online interactive session using google docs® at post graduate tertiary education
TRANSCRIPT
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CITERS 2011
Online interactive session using Google Docs® at post-graduate tertiary education
Jae Park, Soo Jin KimThe University of Hong Kong
30 June 2011
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presentation summary
1 technology enhanced learning and teaching in tertiary education
using Google docs® and other open sources
real-time interactive e-Learning session
analysis from teacher’s perspective and students’ perspectives
rationale, planning, execution and feedback
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ICT
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Google docs® goes public (Google Press Center, 2006). ‘Hosting’ vs. “Dedicated Server in the Cloud’
Since 2006
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Participants:Masters degree students (30)Course instructor (1)Assistants – Masters students in Fac Edu (5)
Course:Leadership & Technology in Education8 sessions (3 hrs each)Main Module course (non-elective)Session 5 Topic: Leadership and Technology Innovation
Experience: Instructor is out of HK. Students & Assistants are mostly at
home.
Case study
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1. Pre-class: Review of two presentations with voice over that
were posted online (Slideshare, Voicethread)
2. Beginning of class: Sign in attendance on Moodle
3. During class: Discussion on 5 Discussion Boards posted on Google Docs using tables for individual comments
4. End of class: Feedback on Moodle or Google Docs
Structure of the ELearning Session
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Discussion Board 1
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- Clear instructions from the beginning and should have been a straightforward exercise
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However, user experience initially negative: - Accidental block deleting- Instability of Google Docs platform for multiple simultaneous users /
network problems
Initial Response - Much Setback from Difficulty of Use
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Setbacks: Accidental block deleting step 1
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Setbacks: Accidental block deleting step 2
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Setbacks: Accidental block deleting step 3
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- Instructor open to feedback and quick to adapt suggested improvements- Instilling order and guidelines to create better user experience
Adapting as We go
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- Full participation without time constraints:
But all group in a Google Doc is much easily to share our opinion over groups. And now there are more interaction over classmates. (Oscar)
It’s also a good way to let everybody to share their thoughts as well which we cant do it in lecture room because of the time constraints. (Lok)
I liked the interaction with other students that I don’t usually have discussions with. (Malcolm)
But it really good to discuss at the same time and can get many thoughts as once. Thanks!(Cherrie)
Final Feedback from Class - The Positives
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- Interesting first-hand ELearning experiment:
This is the most unforgettable lesson in my life. It is exciting and busy to post our comments there. Even the speed is slow, but finally we have sort out this problem. (Kin)
I actually felt this on line session is a good experience, and I am thinking maybe I can also use this kind of online session to conduct my classes as well. (Sophie)
This is a good experience for us to think about how to implement online learning. (Ko Chin)
Today's session is a good experience for me to introduce on-line discussion to my students~! (Timothy)
Final Feedback from Class - The Positives
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- Instability of Google Docs platform:
I think using Google Doc for online collaboration for the whole class needs reconsideration. There were quite a few problems that I had encountered. (KK)
I can’t access Google Docs at the beginning and the computer “hangs” for many times. I can only copy and paste the ideas successfully when less people are typing or using the Google Docs. So, I can’t really catch up with the discussion. (Alice)
The pain of getting kicked off the document, refreshing and re-logging in far outweighed any benefit of real second-by-second collaboration. (Soojin)
I think an online platform for a large group discussion is better . As time clash problems occurred time to time. (Joyce)
Final Feedback from Class - The Negatives
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new experience…@ a post-colonial university
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Strengths
• exposure to new experience (totally new for most of the students)
• higher attendance (100%)• higher participation (174 Moodle posts = 1.45 per student
per session) • hands-on & innovative approach to learn and to teach• convenience and usefulness of distance learning
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Challenges & Opportunities
• quality of technology-mediated instruction
• technical problems inherent to overlapping Cloud Computing
• several times more time-consuming preparation (both students and instructor)
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• cumulative character of instruction materials
• asynchronous session could minimize technical problems (e.g.
• could improve if the same lecture were delivered in the future
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