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2011Black Smackdown 2.0

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The document discusses trends in synchronous distance learning including the need for more engaging learning environments and the value of verbal/non-verbal communication through video conferencing. It describes student needs like interactivity and relationships. Common tools are reviewed like web conferencing, videoconferencing, and LMS integration. Challenges of the mixed environment include managing technology, responding to questions from different groups, and technological limitations. The conclusion emphasizes that synchronous distance education will be a major part of the future to meet student desires for live interaction.

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EN VIVO: AT A DISTANCE SYNCHRONOUS DISTANCE LEARNING ANDREW BLACK, PH.D., MBA UNIVERSITY OF UTAH COLLEGE OF NURSING
RESEARCH 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.
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 BENEFIT Replicates 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
2011Black Smackdown 2.0
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!

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2011Black Smackdown 2.0

  • 1. EN VIVO: AT A DISTANCE SYNCHRONOUS DISTANCE LEARNING ANDREW BLACK, PH.D., MBA UNIVERSITY OF UTAH COLLEGE OF NURSING
  • 2. RESEARCH 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.
  • 3. STUDENT NEEDS AND WANTS Interactivity Immediate access to information Responsiveness Simple to navigate UI Relationships with other students and teachers
  • 4. TOOLS Web conferencing Desktop and application sharing Multimedia (YouTube) LMS (and beyond) Videoconferencing …And a mix of all of them
  • 6. 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
  • 7. 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
  • 9. 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
  • 10. 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.
  • 12. 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 BENEFIT Replicates the live classroom, allowing non-verbal communication to be visualized
  • 14. 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
  • 16. 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
  • 17. 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)
  • 18. 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)
  • 19. 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.
  • 20. 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)
  • 21. 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!