Part II. Sample Synchronous and Asynchronous

Activities

(David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18)

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 they’ve participated in them and reflected on their importance for themselves?”…the key is “how to design the interaction so the user lives the experience.”

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)

We’re Handing out degrees in electronic page turning!!!

• To get the certificate, learners merely needed to “read” (i.e. click through) each screen of material

More Online PowerPoint(even terrorists would be

too bored to read)

IIA. Ten Asynchronous Activities

1. Social Ice Breakers: Storytelling Cartoon Time2. Learner-Content Interactions: Challenges, Animations,

Self-Testing, Double Jeopardy Quizzing

3. Scenario-Based Simulations4. Anonymous Suggestion Box5. Student Formative Surveys6. Role Play: Assume the Persona of a Scholar7. Case-Based Laboratories & Online Experiments8. Authentic Data Analysis9. Just-in-Time Teaching; Just-in-Time Syllabus10.Perspective Taking: Foreign Languages

1. Social Ice Breakers

1. 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

2a. Learner-Content Interactions: Self-Testing

2b. Learner-Content Interactions:

Double-Jeopardy QuizzingGordon McCray, Wake Forest University, Intro

to Management of Info Systems1. Students take objective quiz (no time limit and not

graded)2. Submit answer for evaluation3. 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

4. Students must commit to a response but can use reference materials

5. Correct answer and explanation are presented

3. Scenario-Based Simulations

“There’s 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

eDrama (Front Desk Hiring)

Intermezzon: MoneyMaker Sales Training

SimuLearn’s Virtual Leader

Virtual Leader Goals

1. Employ real-time decision-making

2. Role play and practice leadership

3. Foster creativity to generate ideas

4. Recognize, monitor, and adjust tension in meetings

5. Uncover underlying issues

6. Learn how and when to introduce, support or oppose an idea or colleague

Ninth House: Management Scenarios

4. Anonymous Suggestion Box

George Watson, Univ of Delaware, Electricity and Electronics for Engineers:

1. Students send anonymous course feedback (Web forms or email)

2. Submission box is password protected3. Instructor decides how to respond4. Then provide response and most or all of suggestion

in online forum5. It defuses difficult issues, airs instructor views, and

justified actions publicly.6. Caution: If you are disturbed by criticism, perhaps do

not use.

5. Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

Poll Students for Formative Feedback

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

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 one’s 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.

Role 2: Wrapper/SummarizerSynthesizer/Connector/Reviewer

• 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.

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.

Role 4: Devil's Advocate or Critic/Censor/Confederate

• 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.

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.

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.

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.

Who do you think invented the Internet???

Alt Role: Connector/Relator/Linker/Synthesizer

"Internet?  Is  that  thing  still around"

Homer SimpsonRole: Questioner/Ponderer

Funny thing is that Al thinks he invented e-learning as well!!!

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

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.

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.

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

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

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 add’l background info (TimeWeb tool to help students visualize, analyze, interpret, and explore space/time dimensions)

9. Just-In-Time-Teaching

Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):

1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.

2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

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

10. Perspective Taking: Foreign Languages

Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU:

1. Have students receive e-newsletters from a foreign magazine as well as respond to related questions.

2. Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.

3. Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

Part IIB. How can you motivate with synchronous?

(Sheinberg, April 2000, Learning Circuits)

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.

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)

Web Conferencing Features

• Audio (VOIP, bridge) and Videostreaming• Application Sharing or Viewing (e.g., Word

and PowerPoint) Includes remote control and emoticons

• Text (Q&A) Chat (private and public)• Live Surveys, Polls, and Reports• Synchronous Web Browsing• File Transfer

Web Conferencing Features

• Content Windows—HTML, PowerPoint• Discussion Boards—post info, FAQs, post

session assignments• Archive Meeting—record and playback• Breakout Rooms• Shared Whiteboards• Hand-Raising and Yes/No Buttons

Types of Synchronous Activities

1. Webinar, Webcast

2. Social Ice-Breakers: Know You Rooms

3. Synchronous Testing and Assessment

4. Sync Guests or Expert Forums

5. Threaded Discussion Plus Expert Chat

6. Moderated Online Team Meeting

7. Secret Coaches and Protégées

8. Collaborative Online Writing

9. Online Mentoring

10.Graphic Organizers in Whiteboard (e.g., Venn)

1. Webinar

2. Social Ice Breakers

1. KNOWU Rooms:a. 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.

b. Complete eval form where list people in class and interests. Most names wins.

3. Synchronous Testing & Assessment(Giving Exams in the Chat Room!, Janet Marta, NW Missouri

State Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute slots, first come, first serve.

2. Give 10-12 big theoretical questions to study for.

3. Tell can skip one.

4. Assessment will be a dialogue.

5. Get them there 1-2 minutes early.

6. Have hit enter every 2-3 sentences.

7. Ask q’s, redirect, push for clarity, etc.

8. Covers about 3 questions in 30 minutes.

4. Electronic Guests & Mentoring

5. Threaded Discussion plus Expert Chat (e.g., Starter-Wrapper + Sync Guest Chat)

6. Moderated Online Team Meeting

7. Secret Coaches and Protégées

1. Input learner names into a Web site.

2. When learners arrive, it randomly assigns them a secret protégé for a meeting.

3. Tell them to monitor the work of their protégé but to avoid being obvious by giving feedback to several different people.

4. Give examples of comments.

5. At end of mtg, have protégées guess coaches.

6. Discuss how behavior could be used in other meetings.

8. Collaborative Online Writing:Peer-to-Peer Document Collaboration

9. Online Mentoring(e.g., GlobalEnglish)

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

10. Graphic Organizers (e.g., Digital Whiteboards)

Ok, Who Completed Their Matrix???

Some Final Advice…

Or Perhaps Some Questions…