Effective Facilitation in Synchronous Environments pt 1
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This document provides guidance on effective facilitation in synchronous online environments. It discusses establishing ground rules for participant interaction, using webcams, managing multiple presentation venues. The impacts of text chat on participants and presenters are examined, including advantages like feedback and engagement, and disadvantages like distraction. Designing for interactivity through activities is covered. Finally, tensions between synchronous and asynchronous approaches are discussed, and ways to resolve them through optional sessions, archiving, and flipped classroom models.
Effective Facilitation in Synchronous Environments pt 1
- 1. Effective Facilitation in Synchronous Environments (Session 1 of 2) Michael Coghlan NewLearning 21/3/13
- 2. Welcome to Today’s Session While you are waiting please type your name beside a chair by using the text tool „A‟.
- 4. SHOW US WHERE YOU ARE...
- 5. PERSONALISE THE EXPERIENCE
- 6. META:
- 7. Establish „Modus Operandi‟ (Ground Rules) for the session • Questions/Comments: any time? Throughout session? At the end? In text chat? Via voice? Using the hands-up tool? • How will you handle the text chat? Will you use a co- moderator?
- 8. TO CAM OR NOT TO CAM?
- 9. USE OF WEBCAMS • Use your webcam (or at least show a picture) briefly at the start of the session as part of the introduction • Have students do the same if they have them , if they want to, and if bandwidth allows • I recommend you then turn off webcams to conserve bandwidth, but it is a personal choice.
- 10. MULTIPLE VENUE CLASSROOM/ PRESENTATIONS F2F VENUE (MVPs) remote students guest public lecturer space
- 11. Quiz – Multiple Choice Are you: A) In your office? B) In a computer suite? C) At home? D) Other?
- 12. MVPs: Implications Participants can be in a variety of locations: • F2f classroom, lecture theatre • PC suite • Office (at work) • Home office/study • Other (café, beach)
- 13. WHAT ARE THE CHARACTERISTICS OF A GOOD TEACHER?
- 15. HOW TO IMPROVE THE HKUST STUDENT EXPERIENCE...
- 16. MANAGING THE BACK CHANNEL
- 17. Impact for Participants Advantages Disadvantages
- 18. Impact for Participants Advantages Disadvantages • Audience is more engaged • May miss some points while writing • You don‟t have to wait till the end of a commentary, responding to other presentation to ask questions or backchannellers comment • Is mentally very taxing • Can communicate with other people • May start to stray off-topic (what‟s for in the room about issues raised in the lunch? How are the kids? Etc) presentation • Opportunity to make negative • Provides you with an archive of the remarks about the speaker presentation (note taking)
- 19. Impact for Speaker/Presenter Advantages Disadvantages
- 20. Impact for Speaker/Presenter Advantages Disadvantages • Can get real time feedback from audience • May appear as if many are not paying • Can ensure that you are meeting attention audience needs/answering urgent • Your audience has access to a „critical questions channel‟ • Promotes greater level of engagement • Your thoughts may be communicated to • a listener may elaborate on something an audience for whom they were not you‟re saying (eg add more information intended about a theory, post a URL, suggested a • Can be overwhelming to keep track of related blog, etc) (may require working in tandem with a • May get positive feedback from audience moderator) as it happens • Models a new way of teaching/presenting that is less teacher-centric and more network-centric
- 21. QUICK POLL – ENCOURAGE STUDENTS TO USE TEXT CHAT? YES OR NO?
- 22. PURPOSE? • a presentation tool? • a collaboration/ interaction tool?
- 23. HOW MIGHT YOU USE WEB CONFERENCING /VIRTUAL CLASSROOMS?
- 24. What kinds of synchronous activities can you use in virtual classrooms? TEACHING OTHER • „straight lecture‟ • Office hours • Guest lecturers • Peer support • Oral presentations • Social: student - • Group work student • One on one (eg pronunciation)
- 25. PROFESSIONAL DEVELOPMENT • Attend online conferences, seminars, workshops • Meetings (much more cost effective than teleconferencing)
- 26. SWOT ANALYSIS
- 28. SHORT MOVIE QUIZ
- 29. DESIGNING FOR INTERACTION examples of this in this session?
- 30. RESOURCE See the wiki at http://synchfacilitation.wikispaces.com/
- 32. Next Session (March 28th) • Synch v asynch: resolving the tension • The synchronous compact • More on Designing for interactivity
- 33. Contact Details MICHAEL COGHLAN http://michaelcoghlan.net e: michaelc@chariot.net.au
- 34. Sample Activity activity courtesy of LearningTimes
- 35. SYNCHRONOUS ASYNCHRONOUS
- 36. COMMUNICATION AXIS Reflective; Structured; monologue expository Asynch Minimalist; rapid Spontaneous; (evolving) dialogue Synch Oral Written
- 37. COMMUNICATION AXIS Most classroom communications take place here New – have been enabled by technology (only happen online)
- 38. Tension: Synch v Asynch Terry Anderson, Toward a Theory of Online Learning: “….the major motivation for enrollment in distance education is not physical access, but rather, temporal freedom to move through a course of studies at a pace of the student’s choice.” Participation in (synchronous events) “almost inevitably places constraints on this independence.” “ The demands of a learning-centered context might at times force us to modify prescriptive participation in (synchronous events), even though we might have evidence that such participation will further advance knowledge creation and attention.”
- 39. RESOLVING THE TENSION BETWEEN ASYNCHRONOUS AND SYNCHRONOUS APPROACHES • don‟t make synch sessions compulsory; use synch for those who want it • use tools that can record or archive the sessions for later retrieval • Use in conjunction with asynchronous activity • don‟t use synchronous for whole class instruction • FLIPPED CLASSROOM