Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Tim Neumann, London Knowledge Lab. More details at www.cde.london.ac.uk.

1. 1
Virtual Classrooms
Use Cases and their Pedagogy

2. Virtual Classrooms
Use Cases and their Pedagogy
Tim Neumann
London Knowledge Lab

3. 3
Overview
1. What are Virtual Classrooms?
2. Use Case Examples: The multiple faces of Elluminate
3. Use Case Details
4. Staff Development Issues
CDE Conference 2010, University of London

4. 4
1 Definition
Virtual Classrooms
SAC =
Combination of
• real-time tools for
• visual interaction and
• textual interaction
• while talking
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5. 5
1 Definition
https://sas.elluminate.com/p.jnlp?psid=2010-02-
05.0757.M.A7D0B2B04AC025A4A7BD806D1AC312.vcr&sid=2007016
CDE Conference 2010, University of London

6. 6
Benefits (General)
Elluminate…
• frees up time for academics,
• contributes to the green agenda,
• connects international students, and
• improves both learning quality and experience.
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7. 7
Benefits (Distance Education)
• Add to the blend of learning technologies and pedagogic activities
• Enhance conversations between tutors and students
• Facilitate pedagogically sound course design & teaching
• Encourage uptake of 3rd to 5th DE generationmodels
(link to paper)
• Bring back lecturing for Distance Education students
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8. 8
Some student feedback
I feel there is so much more ‘power’ in the use of the tool
In some ways, this was better than an actual classroom
I think the session was a great way of learning
The session was fantastic
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9. 9
In the words of a distance education tutor:
Suddenly I understand the student better, because I have
talked to them, heard their voice, interacted with them.
I get a sense of others, which improves the
understanding of the course materials.
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10. The Multiple Faces
of Elluminate
(presented at the Blackboard Teaching and Learning Conference 2010, Swansea)

11. 11
What is Elluminate?
The MA in Media, Culture and Communication says:
A lecture recording system
✔ Time saving:
Resource creation on-the-fly
✔ Learning quality:
Availability of revision materials
CDE Conference 2010, University of London

12. 12
What is Elluminate?
Several Professors say:
A tool for remote lectures, presentations and keynotes
✔ Time saving:
Less travel, resource creation
✔ Green agenda:
Less air travel
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13. 13
What is Elluminate?
Several LKL Research Teams say:
An online meeting environment for dispersed teams
✔ Time saving:
Less travel
✔ Green agenda:
Less travel, less paper
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14. 14
What is Elluminate?
London Maths Challenge participants and organisers say:
The connection between two classrooms
✔ Learning quality:
Pupils challenging each other
✔ Learning experience:
Discussions outside of usual
classroom context
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15. 15
What is Elluminate?
A National Research Centre says:
A way to generate income from our free resources
✔ Green agenda:
Less travel, less paper
✔ Business case:
New income streams
CDE Conference 2010, University of London

16. 16
What is Elluminate?
The IOE Doctoral School says:
A way to involve international students
✔ Learning quality:
More ways to interact
✔ Student retention:
Keeping in touch
CDE Conference 2010, University of London

17. 17
What is Elluminate?
The LKL Open Day organisers say:
An opportunity to address more people than architecture
allows
✔ Green agenda:
Less travel
✔ Marketing & recruitment:
Enhancing interaction with
potential students / researchers
CDE Conference 2010, University of London

18. 18
What is Elluminate?
The Online Master of Research says:
A means to enthuse, activate and retain students
✔ Learning quality:
Improved understanding
✔ Student retention:
Deep engagement and
enhanced bonding
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19. 3 Use Case Details

20. 20
Framework
SMAP
Synchronous
Media
Attribution
Process
Custom framework to guide and outline
core issues in the MoSAIC project.
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21. Review of Pedagogical Theories
Which existing theories
are addressing
the specifics
of SAC?
(Paper)
Advanced thinkers may add:
“…or any other technology”
21
Pedagogy
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22. 22
Pedagogy
Useful theories for SAC
• Communities of Inquiry
• Conversational Framework
• Task Design
• Multimodal theories
• Exploratory Learning Model
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23. Tutor and course designer
23
Pedagogy
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24. MoSAIC Project
Six case scenarios
• Remote lectures
• F2F session recording
• Simulcasts
• Multiple venue linking
• Group meetings
• Remote tutoring
24 CDE Conference 2010, University of London

25. Use Case Details
Scenario Template Structure
• Scenario description
• Required skill levels
• Suggested activities
• Pedagogical mindsets
• Related pedagogical models
• Embedding scenario into the
wider teaching strategy
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26. 26 CDE Conference 2010, University of London
Remote Lectures

27. 27 CDE Conference 2010, University of London
Scenario
Template
Remote Lectures
Description Guest expert gives presentation on particular topic
Skills Teacher: Medium, Student: Low
Activities Presentation, Recording
Mindset Traditional, learning resource development
Models Didactic
Embedding Information resource as part of sequenced learning
materials; one-off event
LKL 5th Birthday 2009

28. 28 CDE Conference 2010, University of London
Remote Supervision / Feedback

29. 29 CDE Conference 2010, University of London
Scenario
Template
Remote Supervision / Assignment Feedback
Description Tutor works with individual students on a selected
piece/body of work.
Skills Teacher: Medium-High, Student: Medium
Activities Document sharing, whiteboard brainstorming, feedback
via annotation
Mindset Guide on the side, personal development
Models Conversational framework
Embedding Supervision session at essay draft stage, relation to
selected piece of instruction and/or assessment
(no permission to show examples)

30. 30 CDE Conference 2010, University of London
Group Meetings

31. 31 CDE Conference 2010, University of London
Scenario
Template
Group Meetings
Description Students present own work to classmates, or students
work through set activities with high levels of interaction.
Skills Teacher: High, Student: Medium-High
Activities Role play, online debate
Mindset Learners assume responsibility and control of their own
learning
Models Community of Inquiry
Embedding Virtual classroom sessions at selected points of a larger
process, e.g. as initial briefing or capstone event.
IOE Doctoral School Summer Conference 2010 (student presentations)
Educate~ online workshops (interactive exercises)

32. 4 Staff Development
Issues to address

33. 33
Staff Development
CDE Conference 2010, University of London
Technical
Skills
Cognitive
Challenges
Pedagogic
Approaches
Hoffman 2004
Finkelstein 2006
Hyder et al 2007
Hoffman 2004
Finkelstein 2006
Hyder et al 2007
Mayer 2005
Jewitt 2006
Mayer 2005
Jewitt 2006
Schullo et al 2005
Hampel 2006
Schullo et al 2005
Hampel 2006
Technology Media
Pedagogy

34. 34
Staff Development
CDE Conference 2010, University of London
Ways to encourage take-up
AwarenessRaising:
TechnologyTasters
SkillsTraining:
Workshops
MediaCompetence,
PedagogicExpertise:
Seminars
StrategicPlanning:
Consultancies
Implementation:
One-to-oneSupport
Innovation:
Revalidation
Requirements
PedagogicNeeds:
CourseDesign
Support
http://www.lkl.ac.uk/LTU/events

35. 35
Any questions?
Tim Neumann
Contact:
t.neumann@ioe.ac.uk
people.lkl.ac.uk/neumann
Institute of Education
University of London
20 Bedford Way
London WC1H 0AL
Tel +44 (0)20 7612 6000
Fax +44 (0)20 7612 6126
Email info@ioe.ac.uk
Web www.ioe.ac.uk

36. Appendix (1)
References cited in this presentation
• Hofmann, J (2004). The synchronous trainer’s survival guide. San Francisco, CA: Pfeiffer.
• Mayer, R E (2005). The Cambridge handbook of multimedia learning. Cambridge, MAL Cambridge
University Press.
• Schullo, S, Venable, M, Barron, A E, Kromrey, J D, Hilbelink, A & Hohlfeld, T (2005). Enhancing
online courses with synchronous software, presented at the National Educational Computing
Conference, June 27-30. Philadelphia, PA.
• Finkelstein, J (2006). Learning in real time. San Francisco, CA: Jossey-Bass.
• Jewitt, C (2006). Technology, literacy and learning. London: Routledge.
• Hampel, R (2006). Rethinking task design for the digital age. ReCall, 18 (1), 105-121.
• Hyder, K, Kwinn, A, Miazga, R & Murray, M (2007). The eLearning Guild’s Handbook on
Synchronous e-Learning. Santa Rosa, CAL The eLearning Guild.
36 CDE Conference 2010, University of London

37. Appendix (2)
Papers and presentations related to this project
Papers
• De Freitas, S and Neumann, T (2009). Pedagogic strategies supporting the use of Synchronous
Audiographic Conferencing. British Journal of Educational Technology, 40 (6), pp 980-998. doi:
10.1111/j.1467-8535.2008.00887.x
• De Freitas, S and Neumann, T (2009). The use of ‘exploratory learning’ for supporting immersive
learning in virtual environments. Computers & Education, 52 (2), 343-352.
• Neumann, T and Carrington, A (2007). A mass collaboration approach to e-learning. ALT-N, April.
Presentations
• CDE Conference 2009 @ University of London: MoSAIC (Slideshare)
• What is Synchronous Audiographic Conferencing? (animated Powerpoint, 6.5 MByte)
• Ten Potential Use Cases for SAC (PDF)
• ALT-C 2006 @ Heriot-Watt University: A Mass Collaboration Approach to E-Learning
37 CDE Conference 2010, University of London

38. Appendix (3)
Background work hinted at in this presentation
Communities of Inquiry
• Garrison, D. R. & Anderson, T. (2003). E–Learning in the 21st century: a framework for research and
practice. London: Routledge/Falmer.
Conversational Framework
• Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use
of learning technologies (2nd ed.). London: Routledge Falmer.
Multimodal Theories
• The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard
Educational Review, 66, 1, 60–92.
Task Design
• Hampel, R. (2006). Rethinking task design for the digital age: a framework for language teaching and
learning in a synchronous online environment. ReCALL, 18, 1, 105–121.
38 CDE Conference 2010, University of London

39. Appendix (4)
Influential projects
• IOE TQEF: Staff Development – Final Report (PDF)
• IOE TQEF: Pedagogic Templates – WLE Centre Occasional Paper 2
• Minimal Manuals
Carroll, J M (1990). The Nuremberg Funnel: Designing minimalist instruction for practical computer
skill. Cambridge, MA: MIT Press.
• LDSE – Website
• London Pedagogy Planner – Website
• Phoebe – Website
39 CDE Conference 2010, University of London