Presented by

Darren Gash, Head of Learning Technology and

Ian Gardner, Senior Learning Technology Specialist

BPP University College

Learningtechnology@bpp.com

Supporting the transition from the physical to the virtual classroom

• Introduction of staff development initiative

• Aim: to develop tutors’ skills in facilitating learning via synchronous online classes

• Classes conducted using Wimba Classroomtm with voice, text chat and graphics (no video)

Supporting the transition from the physical to the virtual classroom

Evolution of tutor training and support• Wimba Classroom introduced at BPP early 2009

– ‘Jump in the deep end' approach to training– Identified need for more structured approach

• ‘Learning Technology Skills Seminars’– “How to use Wimba” workshop launched early 2010– Identified need for more pedagogical approach

• Current initiative– Pilot launched summer 2010 with group of five tutors– From ‘how to use Wimba’ to ‘how to facilitate teaching and

learning with Wimba’

Overview of current initiative1. Pre-seminar activity

– “Imagine you are running a synchronous online seminar … what challenges would you expect to encounter?”

2. Seminar run by Learning Technology Team– Experience a Wimba session as a student– Learn how to facilitate a Wimba session as a tutor

3. Tutor led sessions – Each participant presents their own Wimba session– Other group members take part as students

4. Self and peer review– Wimba Classroom archives used for reference

5. Focus group (to take place next week)– Review the programme and lessons learned

Seminar activity: ice breaker

Seminar activity: whiteboard practice

Seminar activity: break out room discussions

Seminar activity: all class discussion

Key issues raised from self and peer review• Loss of control due to:

– Communications overload: Voice, text, ‘raised hands’ etc.• “It is very unclear when it is appropriate to use the comments box on

the bottom left of the screen, and I think it is hard for the tutor to monitor comments while tutoring”.

– inability to visually monitor students• "I found the break out rooms quite stressful for the very reason that

you have limited visibility on their interaction".

– Lack of confidence with technology• Is the student seeing what I am seeing?

Key issues raised from self and peer review• Lack of visual cues effecting flow of discussion

– "Offering open questions as you do in the class doesn't seem to work so well - you need to call people out by name“

– "The simple fact that you can’t see anybody makes it very difficult to know when to speak and when someone has finished making a point and this means you lose the richness of debate among students which you get with face-to-face."

Conclusions• Positive overall response to the initiative

– "Being able to experience Wimba as a student is an excellent opportunity to be able to empathise and relate to their experience, which should in turn mean we are more student centred when we plan our sessions“

• Established face to face techniques need modifying:– lack of eye contact and body language requires a different

approach to class facilitation– need for communication etiquette– develop confidence to trust technology and students

What next?• Continue to run initiative with small groups

• integrate workshop into wider learning technology skills seminar programme

• reconsider use of video as well as audio communication

• refine self and peer observation parameters

Presented by

Darren Gash, Head of Learning Technology and

Ian Gardner, Senior Learning Technology Specialist

BPP University College

Learningtechnology@bpp.com

Q & A

Supporting the transition from the physical to the virtual classroom