MoSAIC: Models for Synchronous Audiographic Conferencing
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Transcript of MoSAIC: Models for Synchronous Audiographic Conferencing
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MoSAIC: Models for Synchronous Audiographic Conferencing
Tim Neumann Dr Sara de FreitasInstitute of Education Serious Games Institute
LKL Lunchtime Seminar
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Overview
• Synchronous Audiographic Conferencing
• Project Phase 1– Teachers as Media Producers in Virtual Classrooms
• Project Phase 2– MoSAIC
• Web Conferencing at the LKL
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Audiographic Conferencing
Synchronous Audiographic Conferencing
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Audiographic Conferencing
The Technology
Synchronous Audiographic Conferencing
Combination of:real-time tools for visual interactionwhile talking
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Audiographic Conferencing
Cyclops
McConnell, D. (1983). Sharing the screen. Media in education and development, 16 (2).
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FunctionalityTEXT-BASED TOOLS . Presence Indicators . Chat Logs . Transcripts . Private
Messaging . Instant Messaging . Moderated Chat . Avatars . Entry Announcements . Exit Announcements . Action Messages . Sound Effects .
Text Formatting . LIVE AUDIO AND VIDEO TOOLS . Live Audio . Voice-over-IP . Broadcast . Half Duplex . Full Duplex . Audio Controls . Telephony Integration . Live Video . Floating Video Display . Bandwidth Detection .
CONTENT, DISPLAY, AND INTERACTIVE TOOLS . Virtual Whiteboard . Moderated Use and Accountability . Image Imports . Layers . object-oriented .
Application Sharing . Screen Sharing . File Transfer . Slide Showing . Background Loading . Special Effects . Slide Libraries . Course Map . Site Map Integration . Guided Web Tours . Clickable Hyperlinks . Previewing . Filtering .
Polling . Quizzes . Question Types . Display of Results . Online Course Integration . VLE Integration . Activity Indicators . Remote Screen Viewing . Multimedia . Breakout Rooms . Recording and Playback . Navigation and
Searching . Feedback . Availability . Editing . Automatic Technical Checks . Three-Dimensional Rendering of Space and People . Specialised Tools .
Templates . and more…
Finkelstein, J (2006). Learning in Real Time. San Francisco: Jossey-Bass
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Audiographic Conferencing
Main Functions
• VoIP: “Internet Telephony”• Text Chat• Shared Whiteboard• Co-Browsing• Other Collaborative Tools• Video Streaming
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Audiographic Conferencing
Video?
• Rosell-Aguilar: – Slows down quality of audio
• Sweller: – Impedes learning, distractive, contradictory
• Matarazzo & Sellen:– Low quality more effective for task collaboration
• A number of researchers: – No significant advantage
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Audiographic Conferencing
Video!
• For particular purposes
• Align with other media
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Audiographic Conferencing
SAC in Distance Education. Why?• Flexibility for personalised human support• Community building, creating a sense of belonging• The voice as low-threshold communication mode• Motivation to participate (somebody is waiting)• Reflecting/responding under time pressure• Practicing oral rethorics & ICT skills• Effective role-play opportunities• Walk-through opportunities for complex issues• Force learners out of their comfort zone
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Phase 1
Project Phase 1:
Teachers as Media Producers in Virtual Classrooms
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Audiographic Conferencing
Parent Framework
ICE CReaM
Interactive and Collaborative E-Learning
using
Creative Real-Time Media
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CDE Projects
Nov 05 Nov 06 Nov 07 Aug 08
Teachers as Media Producers inVirtual Classrooms
Nov 2005 – Oct 2006
MoSAIC:Models for Synchronous Audiographic Interactive Conferencing
Nov 2006 – Aug 2008
to examine roles oflecturers when using realtime conferencing
to develop models reflecting pedagogical theory and addressing specifics of realtime conferencing
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Phase 1: Teachers as Media Producers
Main Aim:
AudiographicConferencing
AudiographicConferencing
Text
Audio
Graphics
Video
Live Quizzes
Instant Feedback
Shared Whiteboard
Application Sharing
Chat / Messaging
Voice-over-IP
?under-standing
skills
Roles
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Teacher - Communication - Medium - Learning Experience
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A Media Production Metaphor
Suggested Roles - Preparation:
Author Producer
Choreographer Production Designer
Correspondent Programmer
Director Runner
Engineer Screenwriter
Graphic Artist Storyboard Artist
Managerwww.skillset.org & Honthaner, E.L. (2001). The Complete Film Production Handbook. Oxford: Focal Press.
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A Media Production Metaphor
Perceived Roles - Preparation:
• Very High:– Manager
• High:– Producer, Author, Correspondent, Programmer
• Average:– Director, Engineer, Production Designer
• Low:– Choreographer, Storyboard Artist,
Screenwriter, Graphic Artist
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A Media Production Metaphor
Suggested Roles - Implementation:
Actor Narrator
Correspondent Operator
Director Performer
Engineer Presenter
Gaffer Runner
Instructional Designer Speaker
Moderator Teacherwww.skillset.org & Honthaner, E.L. (2001). The Complete Film Production Handbook. Oxford: Focal Press.
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A Media Production Metaphor
Perceived Roles - Implementation:
• Very High:– Presenter, Moderator, Speaker
• High:– Instructional Designer, Operator, Director
• Average:– Teacher, Engineer, Correspondent, Narrator
• Low:– Performer, Runner, Gaffer, Actor
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A Media Production Metaphor
Perceived Roles - Free Text:
• Overwhelmingly:– Participant– Observer– Passive Listener
• Individual Responses:– Spectator– Active Listener– Learner
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Phase 1: Teachers as Media Producers
Findings + -Technology High reliability High anxiety
Satisfaction High satisfaction Reluctance to proactive use
SkillsOperational aspects unproblematic
Combination of media and realtime use difficult
Confidence Quickly risingFallback to 'safe & tested' teaching methods
Educational Use High potentialDifficult to identify use cases and application scenarios
Activity Levels High learner activityDifficult to design sensible activities
Self-Perception Lecturers: Director Learner: Passive roles
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Phase 1: Teachers as Media Producers
Exemplary Quotes
Technology I don‘t think my students can manage that.
Satisfaction Great - I suddenly feel part of a large community.
SkillsIt was hard to listen to […], keep track of the texting and to reply to the whiteboard poll at the same time.
ConfidenceI think I lectured a bit too much, I need to get used to [the SAC tool].
Educational Use Let‘s not use the medium as a lecture tool.
Activity LevelsGood interaction generally, but hard for the [session leader] to respond. Some questions superficial.
Self-Perception I was a minor contributor / learner.
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Phase 1: Teachers as Media Producers
Conclusions
• General recommendation of SAC?No
• Recommendation of SAC for specific purposes?Yes
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Phase 2
Project Phase 2:
Models for Synchronous Audiographic Interactive Conferencing
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Phase 2: MoSAIC
Models for Synchronous Audiographic Interactive Conferencing Project
Scoping ofSAC useat UoL
Review ofPedagogical
Models
User Testing
Data Analysis
Nov 06 Sep 07 Feb 08 May 08
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Phase 2: MoSAIC
MoSAIC: Purpose
PedagogicalFramework
MoSAIC:SMAP
PracticalApplication
Text
Audio
Graphics
VideoLive Quizzes
Instant Feedback
Shared Whiteboard
Application Sharing
Chat / Messaging
Voice-over-IP
Learning Objectives
AssessmentAccreditation
Discipline
ContextConceptions
Theory
Learner BackgroundResources
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Phase 2: MoSAIC
Review of Pedagogical Models
– Generic Pedagogical Models and Frameworks:available
– Specific Pedagogical Models for SAC:scarce
Scoping
Review
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Phase 2: MoSAIC - Review
Salmon: Five-Stage Model
From http://www.atimod.com/e-moderating/5stage.shtml
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Phase 2: MoSAIC - Review
Laurillard: Conversational Framework
From http://www2.smumn.edu/deptpages/~instructTech/lol/laurillard/index.htm
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Phase 2: MoSAIC - Review
Garrison & Anderson: Community of Inquiry
From http://communitiesofinquiry.com/
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Phase 2: MoSAIC – Beyond the Review
Four-Dimensional Framework
Sara de Freitas
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Phase 2: MoSAIC – The Missing Link
Synchronous Media Attribution Process
Tim Neumann & Sara de Freitas
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Phase 2: MoSAIC – Scoping StudyUoL College / Institute Prim Sec
Birkbeck, University of London Stream
Central School of Speech and Drama VC
Courtauld Institute of Art
Goldsmiths, University of London VC Stream
Heythrop College
Imperial College London VC Stream
The Institute of Cancer Research Podcst
Institute of Education VC Stream
King's College London VC Stream
London Business School VC
London School of Economics and Political Science VC
London School of Hygiene and Tropical Medicine Stream
Queen Mary, University of London VC Skype
Royal Academy of Music VC
Royal Holloway, University of London VC
The Royal Veterinary College
St George's, University of London
The School of Oriental and African Studies
The School of Pharmacy
UCL VC
UoL College / Institute Prim Sec
School of Advanced Study :
Institute of Advanced Legal Studies VC
Institute of Classical Studies
Institute of Commonwealth Studies
Institute of English Studies
Institute of Germanic & Romance Studies
Institute of Historical Research
Institute of Musical Research
Institute of Philosophy
Institute for the Study of the Americas
Warburg Institute
University of London Institute in Paris
University Marine Biological Station, Millport
Scoping
Review
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Phase 2: MoSAIC
Current Steps
– Further development of FDF & SMAP
– Model & User testing
Scoping
Review
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Use Case 1
Scoping
Review
• Teaching remote students
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Use Case 2
Scoping
Review
• Remote guest expert lectures
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Use Case 3
Scoping
Review
• F2F session recording
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Use Case 4
Scoping
Review
• 24/7 Helpdesk / Virtual Office(also: one-to-one training / tutorials)
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Use Case 5
Scoping
Review
• Supervision sessions(also: assignment feedback)
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Use Case 6
Scoping
Review
• Remote Vivas(also: interviews, remote demonstrations)
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Use Case 7
Scoping
Review
• Webcasts
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Use Case 8
Scoping
Review
• Lecture / Conference Simulcasts
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Use Case 9
Scoping
Review
• Multiple Venue Production
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Use Case 10
Scoping
Review
• Multi-group meetings and activities
BreakoutRooms
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MVP Case Study
Multiple Venue Production
Location Moderator
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MVP Case Study
MVP Preparation
21 March
November December January February March
Start:
•Presenter OK
•Topic
•Strategy
Awareness Raising:
•One Email:
•CPD Depts.
•Good response
Organisation:
•Location Registration
•One Email:
•32 locations
•late comers accepted
Preparation:
•IT guidelines
Preparation:
•Location Moderator Training Session
Training:
•Presenter
Content:
•Handout of pre-session content
•Request for questions
Training:
•Location Moderators (2 sessions)
Session Design:
•Review of questions
•Slide development
•Time planning
•Pedagogic strategy
Communication:
•Constant contact with Location Moderators
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MVP Case Study
MVP Session Design– Part 1: (70 minutes)
• Ten-Minute Presentation• Collaborative Activity:
– Two polling questions (yes/no) [shared whiteboard]– One question for 3-minute local discussion [chat / mic]
• Repeat 4x (= 5 sequences in total)
– Part 2: (50 minutes)• Local group discussion (15 minutes)• Responses from individual locations• Open Q&A session
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MVP Case Study
Participant Survey
• Session Quality:– High satisfaction with the session– Very positive learning experience– Many opportunities for local interaction– Not many opportunities for online interaction– Only average involvement of participants– Good organisation
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Web Conferencing at the LKL
Web Conferencing at the LKL
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Audiographic Conferencing
Further Information:
www.lkl.ac.uk/research/mosaic
Tim Neumann
www.lkl.ac.uk/LTU