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Adobe ConnectSome Practical Considerations

Michael HallissyH2 Learning

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Introduction• Founding partner in H2 Learning

– Focus on the use of digital technologies in teaching, learning and assessment

• Former director the MATL in Hibernia College– Lead tutor in the Certificate in i-Learning

• Completing EdD in Institute of Education, London• Doctoral Thesis entitled:• "Building teacher professionalism in teaching-learning interactions

between online tutors and learners during synchronous tutorials – a case study from Hibernia College" 

• Focus on working with lecturers to use these tools to enhance student learning

– What knowledge and expertise do staff have?– What knowledge and expertise do they need to enhance student learning?

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Introduce Yourself

• Name• Lecturing in …. • Have you used Adobe Connect or similar

tool?– If yes, what tool?

• What would you like to learn from today?

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Some Perspective

• Learning at a distance has been around since 1890s• 1st online OU Course 1988 (Mason, 2001)• “the internet does not educate, nor does it actively support learning.

Mostly, it provides information” (Laurillard, 2012; 29) • OU noted that “active discussion has long been one of the aspects that is

difficult to provide in distance education, with tutorials and summer schools being the usual means of achieving this” (Mason, 2001; 73)

• Since 1988 there has been a great deal written on the topic of discussion and online courses in HE but this has mostly focused on asynchronous technologies – forums particularly.

• But today we have new tools that facilitate live discussion

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Technology and what it can do• “Computer-mediated conferencing (CMC) is unique among distance

education media because of its ability to support high levels of responsive, intelligent interaction between and among faculty and students while simultaneously providing high levels of freedom of time and place to engage in this interactivity.” (Rourke et al., 1999; 50)

• “The claims made for the educational value of CMC rest on the assumption that students learn effectively through discussion and collaboration” (Laurillard, 2002; 147)

– She notes that “the properties of a medium do not determine the quality of learning that takes place” (Ibid;147)

Now we have:• Synchronous Computer-mediated conferencing technologies (SCMC)

– Adobe Connect, Wimba, Elluminate, Lync etc.

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Here are some of the strategies we could use online

http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

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3 Elements of Online Learning & Teaching

Content

ForumSCMC

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New Opportunities

• Immediate and just-in-time access to peers, lecturers, and knowledge experts

• Ability for multiple people to interact and share ideas with one another concurrently

• Hands-on tools through which learners can react to presented concepts or apply knowledge in real time

• Direct connections to real-world situations and primary sources

(Finkelstein, 2006; 6)

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Synchronous Learning Environments

“Synchronous learning is live, real-time (and usually scheduled), facilitated instruction and learning-oriented interaction.”

(Hyder et al., 2007: p. 1)

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Were they engaged during these sessions?

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Or were they watching TV or something else?

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Students are NOT always clear why they are attending these events?

Purpose of the tutorial Percentage

Opportunity for tutor to present new content

57%

Opportunity for tutor to revise content presented in the recorded lesson

93%

Opportunity for students to raise questions and discuss the lesson content

100%

Opportunity for students to work in small groups online

20%

Opportunity for students to present their work to colleagues

21%

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Adobe Connect

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Typical Features of SCMC technologies

Emoticons

Hands up

Yes No

Controls

Chat box

Slides

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Online Lecture

• Allows you to connect live at a distance

• Allows you to interact with your audience in real-time

• Allows you to bring “experts” or “guest lectures” into your lecture hall

• Facilitates webinars – open them up to everyone

• It can be archived and replayed

http://www.iri.uni-hannover.de/online-lecture.html

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Share Rich Content

• PowerPoint Slides• Video and audio• Webpages• Documents

– Research papers, correspondence etc.

• Interactive whiteboard feature– Brainstorming

• And much more

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Instruction

Input and output tasks

Lecture to many

Lecturer as teller, organiser, judge

Lecturer controls ‘time & pace’ seen

as key

Lecturer chosen resources

Watkins et al., 2002

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But it can be so much more …

• Unplanned chats among peers over lunch• Lively in-class discussions or debates• Student-led presentations or performances• Study group, team, or committee gatherings• Impromptu exchange between a student and a lecturer after class

or during office hours• Timely and personalised guidance from a reference librarian,

advisor, or a lecturer(Finkelstein, 2006; 3)

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Construction

Individuals, pairs, groups

Lecturer as enquirer

Long time blocks, student-paced

Student experience a resource

Tasks for processing and understanding

Watkins et al., 2002

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Co-construction

Changing groups,

networks, linkages

Lecturer as learner too

Time seen as less relevant

Access to world of

resources

Tasks of generating knowledge

Watkins et al., 2002

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Potential roles for lecturers and learners

When teachers: Facilitate ConsultInstruct Guide

Learners become: Involved Self-

DirectedDependent Interested

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What the Research has to say

“Instructors who are new to the online environment may struggle with the transition from the central figure in the learning process to a facilitator or guide of that process.”

(Palloff and Pratt, 2011)

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Analogy of a dinner party hostPrepare for their arrival Have resources ready in advance

When they arrive you can focus on these and on collaboration

Welcome them warmly Welcome people by nameCreate a warm and secure environment

Frequently assess the mood of the room Frequently check that people are alrightDon’t wait till the end of the evening

Have more food (for thought) than you need Prepare more activities that you needDon’t feel you need to use them all

Make everyone feel included Give people opportunities to interactRefer to comments made by people by name

Facilitate Connections and conversation, but don’t dominate ever discussion

Your role is to facilitate an environment where learners are exchanging ideas with others, and seeing their peers as resources for ongoing learning

Offer guests something to take home with them Provide a transcript or a recording of the eventAccess to slides, readings or continue the discussion on the forum

Know when to say good night; leave everyone wanting more

End on a high point. Don’t try to cover everything. Monitor the energy levels and go with the group.

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Where might you start?

• How you can build interaction into the session - you don't want people sitting at their computer all evening looking at the screen so how might you get them involved?

• Don't fall into the "autopilot" mode where you forget students are present.

• Get learners to concentrate by minimising external distractions– Have ground rules and use the emoticons

• Role of the facilitator similar to that of the ringmaster in the circus– You need to keep things focused and moving– It needs structure– Gauge feedback

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Practical Tips• Ensure they have the technology

– Headphones– Microphone

• Get people to acknowledge they can hear you• Have clear ground-rules

– This is what we are going to do …– This is what I will be doing …– This is what I expect from you …

• If people have questions how can they interact with you and colleagues?

• How will you get people to interact?– Use the poll feature– Texting feature– They can speak through the microphone– What about shy or quiet students? “Will you just click-in on them?”

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Interaction Tools• Use of questioning

– Check in with learners regularly and get feedback via emoticons?– “Can everyone hear me?” Smiley or Sad face– “Is x clear or do you want me to go deeper? “ Thumbs up or down

– Groups– Strategies to give learners a chance to interact with each other– This can be done in break-out groups or via texting– Structuring discussions and feedback

• Mix of Resources– Maybe begin with a short video clip (stimulus to engage)– Share a webpage or a document– Share a research or a newspaper article– Mix it up – use a variety of media– Have clear tasks associated with these media

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Your Role in all this• If tutor is too enthusiastic the students “slip easily into the

role of passive audience” (Brookfield and Preskill, 2005; 194)

• “Teachers should confine themselves to a reasonable quota of lecturing minutes per class, preferably at the beginning or the conclusion of a class.” (ibid; 200)

• What do you want to achieve at the end of the session?• How might you introduce new content or ideas and get

some discussion or interaction going?• It takes time and there is a learning curve – how can you

set yourself up to succeed?• Be conscious that this is new and it can be daunting!

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Silence• Be aware that silence is a factor

– Speaking into a vacuum– Wait-time (learning to leave gaps)

One lecture’s reflection on this:

“I had absolutely no experience of it previously the first time I put on those headphones and said hello or good evening I was absolutely terrorised [nervous laughter]”

“I was pleasantly surprised it all happened much much easier than I thought and so I think the strongest thing I found is that my teaching skills are, or if you like my onsite classroom teaching skills, I was able to call on once I just got over the first hurdle of actually doing this online.”

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So design your lectures online

• Remember it is one tool among many• It is good at facilitating certain types of interactions

– it is not a silver bullet• Novice online – it takes to be comfortable• How will it dovetail with face-to-face?• How will it link with with Moodle etc.?• Keep it simple and structure it

– Not that you have every second accounted for– But that you don’t have to do all the work– Manage the time

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Some Final Words

• This is relatively new in online education– Asynchronous has a long tradition

• “Mediated synchronous and blended DE contains natural conditions for interaction, especially between the student and teacher and among other students.” (Bernard et al., 2009)

• Tutor View– “I feel that I am using the technology that I know how to use to its

maximum and so now if I could move a bit deeper”  – “But I would love if the technology would allow us to move even

further. That is where I am at, at this stage.”

• Participate as a learner in an online event

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References• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A. and

Bethel, E. C. (2009). 'A Meta-Analysis of Three Types of Interaction Treatments in Distance Education'. Review of Educational Research, 79 (3), 1243-1289.

• Finkelstein, J. (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San Francisco, CA: Jossey-Bass.

• Johnson, S. D. and Aragon, S. R. (2003). 'An Instructional Strategy Framework for Online Learning Environments'. New Directions for Adult and Continuing Education, 100 (Winter), 31-43.

• Mason, R. (2001). 'Effective facilitation of online learning: the Open University experience'. In J. Stephenson (Ed.), Teaching and learning online: New pedagogies for new technologies. London: Kogan Page.

• Laurillard, D. (2002). Rethinking University Teaching: A conversational framework for the effective use of learning technologies. (Second Ed.). London and New York: Routledge Falmer.

• Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patters for Learning and Technology. New York and London: Routledge.

• Rourke, L., Anderson, T., Garrison, R. D. and Archer, W. (1999). 'Assessing Social Presence in Asynchronous Text-based Computer Conferencing'. Journal of Distance Education, 14 (2), 50-71.

• Watkins, C., Carnell, E., Lodge, C., Wagner P. and Whalley C. (2002). 'Effective Learning'. Institute of Education International Network for School Improvement Research Matters Series (17).