Personal Portals for Synchromodal Learning. MSU IT Conference 2013
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Transcript of Personal Portals for Synchromodal Learning. MSU IT Conference 2013
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Personal Portals forSynchromodal Learning
John Bell Sandra Sawaya William Cain Charlie BelinskyCollege of Education
June 12, 2013
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Hybrid Courses
• Using both face-to-face and online interactions 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” online
instead offace-to-face
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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
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Our ContextPh.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
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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
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Learning Environment Models
Model Time Consistency1.0 Face-to-Face Synchronous Uniform2.0 Online Asynchronous Uniform1/2 “Blended” Alternating3.0 Face-to-Face+Online Synchronous Uniform
* These models are (largely) pedagogically neutral.
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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
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Major Learning Topographies* Online *
• Topographies can be essentially unchanged from face-to-face
• Generally asynchronous• MOOCs– Initially Lecture topography– Increasingly combined with
Small group
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Major Learning Topographies* Synchromodal *
• Lecture & small group can be essentially unchanged
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Major Learning Topographies* Synchromodal *
• Linked Classrooms
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Major Learning Topographies* Synchromodal *
• Shared Portal
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Major Learning Topographies* Synchromodal *
• Personal Portal
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Evolution of the Personal Portal Model
• Phase 1: Shared Portal Model• Phase 2: Personal Portal Model
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Phase 1: Shared Portal Model
1. Seclusion to the balcony area
2. Single audio and video output
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Phase 2: Personal Portal Model
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Personal Portal Model
• Further limitations:– 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
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Extension to the Personal Portal Model:Enhanced Personal Portal
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From the instructor’s chair
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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.”
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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.”
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Technology Navigator:A role for sustaining synchromodal classes
(Doctoral) Students who serve instructorsby overseeing technology and supporting learningin synchromodal classes
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Technology Navigator:Background
• Synchromodal set-ups…– are bundles of technologies
– require extensive preparation
– use technology in real-time
– are rarely “fixed”
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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.)
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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
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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
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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)
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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!
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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)
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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
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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
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Overall Framework
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Conclusion
Synchromodal: F2F+Online in same experienceExciting potential
Personal Portal Model: Virtual individual presenceClose approximation of seminar feel
Personal Portal Enhanced: Add global viewMimic human ability for scale
Tech Nav: Support synchromodal technology and teaching
Always learning