Part II. Sample Synchronous and Asynchronous Activities

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Part II. Sample Synchronous and Asynchronous
Activities
(David Brown, Syllabus, January 2002, p. 23
October 2001, p. 18)
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From Learning Designers to Experience Designers
(Reinhard Ziegler, March 2002, e-learning)

• How are we going to create environments,
  simulations, and real learning experiences unless
  theyve participated in them and reflected on
  their importance for themselves?the key is how
  to design the interaction so the user lives the
  experience.

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How Bad Is It?

• Some frustrated Blackboard users who say the
  company is too slow in responding to technical
  problems with its course-management software have
  formed an independent users group to help one
  another and to press the company to improve.
• (Jeffrey Young, Nov. 2, 2001, Chronicle of Higher
  Ed)

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Were Handing out degrees in electronic page
turning!!!

• To get the certificate, learners merely needed to
  read (i.e. click through) each screen of
  material

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More Online PowerPoint(even terrorists would be
too bored to read)
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IIA. Ten Asynchronous Activities

• Social Ice Breakers Storytelling Cartoon Time
• Learner-Content Interactions Challenges,
  Animations, Self-Testing, Double Jeopardy
  Quizzing
• Scenario-Based Simulations
• Anonymous Suggestion Box
• Student Formative Surveys
• Role Play Assume the Persona of a Scholar
• Case-Based Laboratories Online Experiments
• Authentic Data Analysis
• Just-in-Time Teaching Just-in-Time Syllabus
• Perspective Taking Foreign Languages

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1. Social Ice Breakers

• Storytelling Cartoon Time Find a Web site that
  has cartoons. Have participants link their
  introductions or stories to a particular cartoon
  URL. Storytelling is a great way to communicate.
  http//www.curtoons.com/cartooncoll.htm

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2a. Learner-Content Interactions Self-Testing
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2b. Learner-Content Interactions
Double-Jeopardy Quizzing

• Gordon McCray, Wake Forest University, Intro to
  Management of Info Systems
• Students take objective quiz (no time limit and
  not graded)
• Submit answer for evaluation
• Instead of right or wrong response, the quiz
  returns a compelling probing question, insight,
  or conflicting perspective (i.e., a counterpoint)
  to force students to reconsider original
  responses
• Students must commit to a response but can use
  reference materials
• Correct answer and explanation are presented

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3. Scenario-Based Simulations

• Theres something new on the horizon, though
  computer-based soft skills simulations, which let
  learners practice skills such as negotiation and
  team building.
• Clark Aldrich, The State of Simulations, Sept.
  2001, Online Learning

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eDrama (Front Desk Hiring)
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Intermezzon MoneyMaker Sales Training
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SimuLearns Virtual Leader
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Virtual Leader Goals

• Employ real-time decision-making
• Role play and practice leadership
• Foster creativity to generate ideas
• Recognize, monitor, and adjust tension in
  meetings
• Uncover underlying issues
• Learn how and when to introduce, support or
  oppose an idea or colleague

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Ninth House Management Scenarios
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4. Anonymous Suggestion Box

• George Watson, Univ of Delaware, Electricity and
  Electronics for Engineers
• Students send anonymous course feedback (Web
  forms or email)
• Submission box is password protected
• Instructor decides how to respond
• Then provide response and most or all of
  suggestion in online forum
• It defuses difficult issues, airs instructor
  views, and justified actions publicly.
• Caution If you are disturbed by criticism,
  perhaps do not use.

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5. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
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Poll Students for Formative Feedback
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6. Role Play

• A. Assume Persona of Scholar
• Enroll famous people in your course
• Students assume voice of that person for one or
  more sessions
• Enter debate topic or Respond to debate topic
• Respond to rdg reflections of others or react to
  own

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Role 1 Starter/MediatorReporter/Commentator

• Summarizes the key terms, ideas, and issues in
  the chapters, supplemental instructor notes,
  journal articles, and other assigned readings and
  asks thought provoking questions typically before
  ones peers read or discuss the concepts and
  ideas. In effect, the starter is a reporter or
  commentator or teacher of what to expect in the
  upcoming readings or activities. Once the
  start is posted, this student acts as a
  mediator or facilitator of discussion for the
  week.

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Role 2 Wrapper/SummarizerSynthesizer/Connector/R
eviewer

• Connects ideas, synthesizes discussion,
  interrelates comments, and links both explicit
  and implicit ideas posed in online discussion or
  other activities. Here, the student looks for
  patterns and themes in online coursework while
  weaving information together. The wrapping or
  summarizing is done at least at the end of the
  week or unit, but preferably two or more times
  depending on the length of the activity.

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Role 3 Conqueror or Debater/Arguer/Bloodletter

• Takes ideas into action, debates with others,
  persists in arguments and never surrenders or
  compromises nomatter what the casualties are when
  addressing any problem or issue.

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Role 4 Devil's Advocate or Critic/Censor/Confeder
ate

• Takes opposite points of view for the sake of an
  argument and is an antagonist when addressing any
  problem posed. This might be a weekly role that
  is secretly assigned.

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Role 5 Idea Squelcher/Biased/Preconceiver

• Squelches good and bad ideas of others and
  submits your own prejudiced or biased ideas
  during online discussions and other situations.
  Forces others to think. Is that person you
  really hate to work with.

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Role 6 Optimist/Open-minded/Idealist

• In this role, the student notes what appears to
  be feasible, profitable, ideal, and "sunny" ideas
  when addressing this problem. Always sees the
  bright or positive side of the situation.

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Role 7 Idea Generator Creative Energy/Inventor

• Brings endless energy to online conversations
  and generates lots of fresh ideas and new
  perspectives to the conference when addressing
  issues and problems.

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Who do you think invented the Internet???
Alt Role Connector/Relator/Linker/Synthesizer
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"Internet?  Is  that  thing  still around"
Homer Simpson Role Questioner/Ponderer
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Funny thing is that Al thinks he invented
e-learning as well!!!
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INFORMATION TECHNOLOGY(June 26, 2002) AL GORE
IS TEACHING a distance-education course on the
role of families in discussions about community
development.    Videotapes of the two-semester
course, made this past year, are available for
other institutions to use.   SEE
http//chronicle.com/free/2002/06/2002062601t.htm
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Role 11 Controller/Executive Director/CEO/Leader

• In this role, the student oversees the process,
  reports overall findings and opinions, and
  attempts to control the flow of information,
  findings, suggestions, and general problem
  solving.

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Role 12 Slacker/Slough/Slug/Surfer Dude

• In this role, the student does little or nothing
  to help him/herself or his/her peers learn.
  Here, one can only sit back quietly and listen,
  make others do all the work for you, and
  generally have a laid back attitude (i.e., go to
  the beach) when addressing this problem.

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7a. Case-Based Laboratories

• Virginia Polytechnic Institute Veterinary
  Medicine (Active learning goal access diagnostic
  test results, interpret significance, read ref
  materials)
• Instructors provide all materials for case-based
  labs WP files, patient photos materials, color
  slides of specimens
• Create Web images through scanning photos,
  slides, radiographs, and computed scans.
• Students view patient info (photo, lesion photos,
  history, physical exam findings)
• Can click on active links of sounds (breath,
  cardiac, etc.)
• Students encouraged to discuss cases before class

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7b. Online Co-Laborative Psych Experiments

• PsychExperiments (University of Mississippi)
• Contains 30 free psych experiments
• Location independent
• Convenient to instructors
• Run experiments over large number of subjects
• Can build on it over time
• Cross-institutional

Ken McGraw, Syllabus, November, 2001
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8. Authentic Data Analysis

• Jeanne Sept, IU, Archaeology of Human Origins
  Components From CD to Web
• A set of research questions and problems that
  archaeologists have posed about the site (a set
  of Web-based activities)
• A complete set of data from the site and
  background info (multimedia data on sites from
  all regions and prehistoric time periods in
  Africa)
• A set of methodologies and addl background info
  (TimeWeb tool to help students visualize,
  analyze, interpret, and explore space/time
  dimensions)

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9. Just-In-Time-Teaching

• Gregor Novak, IUPUI Physics Professor (teaches
  teamwork, collaboration, and effective
  communication)
• Lectures are built around student answers to
  short quizzes that have an electronic due date
  just hours before class.
• Instructor reads and summarizes responses before
  class and weaves them into discussion and changes
  the lecture as appropriate.

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Just-In-Time Syllabus(Raman, Shackelford,
Sosin) http//ecedweb.unomaha.edu/jits.htm

• Syllabus is created as a "shell" which is
  thematically organized and contains print, video,
  and web references as well as assignments.
• Goal critical thinking (analysis, evaluation),
  developing student interests, collaboration,
  discussion
• e.g., Economics instructors incorporate
  time-sensitive data, on-line discussions as well
  as links to freshly-mounted websites. Instructor
  reads and summarizes responses before class and
  weaves them into discussion and changes the
  lecture.
• e.g., To teach or expand the discussion of supply
  or elasticity, an instructor would add new links
  in the Just-in-Time Syllabus to breaking news
  about gasoline prices or the energy blackouts in
  California

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10. Perspective Taking Foreign Languages

• Katy Fraser, Germanic Studies at IU and Jennifer
  Liu, East Asian Languages and Cultures at IU
• Have students receive e-newsletters from a
  foreign magazine as well as respond to related
  questions.
• Students assume roles of those in literature from
  that culture and participate in real-time chats
  using assumed identity.
• Students use multimedia and Web for self-paced
  lessons to learn target language in authentic
  contexts.

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Part IIB. How can you motivate with synchronous?
(Sheinberg, April 2000, Learning Circuits)
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Help Wanted Jennifer Hoffman, Online Learning
Conference (2001, Oct.)

• Wanted
• Synchronous Trainer. Experienced training
  professional with 5 yeas working with synchronous
  training methods. Must be able to create HTML,
  PowerPoint, and use various authoring tools in
  order to create engaging media. Masters in
  Educational Technology preferred.

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Synchronous WBT Products Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)

• Deluxe (InterWise, LearnLinc, Centra)
• 2-way audio using VOIP, one-way or two-way video,
  course scheduling, tracking, text chat,
  assessment (requires thick client-side software)
• Standard (HorizonLive, PlaceWare)
• One-way VOIP or phone bridge for two-way audio,
  text chat, application viewing, (requires thin
  client-side app or browser plug-ini)
• Economy (Blackboard, WebCT)
• Browser-based, chat, some application viewing
  (Requires Java-enabled browsers, little cost,
  free)

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Web Conferencing Features

• Audio (VOIP, bridge) and Videostreaming
• Application Sharing or Viewing (e.g., Word and
  PowerPoint) Includes remote control and emoticons
• Text (QA) Chat (private and public)
• Live Surveys, Polls, and Reports
• Synchronous Web Browsing
• File Transfer

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Web Conferencing Features

• Content WindowsHTML, PowerPoint
• Discussion Boardspost info, FAQs, post session
  assignments
• Archive Meetingrecord and playback
• Breakout Rooms
• Shared Whiteboards
• Hand-Raising and Yes/No Buttons

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Types of Synchronous Activities

• Webinar, Webcast
• Social Ice-Breakers Know You Rooms
• Synchronous Testing and Assessment
• Sync Guests or Expert Forums
• Threaded Discussion Plus Expert Chat
• Moderated Online Team Meeting
• Secret Coaches and Protégées
• Collaborative Online Writing
• Online Mentoring
• Graphic Organizers in Whiteboard (e.g., Venn)

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1. Webinar
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2. Social Ice Breakers

• KNOWU Rooms
• Create discussion forums or chat room topics for
  people with diff experiences (e.g., soccer
  parent, runner, pet lovers, like music, outdoor
  person). Find those with similar interests.
• Complete eval form where list people in class and
  interests. Most names wins.

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3. Synchronous Testing Assessment(Giving Exams
in the Chat Room!, Janet Marta, NW Missouri State
Univ, Syllabus, January 2002)

• Post times when will be available for 30 minute
  slots, first come, first serve.
• Give 10-12 big theoretical questions to study
  for.
• Tell can skip one.
• Assessment will be a dialogue.
• Get them there 1-2 minutes early.
• Have hit enter every 2-3 sentences.
• Ask qs, redirect, push for clarity, etc.
• Covers about 3 questions in 30 minutes.

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4. Electronic Guests Mentoring
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5. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
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6. Moderated Online Team Meeting
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7. Secret Coaches and Protégées

• Input learner names into a Web site.
• When learners arrive, it randomly assigns them a
  secret protégé for a meeting.
• Tell them to monitor the work of their protégé
  but to avoid being obvious by giving feedback to
  several different people.
• Give examples of comments.
• At end of mtg, have protégées guess coaches.
• Discuss how behavior could be used in other
  meetings.

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8. Collaborative Online Writing Peer-to-Peer
Document Collaboration
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9. Online Mentoring(e.g., GlobalEnglish)
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Typical Features (e.g., Englishtown (millions of
users from over 100 countries)

• Online Conversation Classes
• Experienced Teachers (certified ESL)
• Expert Mentors
• Peer-to-Peer Conversation
• Private Conversation Classes
• Placement Tests
• Personalized Feedback
• University Certification
• Self-Paced Lessons

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10. Graphic Organizers (e.g., Digital Whiteboards)
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Ok, Who Completed Their Matrix???
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Some Final Advice
Or Perhaps Some Questions