Synchronous Media Report

7/28/2019 Synchronous Media Report

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Synchronous Media Report:

Blackboard Collaborate 11

http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-

Conferencing.aspx

Anna Newton

EDTC 620

Spring 2012
http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-Conferencing.aspxhttp://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-Conferencing.aspxhttp://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-Conferencing.aspxhttp://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-Conferencing.aspxhttp://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-Conferencing.aspx


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Synchronous media software allows communication that occurs in real time despite the

location of those using the software. This communication can take place in chats, instant

messages or video conferences. Chats and instant messages allow for communication in text

format, while video conference allows an audio and video aspect to conference along with the

text. There are many advantages to synchronous interactions. Synchronous communications

allows for experiential or real-world learning, access to resources that may not be available

otherwise, and it increases student achievement and interest in all subjects in education. It

encourages more cooperation when students are working in groups or listening to a guest

speaker/mentor, and allows for immediate feedback and sets a more fluid pace in discussions. I

recommend that our school purchases the Blackboard Collaborate 11 Web Conferencing

software for our school due to the features and services. Blackboard Collaborate 11 is geared

towards education and I believe it will help all of our students in all subjects despite any

weaknesses and its cost.

Students retain more knowledge if they are taught using real-world or experiential learning

techniques. According to Brooks & Brooks (1993), students retain 5% of lectures, 10 % ofreading, 20% of audiovisuals, 30% of demonstrations, 50% of discussion groups, 75% of

practice by doing, and 90% of teaching others or the immediate use of learning (i.e. experiential

learning). With synchronous media software, students can use what they have learned in the

classroom or researched previously when they are collaborating with peers or a mentor in

another location. In a study by Li, Dyjur, Nicholson, & Moorman (2009), students used

videoconferencing software in inquiry-based lessons in both urban and rural classrooms. These

students researched and interacted and collaborated with mathematicians and scientists in order

to work on current social affairs/issues. These students saw an improvement in their math and

science grades in that year, as well as two years following the initial study. In the Blackboard

Collaborate 11 software program there are many features that allow for easier collaboration, suchas enhanced audio with increased clarity and reduced latency, ability to optimize audio for

headset or room microphone, consistent live video will follow the speaker (Blackboard, Inc). The

program also has multipoint, tabbed chat feature, activity window captures session activity,

graphical drag-and-drop screen explorer, redesigned whiteboard text editor, and ability to

add/edit content on the fly (Blackboard, Inc). All of these features allow all participants to

collaborate with documents quickly, clearly, and smoothly through application sharing.


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This picture shows how the moderator can share applications or their computer with the

class.

http://www.blackboard.com/Platforms/Collaborate/Resources/Recorded-Demos.aspx

Videoconferencing also allows the teacher to use resources and create experiences that would

be impossible to get without the videoconferencing software. As discussed above students learnand retain more knowledge than lecture format. Field trips and guest speakers are a great way to

give students the opportunity to discuss, see demonstrations, and use their learning.

Unfortunately, field trips and having guest speakers come into the classroom may be impossible

due to finances, time, and distance. Videoconferencing can allow teachers to get the same effect

of having field trips and guest speakers despite those previously mentioned hindrances.

According to Merrick (2005), videoconferencing can help classroom teachers who may lack

knowledge or experience needed to teach a particular subject. This is when a teacher may invite

a guest speaker with more knowledge in a particular subject present via videoconference. A 20

minute presentation by an expert in any field can provide, in a novel and motivating way, richer

content than can the same amount of time in the same old teaching style by the same old teacher(Merrick, 2005). Students can have the opportunity to discuss questions they may have that the

teacher cannot answer and they have a chance to interact with others in an educational setting.

The students may even be able to research a topic that may have experts and sources that are

across the globe, for example students could work with a Belgian historian on the treaty that

ended the War of 1812, since the treaty was made and signed in Ghent. These experts can put the
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text up on the videoconferencing screen and edit it with the whiteboard text editor feature in the

Blackboard Collaborate 11 software.

This picture shows the use of the whiteboard/text editing feature.


Videoconferencing increases student achievement, interest, and motivation in all subjects inthe secondary classroom. According to Li, et al, the use of videoconferencing in both urban and

rural areas in math and science in inquiry-based projects noted there were both short and long

term effects on student achievement. Students learning went beyond simply the pre- and post-

test gains.17 (out of 18 students) reported that their math and/or science marks had either

improved or remained high. Even though this study dealt with math and science,

videoconferencing can be applied equally to all subjects, not just mathematics or science.

Students can discuss the impact of the American Revolution throughout the world with students

from around the world and collaborate on a project for example. Not only can students scores

improve their confidence and interest in a subject and technology can increase as well.

According to Li, et al, this inquiry-based and mentoring project increased interest in technology,math, science, college and career opportunities in mathematics and sciences. For example, a

mentor shared her own journey in science where she changed fields in her university years. This

created huge excitement amongst students (Li, et al, 2009). Students also become more

motivated because synchronous communication enables monitoring the receivers reaction to a

message, which makes the receiver more committed and motivated to read and answer the


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message. It can also be expected that the sender becomes more psychologically aroused and

motivated because he or she knows a response is likely (Hrastinski, 2008).

I highly recommend the Blackboard Collaborate 11 software over others for several reasons.

First, it is designed with educators and the education field in mind. It allows educators to

organize, script, and package content and activities before live session and there are breakout

rooms. Breakout rooms allows for students to go to tutorials and other resources the teacher has

put together. Blackboard Collaborate 11 also allows the moderator (teacher) to monitor private

discussions and breakout groups in order to help guide students and to monitor behavior.

This picture shows how the teacher creates breakout rooms for small groups to work in.


Blackboard Collaborate 11 also has more polling response options that allow teachers to give

more an appropriate feedback to students when in discussion and it allows students to collaborate

with others better.


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This picture shows the polling feature. This is a quick way to check for student

understanding.


While I compared Blackboard Collaborate 11 with many different web/videoconferencing

software programs, I compared it more closely with MegaMeeting.com because they seemed toboth have the best features and support. I recommend Blackboard Collaborate 11 over

MegaMeeting.com because some of the features that come standard with Blackboard Collaborate

11 are not necessarily a part of the MegaMeeting.com features. Some are a part of the Business

Bundle, which would add to the price of the MegaMeeting.com option. MegaMeeting.com is

also more geared towards the business field. This does not necessarily mean it is unsuited for the

education field; however Blackboard Inc. has much more experience supporting educators.


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References:

Blackboard, Inc. (2012). Web conferencing: Products. Retrieved from

http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-

Collaborate/Web-Conferencing/Features.aspx

Brooks, J . & Brooks, M. (1993). In search of understanding: The case for constructivist

classrooms. ASCD. Retrieved fromhttp://www.ndt-

ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm

Hrastinski, S. (2008). Asynchronous and synchronous e-learning: A study of asynchronous and

synchronous e-learning methods discovered that each supports different purposes.

EDUCAUSE Quarterly, 31(4). Retrieved from

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolu

m/AsynchronousandSynchronousELea/163445

Li, Q., Dyjur, P., Nicolson, N., &Moorman, L. (2009). Using videoconferencing to provide

mentorship in inquiry-based urban and rural secondary classrooms.Canadian Journal of

Learning and Technology, 35(2). Retrieved fromhttp://www.cjlt.ca

Merrick, S. (2005). Videoconferencing K-12: The State of the Art. Innovate: J ournal Of OnlineEducation, 2(1). Retrieved fromhttp://innovateonline.info/
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