Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.
Synchronous vs
Asynchronous
Who wins?
Students decide!
Colm Dunphy & Pete Windle, WIT, 2018
Earlier Session - 1
Earlier Session - 2
Higher Diploma in
Computer Science
(fully online)
Programme
Programme Description
• Running 4 years f2f
• This year online only
• Higher retention than f2f
• Springboard+
Programme Description - Statistics
80 interviews
37 offered places
31 started
02 formally withdrew
29 active
24 passed
15 ...
Programme Background- Pilot
Selected as a pilot programme to:
1. Identify good practice
2. Improve the learning experience...
Programme Background- Why?
Suitability of the curriculum to online delivery
Tech savvy students
 Open to using new tools ...
Programme
Team
Eamonn de Leastar
Colm Dunphy
Pete Windle
Siobhan Drohan
Diarmuid O’Connor
Martina Mullally
Programme Direc...
Started With
Synchronous
Live
Delivery
Delivery Mode
 Three 4 week blocks of classes
 Talks - Adobe Connect
 3 * Lunchtimes
 Synchronous classes
 Recorded as Adobe Connec...
Asynchronous
self-directed
learning
Delivery Mode
Detailed notes & labs
 Closely integrated with live online lectures
Flipped classroom
 Notes and Labs made available a...
Survey
Semester Week 8
Survey | Rationale
Investigate:
• Accessibility of delivery modes offered
• Suitability of class times
• General feedback
...
Survey | Design
• Anonymous
• Created in Google Forms
• Link to survey distributed via #slack
• 5-7 minutes
• Dr. Phil Rac...
Survey | Findings
1. High Response Rate
2. Preferred delivery modes
3. Presentation style
4. Timing of online sessions
5. ...
Survey | Findings
Generated:
 Class discussion
 Additional materials
 Electives options
 Valuable questions
 on contr...
Survey Results
Response Rate
• 31 students on the programme
• 2 formally withdrew
• 23 responses
Video Delivery
•56% Watch Later
•35% Live & replay
• Only 1
• watches live only
• doesn’t use video
78%
Watch Again
Regularly or Always
82%
Prefer YouTube
to Adobe Connect
Lecturer visibility
in videos
65%Yes
Additional 17% Occasionally
Adobe Connect
ScreenFlow
ScreenFlow OBS
OPPOSITE of Mayer’s
12th Principle
12 :Image Principle:
Lecturer visibility in multimedia
Ref: Mayer’s 12 Principles of Mu...
Video: Pre-Recorded v Live Preferences
57%
Mixture of both
26%
Pre-recorded
17%
Live
Electives
Initially
• same 1 module.
Respondent requested more info
• supplied online to all.
Even spread
• all will now b...
Lunchtime Clinics
22%
would avail of f2f
lab sessions
78%
can’t do f2f Made up of:
30%
would prefer it
Online
48%
can’t at...
Keep Doing
•Everything!
•Being approachable!
•Offer all electives
• as short intense courses
•“Live”
• Feels more connecte...
Keep Doing
•Content
•Engaging Lectures
•Easy to follow notes
•Pace
“
Keep Doing
Videos
• Can watch on the commute
• Short rather than long
• YouTube
• Varispeed Playback *2
• Mobile friendly
...
#Slack
• Separating questions/polls from live videos
• Quick responses
• DM
• Contacting lecturer
• Getting assistance fro...
Stop Doing…
(issues)
• Nothing
• no issuesN/A
• (short preferred)
• Date recorded missing {No it's not!}Long Videos
• Duri...
Labs – Feedback
 Unavailable at lab times
 Support requests
 always successful outcomes
 Labs
 Homework
 Not utilise...
Labs – Suggestions
 Short videos
 Solutions to similar but different problems
 Group based code reviews
 No need to sp...
Summary
Video
• Package up shorter
• Presenter visible
• Appetite for pre-produced
Summary
Live Talks & Lab Sessions
No Time
Suits Everyone
For Live
Summary
• Some desire for ALL materials
to be made available
at the START of the semester
Summary
Clear preference for
option to attend
Synchronous class…
Next >
…but it mustbe available
Asynchronously too
preferably on YouTube (or similar)
Finally…
Feedback and results suggest we’re doing well …
“
”
For me this course captures
the Essence and Ethos
of what adult education should be
“
”
The course is clear, precise,
exceptionally well laid out
and so professionally run
“
”
Everything is easily accessible (great website),
everyone is so helpful
and generous with their knowledge,
it is very ...
“
”
If this course was not an online option
I would have clearly have disengaged with
the course by now…
…I can manage to ...
“
”
All the options available to play back,
notes etc. really have enhanced my
learning experience…
Clear preference for option to
attend Synchronousclass… …but it mustbe available
Asynchronously too
preferably in YouTube ...
Faculty Center for Learning Development
12 Principles of Multimedia Learning
If you are designing a PowerPoint presentatio...
Prochain SlideShare
Chargement dans…5
×
Prochain SlideShare
What to Upload to SlideShare
Suivant
Télécharger pour lire hors ligne et voir en mode plein écran

Partager

Asynchronous v synchronous. Who wins? Students Decide

Télécharger pour lire hors ligne

Talk for the ILTA EdTech 2018 conference.

  • Soyez le premier à aimer ceci

Asynchronous v synchronous. Who wins? Students Decide

  1. 1. Synchronous vs Asynchronous Who wins? Students decide! Colm Dunphy & Pete Windle, WIT, 2018
  2. 2. Earlier Session - 1
  3. 3. Earlier Session - 2
  4. 4. Higher Diploma in Computer Science (fully online) Programme
  5. 5. Programme Description • Running 4 years f2f • This year online only • Higher retention than f2f • Springboard+
  6. 6. Programme Description - Statistics 80 interviews 37 offered places 31 started 02 formally withdrew 29 active 24 passed 15 were distinctions
  7. 7. Programme Background- Pilot Selected as a pilot programme to: 1. Identify good practice 2. Improve the learning experience 3. Maximise the quality of online delivery
  8. 8. Programme Background- Why? Suitability of the curriculum to online delivery Tech savvy students  Open to using new tools and technologies. Curriculum Team  Enthusiasm  Skill set
  9. 9. Programme Team Eamonn de Leastar Colm Dunphy Pete Windle Siobhan Drohan Diarmuid O’Connor Martina Mullally Programme Director Web Dev Tutors-ts Programming Media Ed Tech Tech Support Scrum Master Content Tutors-ts Lab Support Admin Curriculum Support Admin
  10. 10. Started With
  11. 11. Synchronous Live Delivery Delivery Mode
  12. 12.  Three 4 week blocks of classes  Talks - Adobe Connect  3 * Lunchtimes  Synchronous classes  Recorded as Adobe Connect interactive videos (asynchronous)  Now using OBS with YouTube Live instead  Lab Support - #SLACK  3 * allocated times per week Delivery
  13. 13. Asynchronous self-directed learning Delivery Mode
  14. 14. Detailed notes & labs  Closely integrated with live online lectures Flipped classroom  Notes and Labs made available at the start of each week online Adobe Connect Recordings Later on YouTube  Variable speed playback  Embedding  Channel subscriptions / notifications Delivery
  15. 15. Survey Semester Week 8
  16. 16. Survey | Rationale Investigate: • Accessibility of delivery modes offered • Suitability of class times • General feedback • Review prompted by CTEL Newsletter  Mayer’s 12 Principles of Multimedia Teaching
  17. 17. Survey | Design • Anonymous • Created in Google Forms • Link to survey distributed via #slack • 5-7 minutes • Dr. Phil Race’s approach to requesting feedback • Part way through a semester so existing students benefit • “Stop Doing” & “Keep Doing” • Mayer’s 12th Principle of Multimedia Learning
  18. 18. Survey | Findings 1. High Response Rate 2. Preferred delivery modes 3. Presentation style 4. Timing of online sessions 5. Importance of aesthetics
  19. 19. Survey | Findings Generated:  Class discussion  Additional materials  Electives options  Valuable questions  on contrasting wishes for Methods of online delivery  Other Feedback
  20. 20. Survey Results
  21. 21. Response Rate • 31 students on the programme • 2 formally withdrew • 23 responses
  22. 22. Video Delivery •56% Watch Later •35% Live & replay • Only 1 • watches live only • doesn’t use video
  23. 23. 78% Watch Again Regularly or Always
  24. 24. 82% Prefer YouTube to Adobe Connect
  25. 25. Lecturer visibility in videos 65%Yes Additional 17% Occasionally Adobe Connect ScreenFlow ScreenFlow OBS
  26. 26. OPPOSITE of Mayer’s 12th Principle 12 :Image Principle: Lecturer visibility in multimedia Ref: Mayer’s 12 Principles of Multimedia Learning
  27. 27. Video: Pre-Recorded v Live Preferences 57% Mixture of both 26% Pre-recorded 17% Live
  28. 28. Electives Initially • same 1 module. Respondent requested more info • supplied online to all. Even spread • all will now be offered
  29. 29. Lunchtime Clinics 22% would avail of f2f lab sessions 78% can’t do f2f Made up of: 30% would prefer it Online 48% can’t attend
  30. 30. Keep Doing •Everything! •Being approachable! •Offer all electives • as short intense courses •“Live” • Feels more connected / human contact “
  31. 31. Keep Doing •Content •Engaging Lectures •Easy to follow notes •Pace “
  32. 32. Keep Doing Videos • Can watch on the commute • Short rather than long • YouTube • Varispeed Playback *2 • Mobile friendly • Opera friendly • Produced pre-recorded
  33. 33. #Slack • Separating questions/polls from live videos • Quick responses • DM • Contacting lecturer • Getting assistance from lecturers • All communications are in one place • One stop shop Keep Doing
  34. 34. Stop Doing… (issues) • Nothing • no issuesN/A • (short preferred) • Date recorded missing {No it's not!}Long Videos • During lunch time (after 5pm or pre-recorded preferred) • Re-evaluate their use altogether “Live” sessions • Release all materials, for all modules, for the week, on the same day, a week advance (constantly updating them) Publishing notes just before class “
  35. 35. Labs – Feedback  Unavailable at lab times  Support requests  always successful outcomes  Labs  Homework  Not utilised  materials explained well enough already  Happy
  36. 36. Labs – Suggestions  Short videos  Solutions to similar but different problems  Group based code reviews  No need to split groups  Support Video  how to use the lab support effectively  Interactive task with tutor  during the lab sessions
  37. 37. Summary Video • Package up shorter • Presenter visible • Appetite for pre-produced
  38. 38. Summary Live Talks & Lab Sessions No Time Suits Everyone For Live
  39. 39. Summary • Some desire for ALL materials to be made available at the START of the semester
  40. 40. Summary Clear preference for option to attend Synchronous class… Next >
  41. 41. …but it mustbe available Asynchronously too preferably on YouTube (or similar)
  42. 42. Finally… Feedback and results suggest we’re doing well …
  43. 43. “ ” For me this course captures the Essence and Ethos of what adult education should be
  44. 44. “ ” The course is clear, precise, exceptionally well laid out and so professionally run
  45. 45. “ ” Everything is easily accessible (great website), everyone is so helpful and generous with their knowledge, it is very refreshing
  46. 46. “ ” If this course was not an online option I would have clearly have disengaged with the course by now… …I can manage to continue my education and also handle life’s up and downs.
  47. 47. “ ” All the options available to play back, notes etc. really have enhanced my learning experience…
  48. 48. Clear preference for option to attend Synchronousclass… …but it mustbe available Asynchronously too preferably in YouTube (or similar) Synchronous vs Asynchronous Who wins? Students decided…
  49. 49. Faculty Center for Learning Development 12 Principles of Multimedia Learning If you are designing a PowerPoint presentation, developing an online course or preparing to flip your classroom, you may need to reconsider how you will get students to engage with the material without the traditional face-to-face interaction. In the book Multimedia Learning (Cambridge Press, 2001), Richard E. Mayer discusses twelve principles that shape the design and organization of multimedia presentations: 1. Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included. 2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added. 3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text. 4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. 5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively. 6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit. 7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. 8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text. 9. Multimedia Principle – People learn better from words and pictures than from words alone. 10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style. 11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. 12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

Talk for the ILTA EdTech 2018 conference.

Vues

Nombre de vues

34

Sur Slideshare

0

À partir des intégrations

0

Nombre d'intégrations

1

Actions

Téléchargements

4

Partages

0

Commentaires

0

Mentions J'aime

0

×