adobe connect technology_infusion

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  • 1. Technology Infusion in the Classroom FRIT 8435 By Louise Fechter
  • 2. Grade Level: University instructorswho teach both undergraduate andgraduate studentsAverage Classroom Size: 20Subject: Developing an Online Course
  • 3. Sex:Females: 63.16%Males: 36.84%Race:African American: 5.263%Caucasians: 68.4222%Hispanic: 10.526%Asian: 10.526%French: 5.263%
  • 4. Online courses are usually developed in an asynchronousmanner, so that students can access contentanytime/anywhere. However, synchronous tools thatallow instructors and students to discuss and collaborate inreal-time have become increasingly popular and appear toincrease student engagement in the online classroom.With that said, the Adobe Connect technology is beingintroduced to a developing online course for the Fall of2012 to give the students an opportunity to see how thetechnology can be used in their online classrooms.
  • 5. Instructors can:
  • 6. NavigatethroughSlides!
  • 7. Itseasy!
  • 8. Instructors can:
  • 9. Get StartedTo get started using Adobe Connectyou must complete the FacultyRequest Form at: may want to watch the AdobeConnect Overview video beforegetting started. This video can befound at
  • 10. Once the request has beenprocessed, you will see theOnline Rooms" linked to youronline Folio course(s) Navbar.
  • 11. Evaluation process:I interviewed the faculty member thattaught the Developing an OnlineCourse FA12 course.I observed one of the Adobeclassrooms in session. Commentsfrom the interview, classroomobservation, and the survey havebeen included throughout thispresentation.
  • 12. I also developed and distributed the Adobe ConnectSurvey to assess the technology integration. A copyof this survey can be found at:
  • 13. Instructor (our students) CommentsAfter Integrating Technology:Students are more prepared for exams, becauseinstructors are able to key presentation points andprepare students for exams. Thus, learning isreinforced and reflection facilitated.Students can access archived classroom sessionsthat provide Q&A about the curriculum and pre-recorded sessions covering specific points of thecurriculum. This will help students who may get alittle behind to stay on track during the course.Students are able to communicate synchronously,which facilitates the collaborative process amongstudents working on group projects. This will alsohelp the students develop more of a sense ofcommunity in the online course (OLE).
  • 14. Instructor (our students) CommentsAfter Integrating Technology:Since I been using it, I have had ONEcomplaint about online class sessions ingeneral, and it had to do with the schedulingconflict. But otherwise, students absolutelylove it! They love being able to actually""meet"" their instructor and fellow classmatesvia audio and webcam. It, literally, puts themat ease, which results in less tense and moreenthusiastic learning.I really like the ""e-mail chat"" application inwhich the chat between students and myself isdocumented and, upon request, sent straightto my e-mail.
  • 15. Adobe Connect Rooms are not automatically loaded into every online course because of the limited campus license. You cannot call into Adobe Connect like you could with the Wimba tool. There appears to be frequent maintenance. At times, the connection is not good and we have not been able to successfully complete the activities. We have to end the meetings and go over to Google Hangouts. I think the problem has been that Adobe Connect is new to us, and the administrators are having to work out some bugs. Open Microphones cause bad feedback!
  • 16. One issue is that students are not able to meet in the adobe connect classroom without me. I have had students who meet with group members for group projects with Wimba, in addition, I have had one case where a session took place, was recorded, and was successful without me even being there, in Wimba. With adobe connect, I MUST be in the online classroom before students may enter. The online classroom presents an opportunity for interaction. Now that I have required a specific download, the interaction quality seems to have improved (based on the one session since this download requirement). But, before, the audio (unmute and mute for the presenters) was a nightmare.
  • 17. Set up a practice session during the first week nd allow students to experiment with the technology. The instructor should log in before the session begins and test the audio and video features. If students are already present in the session, you may want to use them as test subjects to make sure the classroom is operating properly. Do not require that students attend Adobe Connect sessions, when they are used for classroom hours. Give bonus points to students who do attend Adobe Connect classroom hours online. Set up Adobe Classrooms for group projects by request to allow students to collaborate on assignments.
  • 18. Share your desktop, so that whenever you change applications it will already be shared. Provide students with written instructions and a short overview video on how to use Adobe Connect technology. Set up Adobe Connect classroom(s) ahead of scheduled sessions. A few minutes before class starts, do an audio test with any live or remote students. Depending on what you are trying do, you may want to use Powerpoint or some other type of presentation software in lieu of the electronic whiteboard rather than Adobe Connects whiteboard. Recommend that students invest in a good headset for courses using Adobe Connect!
  • 19. Adobe Connect points retrieved from: Connect overview video retrieved from: Connect points retrieved from:|22191|adobe%20connect%209||S|p|18154278262&ef_id=RPtOdSRykkYAAEVr:20121024155329:sRoyalty-free images retrieved from Google Images.Wicks, David, (2008). Adobe Connect: VirtualSynchronous Classroom Best Practices . SeattlePacific University. Retrieved from: