implications of incorporating synchronous video conferencing into blended course design
DESCRIPTION
This presentation was given at the 19th Annual Sloan Consortium International Conference on Online Learning in Orlando, Florida. Presenters are John Haubrick and Joseph Scott, instructional designers for Penn State World Campus.TRANSCRIPT
Implications of Incorporating Synchronous Video
Conferencing Into Blended Course Design
Joseph Scott, Instructional DesignerJohn Haubrick, Instructional Designer
Penn State World Campus Learning Design
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Blended Learning DefinedBlended Learning Defined
The blend of online and face-to-face delivery (percent varies ~ 30-70% online).
Our focus: Courses with synchronous sessions using some form of web- or classroom-based synchronous video conferencing technology
• Funding & Partnerships• Video Conference Technology• Faculty Development and Investment• Instructional Design and IT Support• Common Instructor Questions• Instructional Strategies
TopicsTopics
Funding & PartnershipsFunding & Partnerships
● Who will train the faculty?● Who is going to design it? ● Who is going to support it? ● How is it going to be marketed?● Where is the money coming from?
● Classroom-based○ Polycom classroom experience
● Web-based○ WebEx○ Adobe Connect○ Blackboard Collaborate
Video Conference TechnologyVideo Conference Technology
Classroom-based
Video Conference TechnologyVideo Conference Technology
WebEx
Video Conference TechnologyVideo Conference Technology
Adobe Connect
Video Conference TechnologyVideo Conference Technology
● Practical training needs ● Buy-in revising course design● Characteristics of successful instructor
Faculty Development & InvestmentFaculty Development & Investment
Design:❏ Instructional Designer assigned to every instructor ❏ Standard template for development
Support:❏ In-class support structure❏ Online support structure
Instructional Design and IT SupportInstructional Design and IT Support
Common Instructor Questions…Common Instructor Questions…
❏How do I lecture?❏How do I gauge student understanding?❏How can we still do group work?❏How do I engage from a distance?
No extensive lectures; mini-lectures Student-centered activities Key concepts
Content delivery out-of-class/online. Videos/Podcasts Articles Textbook
“How do I lecture?”“How do I lecture?”
Pre-Assessments Gathering questions Setting up scenarios & discussions
Formative Assessments Survey/Collection Form Polling
Summative Assessments Papers, tests (online), projects
“How do I gauge student understanding?”“How do I gauge student understanding?”
Communication
Presentation
Collaboration
“How can we still do group work?”“How can we still do group work?”
No winging it! Plan ahead.
Keep the students active
“How do I engage from a distance?”“How do I engage from a distance?”
Face-to-Face Class Sessions
❏ Debates❏ Presentations❏ Mini-Lectures with Interaction❏ Case Study Analysis❏ Simulation Exercises❏ Role Play❏ Games❏ Problem-based Learning
Exercise❏ Group Collaborative Project❏ Polling❏ Guest Speakers
Online/Out-of-Class
❏ Content Delivery (Text, Audio, Video)
❏ Reference Materials❏ Surveys & Gathering Questions❏ Assessments (Low Stakes)❏ Discussion (Extends/Begins
F2F)❏ Virtual Field Trips❏ Social Media❏ Group Collaborative Project❏ Virtual Labs❏ Interviews/Community
Engagement
Instructional StrategiesInstructional Strategies
Joe Scott - [email protected] Haubrick - [email protected]
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