Adobe Connect sessions are my window from Gisborne into the Digital Learning Technologies class, held in Taradale.
I have found that the online/blended learning environment requires a remote student to adapt and find new ways to process information in general to effectively manage their own learning. I'm not sure if I have mastered that yet.
In my experience, a large part of the learning remotely is actually about how to observe, communicate and participate using tools and features available in a connect session before the learning outcome can be addressed. For example, a lecturer can be well prepared with a number of moodle or wiki pages loaded into tabs ready for explanation, demonstration or viewing during a class. In a recording however, if a remote student can't see the file path on the screen, hear of its location or keep up with the navigation between url's then "understanding the learning outcome" in that session can be affected and become less of a priority at that moment. This could be detrimental to a remote student if they are being assessed in that session.
I have found that the online/blended learning environment requires a remote student to adapt and find new ways to process information in general to effectively manage their own learning. I'm not sure if I have mastered that yet.
In my experience, a large part of the learning remotely is actually about how to observe, communicate and participate using tools and features available in a connect session before the learning outcome can be addressed. For example, a lecturer can be well prepared with a number of moodle or wiki pages loaded into tabs ready for explanation, demonstration or viewing during a class. In a recording however, if a remote student can't see the file path on the screen, hear of its location or keep up with the navigation between url's then "understanding the learning outcome" in that session can be affected and become less of a priority at that moment. This could be detrimental to a remote student if they are being assessed in that session.
When comparing delivery from a lecturer and a guest speaker, I discovered that in some instances, dependent on the proximity of the presenter to the microphone, the quality of sound and vision could be impaired through the Adobe Connect application. So, if a presenter is standing facing away from the microphone, or walking as they speak the quality of learning at that moment could be impaired.
Towards the end of a session I asked the presenter a question in private chat then waited, watched and listened for a reply, but the recording was stopped. I could hear the dialogue between those in the classroom and wondered if the presenter would eventually see my message or if it would be logged for review later. There is a difference between questions pitched by a remote student and a student in class, one is a flashing IM dialogue box and the other physically face-to-face. There may be another way to attract the presenters attention, so it maybe a feature I am yet to discover.
Sometimes, a remote student can feel like they are sitting on a fence, people watching or listening with a glass up against the wall.
This has made me think about my own teaching delivery when I use blended tools, so I need to be conscious of what is effective communication for online/blended learning and how it varies from a face-to-face delivery. Any communication tools or approaches used will always form the basis of a how a student receives and interprets what is being taught.
Towards the end of a session I asked the presenter a question in private chat then waited, watched and listened for a reply, but the recording was stopped. I could hear the dialogue between those in the classroom and wondered if the presenter would eventually see my message or if it would be logged for review later. There is a difference between questions pitched by a remote student and a student in class, one is a flashing IM dialogue box and the other physically face-to-face. There may be another way to attract the presenters attention, so it maybe a feature I am yet to discover.
Sometimes, a remote student can feel like they are sitting on a fence, people watching or listening with a glass up against the wall.
This has made me think about my own teaching delivery when I use blended tools, so I need to be conscious of what is effective communication for online/blended learning and how it varies from a face-to-face delivery. Any communication tools or approaches used will always form the basis of a how a student receives and interprets what is being taught.
Hi Tina, I got a better understanding from your blog, about the difficulties the remote students have. Improving the picture and sound would definitely help but I wondered if we could hear you speaking too, if that would help us be more connected to you. I am so busy trying to keep up I never think to check the chat box. The whole online blended learning is a brilliant concept and will no doubt improve with age :). A window showing the link to whichever page is up may help if the screen is hard to see? Regards Alice. Happy Easter !
ReplyDeleteHi Tina
ReplyDeletePossibly putting your hand up could help. I think the amount of technology I am using is also creating some overload issues for me. I agree with Alice's suggestion and think that in future remote students will be asked to have a microphone also. Lots of things still to try.
Michael