Teaching via Videoconferencing: Instructional Strategies Berks County IU, August 2011 Monday, August 8, 2011
Teaching via Videoconferencing: Instructional Strategies
Berks County IU, August 2011
Monday, August 8, 2011
supporting inter@ctive learningtheory of transactional distance
transactional distance
psychological, geographic & communications space
“... with separation there is a psychological and communications space to be crossed, a space of potential misunderstanding between the inputs of instructor and those of the learner.”
when designing lessons for distance teaching, consider structure of lessons and dialogue.
Monday, August 8, 2011
supporting inter@ctive learningcreate a constructive learning environment
Establish rules for dialogue & exchange.Dialogue is purposeful, constructive and valued by each party. Each party is respectful and an active listener.
Successful distance educators are facilitators.Research overwhelmingly suggests that distance educators should adopt ‘bottom up’ pedagogy.
123 Integrating CMC and social networking technologies
facilitate collaboration, cooperation & meet the needs of learners who “lurk.”By providing learners with time to reflect and respond to course material in a virtual forum that is meaningful to them, feelings of community are nurtured, self-efficacy is enhanced, and a safe learning environment is created.
Monday, August 8, 2011
supporting inter@ctive learningcreate a constructive learning environment
Think out loud. Together. About thinking.Using digital media technology, Goldman found that when learners and teachers used technology to “think about their thinking” (p. 164) as a learning community, the culture of the classroom transformed into a more equitable space for “gender, race, cultural, and age differences” (p. 164)
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image: http://www.ezdtech.eu/
Q: What will you do to create a constructive
learning environment in your classes?
Monday, August 8, 2011
it’s all about the dialog...(ic) instructionsupporting inter@ctive learning
Shared Evaluation PedagogyGetting Real in Virtual Talk about Text
Ask ‘open ended’ questions
Refrain from evaluating
Don’t rely on explicit strategy instruction or other forms of directive guidance
Uptake. Uptake. Uptake.
teacher as facilitator
Monday, August 8, 2011
it’s not about the ‘right’ answer...supporting inter@ctive learning
the cow is blue.
image credit: the red cow
meaning construction
image credit
Monday, August 8, 2011
building cross-site dialoguesupporting inter@ctive learning
facilitator interaction facilitative interaction
Monday, August 8, 2011
lights, camera -- you’re on camerasupporting inter@ctive learning
Good manners are good manners.
Talk to the camera, not the screen.
Put notes next to camera, not in your hand.
Use a strong, clear voice.
The microphone is ALWAYS on.
Avoid pacing or swaying.
Use camera presets.
Monday, August 8, 2011
creating camera ready lessons
virtual worlds group activities streaming media
presentation + videodigital tools
Monday, August 8, 2011
Photos from Vcoutonalim, thestar.com and Bridgeport Public Schools
creating camera ready print materials
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creating camera ready power points
• Size 20 font or larger
• Use stark contrasting
backgrounds and fonts
• Avoid text heavy, paragraph
slides
• If you’re showing slides as H.239,
do NOT embed video
• Lots of transitions? Are they
needed?
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networked interactive whiteboardssupporting inter@ctive learning
teacher @ location a
students @location b
Video from Ligbron E-Learning Project
Monday, August 8, 2011
activities to consider...supporting inter@ctive learning
1. Team projects or assignments involving students across multiple sites (e.g., portfolios, visual essays, annotated bibliographies, and note-sharing).
2. Research and reporting/presentation projects or assignments that capitalize on the different local experiences of students at different sites (e.g., field trip or site visit reports, local case studies of shared topics, etc.).
3. Group discussions orchestrated to involve students from across multiple sites (e.g., skits, debates, role-playing, and problem-solving).
Field trips/site visit reports Discussions and debatesRole-playing and skitsWikis Collaborative spaces (e.g., Second Life) Experiments and investigationsIndividual and group presentationsQ&A periodsBrainstormingSketchbooks and art activitiesGroup problem-solvingStory boards, organizational chartsCreating OutlinesWriting assignments and journaling
NYU Best Practices for Videoconferencing
Monday, August 8, 2011
works cited
Goldman, R. (2004). Video perceptivity meets wild and crazy teens: design ethnography. Cambridge Journal of Education, 34, 157-178. Retrieved May 5, 2008, from Wilson Web database.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles of Distance Education. New York: Routledge
NYU Best Practices for Videoconferencing. Online. http://www.nyu.edu/its/videoconferencing/practices/
Williamson, L., Miller, G. & Stokes PhD, D. (2009). Best Practices for Teaching via Interactive Video Conferencing Technology: A Review of the Literature. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3028-3034). Chesapeake, VA: AACE.
Monday, August 8, 2011
Heather Weisse Walsh MAGPI Manager of Educational Services [email protected] 215-573-6417 twitter: magpik20 or hlw2 skype: hweissefacebook: www.facebook.com/magpik20 blog: http://k20interactions.blogspot.com http://www.magpi.net
Monday, August 8, 2011