the Journaldoodledastic blog

It’s amazing to think that my previous blog mushroomed from me just thinking I need to comment upon my own blogging and the potential boredom inducing qualities of a blog to a 900 word mini epic.

After finally completing my “Blogs are Boring! Discuss” blog, I had a good nights kip and I was awoken this morning at 4am with further thoughts on blogging! I resisted the urge, but I could not let it go, I am afraid I had to rush to my PC and capture these thoughts. Perhaps my next blog, should be “Blogging is bad for your health! Discuss”.

Anyway the combination of two things has led me to the seeds of an idea for a clearly defined assessment approach to reflective (educational) blogging. I would describe the approach as the Incremental Knowledge Development approach to blogging. i.e. The IKD approach.

The first element of the IKD Approach is that a blogger should be encouraged to take a “me, me me and what I think think think” approach to a series of blogs in order to allow the blogger to “spew forth” the ideas and the thoughts that are trapped inside the blogger destined never to be revealed if they are weighed down with the burden of having to adhere to certain criteria that a blog should include, for example links, pictures, supporting and counter arguments, references etc etc.

The second element is to include a summary blog of previous blogs where further deep thought can go into analyzing what has been written and then taking a more critical approach to the blog and attempting to adhere to marking criteria previously established for the blog. This summary could be by topic, at the end of a month, after a fixed n umber of blogs – the exact timing and the nature of the summary to be decided as appropriate.

This idea arose after conversations with my mentor Richard Hall, where after discussing blogs and how I thought that maybe assessment of blogs should be as a whole and not just on individual blogs he suggested that maybe a summary blog could be used to as it where “reflect back on the reflective blog.”

In my opinion what the IKD Approach would do for reflective blogging would be to make the assessment of blogs easier. Time spent marking any piece of work is a crucial element in the education system and I believe the IKD approach would:

1. Allow the students to develop there knowledge in as free, easy and as creative as manner as possible.
2. Create a clear framework to show where, how and when assessment criteria will be applied to summary blogs.
3. Make the marking of blogs as simple, clear and less time consuming as possible for the marker.

This fledgling IKD approach has evolved from my previous blog statement that “I see the blog developing from initial thoughts and assertions through to supporting and contradictory arguments leading to conclusions about a particular topic.”