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Technology Navigators, Small Groups, and Personal Portals in Synchromodal Classes John Bell William Cain Sandra Sawaya College of Education June 25, 2013

Synchromodal Learning Environments. EdMedia 2013

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Page 1: Synchromodal Learning Environments. EdMedia 2013

Technology Navigators, Small Groups, and Personal Portals in Synchromodal Classes

John Bell William Cain Sandra Sawaya

College of Education

June 25, 2013

Page 2: Synchromodal Learning Environments. EdMedia 2013

Our Context

Ph.D. in Ed Psych & Ed Tech edtechphd.com/edpsychphd.com

– Face-to-Face (F2F) and Hybrid Provide access to mid-career people

Challenges– Two groups integrated — a challenge and a strength

– Practice what we preach

CEPSE/COE Design Studio– Do what we’re doing … better– Learn from what we’re doing– Doctoral students as central contributors

• William Cain, Sandra Sawaya, Charlie Belinsky

Page 3: Synchromodal Learning Environments. EdMedia 2013

Our Big Idea

Leading with a solution rather than a problem only succeeds by chance

• What primary problem are you trying to solve?

– E.g., Learning, access, productivity, constraint, demand, …

• Our primary problem:

– Increased access with undiminished effect without (significantly) increased faculty load

Page 4: Synchromodal Learning Environments. EdMedia 2013

Hybrid Courses

• Using both face-to-face and onlineinteractions for “contact hours” of a class

– So a “hybrid” course is not …

• an online project for a face-to-face course

• a face-to-face meeting for an online course

– A “hybrid” course is…

• Sometimes “meeting” onlineinstead offace-to-face

Page 5: Synchromodal Learning Environments. EdMedia 2013

Two Types of Hybrid Courses

• Alternating Modes

– Face-to-face and online for same course

– E.g.

• Week 1 F2F, Week 2 online, Week 3 F2F, …

• Flipped classrooms: lectures online, work f2f

• Synchromodal

– Integrating face-to-face and online learners as comparable partners in the same learning experience

Page 6: Synchromodal Learning Environments. EdMedia 2013

Learning Environment Models

Model Time Consistency

1.0 Face-to-Face Synchronous Uniform

2.0 Online Asynchronous Uniform

1/2 “Blended” Alternating

3.0 Face-to-Face+Online Synchronous Uniform

* These models are (largely) pedagogically neutral.

Page 7: Synchromodal Learning Environments. EdMedia 2013

Major Learning Topographies* Face-to-Face *

• Lecture: hub & spokes / monarchy

– hierarchical structure with the predominant direction being outward

• Large group: player/coach

– instructor guides whole class interaction in a relatively flat structure

• Small group: federal system

– student led groups with instructor as periodic guide

Page 8: Synchromodal Learning Environments. EdMedia 2013

Major Learning Topographies* Online *

• Topographies can be essentially unchanged from face-to-face

• Generally asynchronous

• MOOCs

– Initially Lecture topography

– Increasingly combined with Small group

Page 9: Synchromodal Learning Environments. EdMedia 2013

Major Learning Topographies* Synchromodal *

• Lecture & small group can be essentially unchanged

Page 10: Synchromodal Learning Environments. EdMedia 2013

Major Learning Topographies* Synchromodal *

• Linked Classrooms

Page 11: Synchromodal Learning Environments. EdMedia 2013

Major Learning Topographies* Synchromodal *

• Shared Portal

Page 12: Synchromodal Learning Environments. EdMedia 2013

Introducing the Role ofTechnology Navigator

Page 13: Synchromodal Learning Environments. EdMedia 2013

Increased Challenges of Synchromodal Classes

1) Two-tiered learning experience– Online learners…

• Feel the need for permission to contribute

• Tend more toward being a consumer than a contributor

– In the mind of instructor, f2f, and online students

– Surprise: sometimes online got greater attention

• Our Goal– Comparable value rather than identical experience

Page 14: Synchromodal Learning Environments. EdMedia 2013

Increased Challenges of Synchromodal Classes

2) Increased technical challenges

– New technologies to learn

– New technologies that might fail

– Bring change to class dynamics

– Need new/adjusted pedagogical strategies

– Some dependent, and some not

Page 15: Synchromodal Learning Environments. EdMedia 2013

Types of Instructor Support

• Before teaching

– Hand-off work (e.g., producer)

– Integrated design team (see Koehler, et al.)

Tech Nav (the latter)

• While teaching

– Technology support: technical tasks

– Teaching Assistant: pedagogical tasks

Tech Nav (combined)

Page 16: Synchromodal Learning Environments. EdMedia 2013

Tech Nav: Defined

• “a graduate student whose responsibility it is to facilitate the interactions among instructor(s) and students in a synchromodalcourse”

Page 17: Synchromodal Learning Environments. EdMedia 2013

Tech Nav: Responsibilities

• Before the course– Brainstorm, experiment, set up, …

• During the course– Take primary responsibility for technical operation

• PolyCom, GoToMeeting, Skype, Google Hangouts, WordPress, EtherPad, …

• Individually and collectively

– Monitor and facilitate inclusion of both populations• What do they see & hear?

• What are the class dynamics?

Page 18: Synchromodal Learning Environments. EdMedia 2013

Tech Nav: Benefits

• For the instructor

– Concentrate on teaching rather than juggling and trouble shooting

• For the Tech Nav

– Dialogue with faculty at the intersection of technology, pedagogy, and content

– Authentic engagement in design for learning

– Experience in a growing area of teaching & learning

Page 19: Synchromodal Learning Environments. EdMedia 2013

Tech Nav: Future Directions

• Exploration of Synchromodal Classes

• Increased accessibility of Tech Nav

– Clarify/formalize roles & responsibilities

– Define & develop means for preparation needed for this work

Page 20: Synchromodal Learning Environments. EdMedia 2013

Technology Navigator:Background

• Synchromodal set-ups…

– are bundles of technologies

– require extensive preparation

– use technology in real-time

– are rarely “fixed”

Page 21: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Challenge

• Synchromodal set-ups are bundles of technologies that encompass:

– Hardware (laptops, desktops, mobile devices, cameras, microphones, speakers, monitors, etc.)

– Software (video conferencing platforms, OS, browsers, user accounts, synching system preferences, etc.)

Page 22: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Solution

• Tech Navs are experienced in selecting and assembling the different bundles

– Each bundle can be different, depending on pedagogy, student composition, location parameters, etc.

– The tech nav takes these into account, and keeps track of the necessary equipment

Page 23: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Challenge

• Synchromodal set-ups require extensive preparation:

– Deciding which tech configuration best matches pedagogical strategies

– Setting up the technology bundles before each class

– Contacting participants with tech details

Page 24: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Solution

• Tech Navs devote time prior to class sessions to focus on technology/user performance issues

– Consult with instructors on the course design

– Activate and test technology before each class

– Contact students with tech details prior to first class contact (login info, downloads, audio and video preferences)

Page 25: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Challenge

• Synchromodal set-ups use technology in real-time:

– Set-up requires monitoring (user experience, technology failure with one / multiple systems, etc.)

– Troubleshooting must occur in real-time

• Solving tech failures

• Assisting participants

– Failures can be felt by one, several, or all participants

– It can be hard to know when they are happening!

Page 26: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Solution

• Maintain a presence in both online and face-to-face modes

• Field and respond to user feedback (advocacy for online participants)

• Troubleshoot in real-time without interrupting the instructor

• Provide multiple back-up communication solutions (e.g., phone, alternate video conferencing)

Page 27: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Challenge

• Synchromodal set-ups are always changing:

– Set-ups usually require fine-tuning and adjustments to technology and environmental configurations

– New approaches and uses of technology can emerge and require adjustments

Page 28: Synchromodal Learning Environments. EdMedia 2013

Technology NavigatorThe Solution

• Have knowledge of the course, the pedagogy, and the technology

– Have technological knowledge that inform how tech aspects can be refined

• Are embedded in the class environment

– Directly observe and take notes on design performance

– Help gather data for research

Page 29: Synchromodal Learning Environments. EdMedia 2013

Major Learning Topographies* Synchromodal *

• Personal Portal

Page 30: Synchromodal Learning Environments. EdMedia 2013

Evolution of the Enhanced Personal Portal Model

• Phase 1: Shared Portal Model

• Phase 2: Personal Portal Model

• Phase 3: Enhanced Personal Portal Model

1. Techniques/Courseware: How the tech was set up

2. Issues: Problems that arose

3. Solutions: How we addresses the problems

Page 31: Synchromodal Learning Environments. EdMedia 2013

Phase 1: Shared Portal Model

• Techniques/Courseware

1. Balcony– GoToMeeting on Mac Mini + SMART board + webcam on top

2. Audio input/output – Chat160 speakerphone

3. Instructor station – laptop connected to Sony SMART TV

1

2

3

Page 32: Synchromodal Learning Environments. EdMedia 2013

GTM Online Student-View

1 2

3

1. Bird’s eye view of entire class

2. Online students can see one another

3. Instructor screen (in this case PPT presentation)

Page 33: Synchromodal Learning Environments. EdMedia 2013

Phase 1: Shared Portal Model

• Issues

– Seclusion of the balcony area

• Online students did not feel like an immediate part of the class

– Single audio and video output

• Online students shared one audio output

• Solution

– Development of the personal portal model

Page 34: Synchromodal Learning Environments. EdMedia 2013

Phase 2: Personal Portal Model

• Techniques/Courseware

INSERT PICTURE1

1. iPad/node chair combo – Skype video call

Page 35: Synchromodal Learning Environments. EdMedia 2013

Phase 2: Personal Portal Model

• Issues– Limited instructor presentation visibility

• Online students could not directly or clearly see the instructor’s presentation

– Limited student visibility• Online students could not see (a) other online students and (b)

face-to-face advocate

– Online student dependence• Online students completely dependent on face-to-face advocate to

orchestrate their classroom experience

• Solution– Development of the enhanced personal portal model

Page 36: Synchromodal Learning Environments. EdMedia 2013

Phase 3: Enhanced Personal Portal Model

• Techniques/Courseware

1

2

1. Balcony– GoToMeeting on Mac Mini + SMART board + webcam on top

2. iPad/node chair combo – Skype video call

Page 37: Synchromodal Learning Environments. EdMedia 2013

Lessons Learned

• Student Advocacy– Importance of pairing up online and hybrid students

• Backup Plan– Two concurrent, always-on methods of joining class

– If one way of participating in class fails, online students switch to alternative

• Multitude of Devices– Successful implementation of SmLE models contingent

on students’ willingness to operate two computing devices

Page 38: Synchromodal Learning Environments. EdMedia 2013

Future Plans

• More hybrid learning classrooms

• Asus Taichi™ double-sided display laptop

• Google Glass

• Perpetual experimentation with different models

Page 39: Synchromodal Learning Environments. EdMedia 2013

From the instructor’s chair

Page 40: Synchromodal Learning Environments. EdMedia 2013

Instructor Feedback

• Integration of remote and face-to-face students was “near seamless”

• Using iPads on chairs allowed “the remote students [to] participate more like they were physically in the room with the face-to-face students…. The remote students more comfortably joined the face-to-face conversation as if they were physically in the ‘real’ classroom.”

Page 41: Synchromodal Learning Environments. EdMedia 2013

Instructor Feedback

• Key test for seminar: interruption

– Without personal portals, online students would qualify their comments with statements like, “If it's okay to speak, I'd like to add that…”

– With personal portals, online students “could pick right up when someone else stopped saying something, or even to overlap their seminar conversation when making an argument that called for grabbing the discussion floor.”

Page 42: Synchromodal Learning Environments. EdMedia 2013

Overall Framework

Page 43: Synchromodal Learning Environments. EdMedia 2013

Conclusion

Synchromodal: F2F+Online in same experience

Exciting potential

Personal Portal Model: Virtual individual presence

Close approximation of seminar feel

Personal Portal Enhanced: Add global view

Mimic human ability for scale

Tech Nav:

Support synchromodal technology and teaching

Always learning