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Leveraging Expert Faculty Presence: Leveraging Expert Faculty Presence: One Course, Two Unique Learning One Course, Two Unique Learning

Environments - Simultaneous DeliveryEnvironments - Simultaneous Delivery

Dr. Ann Armstrong and Dr. MaryRose Barranco MorrisDr. Ann Armstrong and Dr. MaryRose Barranco Morris

Learning 2007Learning 2007

October 24, 2007October 24, 2007

Presentation AgendaPresentation Agenda

• ObjectivesObjectives

• Background & Context of Background & Context of StudyStudy

• Research QuestionsResearch Questions

• Solution: Onsite Solution: Onsite EnvironmentEnvironment

• Solution: Online Solution: Online EnvironmentEnvironment

• Exercise: Circle of VoicesExercise: Circle of Voices

• Conceptual FrameworkConceptual Framework

• Instructional DesignInstructional Design

• Physical EnvironmentsPhysical Environments

• Video of Online Environments: Video of Online Environments: Circle of Voices & Newsprint Circle of Voices & Newsprint DialogueDialogue

• AssessmentAssessment

• Findings – Challenges & BenefitsFindings – Challenges & Benefits

• Conclusions & Conclusions & RecommendationsRecommendations

• Additional ExercisesAdditional Exercises

ObjectivesObjectives

• Explain the benefits and challenges associated with facilitating and managing two environments simultaneously.

• Describe techniques for successfully implementing a program online and onsite simultaneously.

• List the critical success factors required for simultaneous delivery of two learning environments.

Background & Context of StudyBackground & Context of Study

• IntroductionIntroduction

– The Discussion as a Way of Teaching is a 2-day high demand workshop.

– Deployed in a traditional classroom setting.

– Consist of 10 minute lectures followed by 30 minute small group exercises – highly interactive.

– Faculty presence drives the demand.

Research QuestionsResearch Questions• How can we duplicate online live interplay during

discussions for online?

• What challenges does having an online cohort present for faculty & onsite students?

• How do we create similar conditions for discussions online to ensure equal participation among students onsite & online?

• What technology support, delivery system and logistics need to be implemented in order to engage the online students into live discussion formats for effective learning and participation?

Solution: Onsite EnvironmentSolution: Onsite Environment

Solution: Online EnvironmentSolution: Online Environment

Circle of VoicesCircle of Voices

Participants form into a circle of groups of (about) 5.

• Step 1:Step 1:– You have 1-2 minutes of quiet time to organize your

thoughts on the topic.• Step 2:Step 2:

– Each of you will speak individually about the topic for up to 2 minutes.

• Step 3:Step 3:– The group will have a free-flowing discussion that builds

on each of your ideas.

Circle of Voices - DiscussionCircle of Voices - Discussion

Topic for Discussion:

• From your experience, what do you believe would be the top challenges in moving this course online?

Conceptual FrameworkConceptual Framework• Phase One: Exploratory Study DesignPhase One: Exploratory Study Design

– In Nov 2006 an audio/video taping of the onsite workshop was conducted.

– Design criteria established by the esteemed author/faculty’s andragogy, persona, and teaching in an interactive class setting.

– The data collected was analyzed for patterns of instruction, communication and student learning.

– A detailed instructional design and technology plan was developed to coordinate the logistical technical architecture for e-Learning production.

• Phase Two: Pilot Implementation Study Design & Formative EvaluationPhase Two: Pilot Implementation Study Design & Formative Evaluation

– On May 2-3, 2007 a pilot online session was conducted during the two-day workshop.

– Members of CEO&I and ten online students participated in the online synchronous learning experience.

Physical EnvironmentsPhysical Environments• Onsite WorkshopOnsite Workshop

– Large classroom with square tables for breakout group activities.

– F1 communicate with onsite & online class.– TA1 monitor communications, take pictures of group

discussion/ activities and upload into VC.– TA1 communicate with TA2 in VC & vice versa.– Set up with centralized camera, microphones,

video/Internet equipment focusing on F1 and panning the audience.

– Large screen to view online activity.

• Online WorkshopOnline Workshop– F2 facilitate online discussion & activities with TA2 in

separate room on campus.– TA2 document online discussions and activities and

upload comments in VC note area.– Audio/video, Internet & supportive tech equipment.– Participants were at multiple and varied locations.

Design of Simultaneous InstructionDesign of Simultaneous Instruction

ItemItem OnsiteOnsite OnlineOnline

Lectures Faculty 1 (F1) face-2-face lectures with viewing of Faculty 2 (F2) facilitation & online groups.

Students viewing of F1 lectures and F2 lectures and facilitation through a virtual classroom (VC).

Course materials

Booklet of materials were handed out to students.

Materials were emailed to students and presented in .PDF format.

Student discussions

Up to 5 students were put in groups and shared in the onsite classroom. Teaching Assistant 1 (TA1) enabled/disabled online audio.

Communication conducted through conference calls. Discussions documented in the VC notes area by the Teaching Assistant 2 (TA2). F1 lectures and F2 facilitation viewed through VC.

Student activities

Students in groups completed the activities and (when needed) documented comments on newsprint and posted on the classroom walls.

Activities completed through conf call communications, Student participated in activities by documenting in the VC discussion. TA2 documented activities and posted comments in VC notes.

Faculty F1: face-to-face with onsite class and viewed by the online students through the VC.

F2: audio/video received by onsite and online class through VC using the VC.

Teaching Assistants

TA1 communicated and monitored flow of workshop with TA2. Enabled/disabled class audio for online class. Took snapshots of group work and uploaded images in VC.

TA2 communicated and monitored flow of workshop with TA1. Scripted online group discussion and activities for onsite students to view in VC notes. Worked closely with F2 and course management.

Online Environment – Circle of VoicesOnline Environment – Circle of Voices

Online course delivery system: Adobe Connect virtual classroom

• Circle of Voices online overview

• Circle of Voices online group asking questions to onsite instructor

Online Environment – Newsprint DialogueOnline Environment – Newsprint Dialogue

Online course delivery system: Adobe Connect virtual classroom

Newsprint Dialogue

FA2FA1

Live Chat Area

Onsite Newsprint

Images

Discussion Notes

Pre and Post AssessmentPre and Post Assessment

• A formative assessment was conducted after each day of the workshop.

• After Day One: onsite/online students received the Critical Incident Questionnaire (CIQ) to complete.

• After Day Two: onsite/online students received an end of workshop survey to complete.

Day 1: Critical Incident Questionnaire (CIQ)Day 1: Critical Incident Questionnaire (CIQ)

1. At what moment in class did you feel most engaged with what was happening?

2. At what moment in class did you feel most distanced from what was happening?

3. What action that anyone (instructor/student) took in class did you find most affirming or helpful?

4. What action that anyone (instructor/student) took in class did you find most puzzling or confusing?

5. What about the class surprised you the most? (This could be something about your own reactions to what went on, someone did, or anything else that occurs to you)?

At the end of the first day of the workshop, students were asked to complete the CIQ with open-ended responses. The information was reviewed by the instructors and alterations to the workshop were made. Five questions were asked:

Critical Incident Questionnaire ResponsesCritical Incident Questionnaire Responses

1.1. At what moment in class did you feel most engaged with what was happening?At what moment in class did you feel most engaged with what was happening?

• Online: “The engaging discussion between the two professors,” “The small group work,” “The breakout discussions and the lively conversations.”

2.2. At what moment in class did you feel most distanced from what was happening?At what moment in class did you feel most distanced from what was happening?

• Online: “During the technical problems,” “Getting comfortable with the online format.”

3.3. What action that anyone (instructor/student) took in class did you find most affirming or helpful?What action that anyone (instructor/student) took in class did you find most affirming or helpful?

• Online: “When I was asked for ‘my’ comments,” “How we were included in the onsite class,” “The overall facilitation and when the facilitators reversed roles.”

4.4. What action that anyone (instructor/student) took in class did you find most puzzling or confusing?What action that anyone (instructor/student) took in class did you find most puzzling or confusing?

• Online: “How everyone was getting use to the technology,” “When technology issues came up.”

5.5. What about the class surprised you the most? (This could be something about your own reactions to What about the class surprised you the most? (This could be something about your own reactions to what went on, someone did, or anything else that occurs to you)?what went on, someone did, or anything else that occurs to you)?

• Online: “Seeing the facilitators interact over the Internet,” “The level of intimacy and comfort of the discussions,” “When the technology problems were solved, how easy it was to embrace the technology.”

A review of responses:

Day 2: End of Workshop Survey Day 2: End of Workshop Survey (1 of 2)(1 of 2)

QuestionQuestion

CategoriesCategories

Somewhat/ Strong Somewhat/ Strong DisagreeDisagree

Not SureNot Sure Somewhat/ Somewhat/ Strong AgreeStrong Agree

N/AN/A

In the Circle of Voices, this activity helped my learning.• Text Chat• Conference Call• TA Note Taking

100% 100%

100%100%

100% 100%

In the Conversational Roles, this activity helped my learning.• Text Chat• Conference Call• TA Note Taking

80.0%80.0%

20.0% 20.0%

40.0%40.0%

20.0%20.0%

80.0% 80.0%

60.0%60.0%

In the Quotes to Affirm and Challenge, this activity helped my learning

• Text Chat• Conference Call• TA Note Taking

20.0%20.0%

100% 100%

60.0% 60.0%

In the Discussion Ground Rules, this activity helped my learning.

• Text Chat• Conference Call• TA Note Taking

25.5%25.5%

20.0%20.0%

50%50%

60% 60%

25.5%25.5%

Day 2: End of Workshop Survey Day 2: End of Workshop Survey (2 of 2)(2 of 2)

QuestionQuestionCategoriesCategories

YesYes NoNo

Did you experience any technical difficulties while participating in the online course? 50.0% 50.0%

Office @ TCOffice @ TC Another LocationAnother Location HomeHome OtherOther

Where did you participate from? 16.7% 33.3% 33.3% 16.7%

First TimeFirst Time SomewhatSomewhat ModerateModerate ExpertExpert

What is your skill level in using the VC Technology? 16.7% 16.7% 66.7% 0.0%

T1T1 DSLDSL Dial upDial up OtherOther

What type of Internet connectivity did you use to connect to the course site?

33.3% 66.7% 0.0% 0.0%

Findings – Challenges & BenefitsFindings – Challenges & Benefits

•Challenges– Faculty skepticism at onset of pilot.

– Online students having difficulty hearing the onsite instructor.

– Onsite learners distracted by watching what the online students were doing.

– Lack of technical equipment.

– Coordination with onsite and online microphones.

– Communication between TA1 and TA2.

– Faculty frustration with technical errors.

– Different onsite locations for day 1 and day 2 of the workshop.

•Benefits

– Through the use of multimedia experience, the online students found the learning a more richer and more engaging process.

– Ease of adaptation and adjusting quickly to resolve technical issues.

– Scaling to a larger audience through the use of technology.

– Leveraging faculty over a larger audience reaching those outside of NYC.

– Better economics and cost effective.

Conclusions & RecommendationsConclusions & Recommendations

Instructional DesignInstructional Design Support ResourcesSupport Resources Technical ResourcesTechnical Resources

Detailed Faculty & Support Personnel Manual

Pre-workshop rehearsal, defining roles & responsibilities

Critical Incident Questionnaire (CIQ) for formative evaluation

Survey tool for summative evaluation

TA’s for onsite/online faculty Onsite audio class monitor in

constant contact with TAs Constant technical support &

communication w/ online students

Video/web-cast production staff

Lavelier wireless microphone Student table microphones Command station audio setup with 18

channel mixer Video web-cast equipment Telephone audio backup Virtual classroom with chat, notes,

discussion, VoIP, whiteboard, polling

Critical Factors for Successful Simultaneous DeliveryCritical Factors for Successful Simultaneous Delivery

Circular Response DiscussionsCircular Response Discussions

This exercise is a way to democratize discussion participation, to promote continuity and to give people some experience of the effort required in respectful listening.

• No one may be interrupted while speaking

• No one may speak out of turn in the circle

• Each person is allowed only a minute or so to speak

• Each person, in all comments, must strive to show how his/her remarks spring from, or respond to, the comments of the previous discussant.

QuestionQuestion::

From your experience, make 1 or 2 suggestions that you believe would add value From your experience, make 1 or 2 suggestions that you believe would add value to simultaneous delivery.to simultaneous delivery.

QuestionQuestion::

From your experience, make 1 or 2 suggestions that you believe would add value From your experience, make 1 or 2 suggestions that you believe would add value to simultaneous delivery.to simultaneous delivery.

SnowballingSnowballing

• Way to illustrate how discussions can be developmental and increasingly inclusive.

• Begin by responding to questions or issues as individuals.

• Then create progressively larger dialogic groups by doubling the size of these every few minutes until by the end of the activity everyone is reconvened into a large group.

• At each stage, move from pairs, to quartets, etc. and recap the chief point of differences or questions that emerge from the previous round of conversation.

QuestionQuestion: :

From your experience, describe 2 additional critical success factors for delivery in From your experience, describe 2 additional critical success factors for delivery in two environments simultaneously.two environments simultaneously.

QuestionQuestion: :

From your experience, describe 2 additional critical success factors for delivery in From your experience, describe 2 additional critical success factors for delivery in two environments simultaneously.two environments simultaneously.

Contact InformationContact Information

Ann Armstrong, Ed.DExecutive Directoraarmstrong@tc.columbia.edu Teachers College, Columbia UniversityThe Center for Educational Outreach & Innovation525 West 120th Street, Box 132New York, NY 10027-6696

MaryRose Barranco-Morris, Ed.DDirector, Continuing Education and Outreach & Director, New Teacher Academy barranco-morris@exchange.tc.columbia.edu

Teachers College, Columbia UniversityThe Center for Educational Outreach & Innovation525 West 120th Street, Box 132New York, NY 10027-6696

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