Enhancing Learning and Creating Community Using

Wimba Classroom

Enhancing Learning and Creating Community Using

Wimba Classroom

Hannah German

The Lookstein Center,

Bar-Ilan University

www.lookstein.org

Hannah German

The Lookstein Center,

Bar-Ilan University

www.lookstein.org

Learning

Learning

Community

Community

What is Community?What is Community?

• Some characteristics:

• a sense of shared purpose

• norms of community behavior

• interaction amongst members

• trust, respect and support

• Some characteristics:

• a sense of shared purpose

• norms of community behavior

• interaction amongst members

• trust, respect and support

P. Vesely et al. (2007). Key elements of building online community: Comparing faculty and student perceptions. Journal of Online Learning and Teaching, 3 (3).

P. Vesely et al. (2007). Key elements of building online community: Comparing faculty and student perceptions. Journal of Online Learning and Teaching, 3 (3).

The Challenge The Challenge

Learner AnxietyLearner Anxiety

• expectations

• technical know-how

• behaviors

• peer perception

• other responsibilities

• expectations

• technical know-how

• behaviors

• peer perception

• other responsibilities

Transactional DistanceTransactional Distance

• Michael Moore

• structure vs. dialog

• typical TD:

• changing content

• asynchronous communication

• Michael Moore

• structure vs. dialog

• typical TD:

• changing content

• asynchronous communication

Images from Encyclopedia of Educational Technology, SDSU Department of Educational Technology, http://coe.sdsu.edu/eet/Articles/transactdist/index.htm

Images from Encyclopedia of Educational Technology, SDSU Department of Educational Technology, http://coe.sdsu.edu/eet/Articles/transactdist/index.htm

IsolationIsolation

• independent schools are isolated

• no social networking

• no collaboration

• cited as significant factor in drop-out rates

• independent schools are isolated

• no social networking

• no collaboration

• cited as significant factor in drop-out rates

StrategiesStrategies

Participant TrainingParticipant Training

• older population

• level-playing field = invisible platform

• human element = reassurance, a contact, humor

• ground rules and behaviors

• depending on needs:

• individual training

• optional group training – sometimes includes CMS appshare

• archive of recorded training

• older population

• level-playing field = invisible platform

• human element = reassurance, a contact, humor

• ground rules and behaviors

• depending on needs:

• individual training

• optional group training – sometimes includes CMS appshare

• archive of recorded training

Instructor TrainingInstructor Training

• new and different role

• system

• behaviors

• design – use of features

• video archive of an interactive session

• instructor guide

• live audience

• new and different role

• system

• behaviors

• design – use of features

• video archive of an interactive session

• instructor guide

• live audience

Course Structure Course Structure • standard meeting times

• office hours

• IM is still impersonal and harder to “read”

• share/clarify course content, assignments, web

• increased learner turnout

• lurkers still absorb and will interact with each other

• individualized sessions via breakout rooms

• careful of monopolization; instructor’s time?

• open rooms

• group assignments - collaboration

• water cooler - share experiences

• standard meeting times

• office hours

• IM is still impersonal and harder to “read”

• share/clarify course content, assignments, web

• increased learner turnout

• lurkers still absorb and will interact with each other

• individualized sessions via breakout rooms

• careful of monopolization; instructor’s time?

• open rooms

• group assignments - collaboration

• water cooler - share experiences

InteractivityInteractivity

1. Setting the Stage

• create expectations of

involvement

• questions/whiteboard activity

everyone can answer/do

• ground rules

• if introductions, keep brief

• model behavior – if possible,

colleague

1. Setting the Stage

• create expectations of

involvement

• questions/whiteboard activity

everyone can answer/do

• ground rules

• if introductions, keep brief

• model behavior – if possible,

colleague

Interactivity cont’Interactivity cont’

2. Incorporate features gradually

• ease participants in over a number of sessions

• use yes/no buttons and chat first

• then microphone, if available – many are uncomfortable

• model video

• tell participants in advance if using video

2. Incorporate features gradually

• ease participants in over a number of sessions

• use yes/no buttons and chat first

• then microphone, if available – many are uncomfortable

• model video

• tell participants in advance if using video

Interactivity cont’Interactivity cont’

3. Discussions

• plan provocative questions – Devil’s advocate

• read comments out loud or paraphrase

• student roles

• survey vs. whiteboard

• natural discussion vs. selecting participants to speak vs. go around the room

• express need for full range of ideas/opinions, not always consensus

3. Discussions

• plan provocative questions – Devil’s advocate

• read comments out loud or paraphrase

• student roles

• survey vs. whiteboard

• natural discussion vs. selecting participants to speak vs. go around the room

• express need for full range of ideas/opinions, not always consensus

Interactivity cont’Interactivity cont’

4. Assignments

• presentations

• use break-out rooms and

monitor behaviors

• review homework assignments

4. Assignments

• presentations

• use break-out rooms and

monitor behaviors

• review homework assignments

Overcoming the ChallengesOvercoming the Challenges

Learning & CommunityLearning & Community

• Support of variety of

learning styles & methods

• Reinforcement of content

• Clarification of content

• Human element

• Increased interaction

amongst learners,

instructors, and content

• Increased peer support

• Shared sense of purpose