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SOLSTICE & CLT Conference 2014
5th & 6th June 2014
Distance makes the brain grow stronger: using Blackboard
Collaborate with the Flipped Classroom Model to Teach Distance Learners
Mark Wilcock & Michelle O’ConnellEdge Hill University
ABOUT US
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Mark WilcockLearning Technology Development Officer Edge Hill Universitywilcockm@edgehill.ac.uk
Michelle O’ConnellAcademic Liaison Librarian Edge Hill Universityoconnem@edgehill.ac.uk
WHAT WE WILL DISCUSS TODAY
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o The use of Blackboard Collaborate to deliver information literacy sessions
o The results of our experience (staff & students)
o The benefits and drawbacks with hints and tips along the way
o Questions
OUR CHALLENGE
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The University has a growing number of outreach, distance learning and partner institution students throughout the UK –and beyond.
Outreach
“Your students have changed. Change with them.” Blackboard’s marketing line for Collaborate.
OUR CHALLENGE: OUTREACH
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o Departments / tutors at our University in search of new flexible solutions for providing distance learning students with academic support to enhance their learning experience
o Edge Hill University procured and implemented Blackboard Collaborate (embedded into our Blackboard Virtual Learning Environment ‘Learning Edge’)
o Learning Services embraces any opportunity to engage more with our staff and students
SUPPORTING UNIVERSITY PRIORITIES
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o Enhancing the student experience
o Meeting students’ expectations
o Flexible delivery and enhancement of distance learning programmes
SOLUTION: DEVELOPMENT AND EVALUATION PROJECT
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Improve equity of access to expertise
Increase staff and student engagement
Introduce service efficiencies
COLLABORATE LEADS PROJECT
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Strand 1
Outreach
Strand 2
Steps to Academic Success
Strand 3
Digital Excellence
METHOD
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o Flipped Classroom model – materials provided in advance
o 5 presenters: 2 Learning Technologists and 3 Learning Services
o 40 minute session: PowerPoint presentation, application sharing, voting tool and Q&A via chat-text box.
THE FLIPPED CLASSROOM
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o Lack of agreed definition and lack of academic research into effectiveness
o Classroom work and homework are swapped: typically asynchronous video content to watch before session and group based tasks to do in class
o Bishop and Verleger (2013) define the flipped classroom as: an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom.
TECHNOLOGIES
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Information Literacy: Pre-Session Resources
Information Literacy Session .
BLACKBOARD COLLABORATE: FUNCTIONALITIES
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o Interaction
• Camera
• Speech
• Chat
• Smart board
• Multimedia
• Preload content
• Vote / test
• Application sharing
} Smart dealing withbandwidth issues!
BLACKBOARD COLLABORATE: FUNCTIONALITIES
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o Collaboration:
• Web-tour
• Break-out rooms
• Smart board
• Application share
“All right STOP, Collaborate, and LISTEN” (Van Winkle, 1990)
AKA Vanilla Ice
BLACKBOARD COLLABORATE: UI
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BLACKBOARD COLLABORATE: APPLICATION SHARING
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BLACKBOARD COLLABORATE: WEB TOUR
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BLACKBOARD COLLABORATE: MOBILE APP
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iSpring (V7 PRO)
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SESSION DEMONSTRATION
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RESULTS: THE STUDENT VOICE
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o 19 of the 22 students responded to the online evaluation survey:
o The majority had viewed the pre-session material
o All expressed that the ability to watch, learn and engage was a major benefit
o All expressed interest in using Blackboard Collaborate again
o 15 attended the session from their home location (1 Mobile User)
o 2 attended the session from their work location (1 Mobile User)
RESULTS: THE STUDENT VOICE
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0
2
4
6
8
Very Easy (1) Fairly Easy (2) Neither Easy orDifficult (3)
Fairly Difficult(4)
Very Difficult(5)
8
3
1
4
3
Ease of using Collaborate
up to 25 26-45 46 and over
Series1 0 7 12
0
7
12
Participant Age Range
RESULTS: THE STUDENT VOICE
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“This session was brilliant!!”
0
2
4
6
8
10
12
14
16
Inductionactivity
Academicwritingsupport
Inclusiveprovisionsupport
Researchskills support
Tutorials Staffdevelopment
Conferences Referencingsupport
Other
Participants’ interest in using Collaborate
RESULTS: THE STAFF VOICE
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“I thought it was a good session would like to have it again for groups in the future and
the pre-session resources were excellent and something they can refer to again. One
of my targets is to get more students achieving higher marks and I think this will help.”
Anne McLoughlin Dyslexia Course Leader
o Zero travel costs
o Learning Services are now engaged with more programmes in the Faculty of Education
o Offering pre-sessional materials is an important component because it means that the Collaborate session is not overly lengthy and can be focussed on resource demonstration and the answering of questions.
o Having more than one presenter works well, as this breaks the session up and increased the interest of the audience.
o Students have the ability to playback a session which would reinforce their learning and help retain knowledge, and to also give those students who could not attend the session a better chance to participate.
BARRIERS
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BARRIERS
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Confidence Tech Support Skills Room Setup Browser Issues Equipment Java Training
WHAT WE LEARNED
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o You will need to know your material inside-out
o You need to be comfortable within Collaborate – this only comes with experience
o Managing the group – gauging their understanding and interest plus answering questions and permitting/encouraging interaction.
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Speak to the expert(s)
With large cohorts, appoint a moderator to facilitate text-chat discussions
When presenting, have 2 sessions active. This will enable you to monitor any screen delays when using the Application Sharing Tool
Remove moderator privileges from moderators who aren't presenting
Time your sessions wisely!
Practice, practice, practice……
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THANK YOU AND QUESTIONS
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REFERENCES
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Van Winkle, R (1990) Ice Ice Baby. United States: SBK
• Bishop, J.L. and Verleger, M.A. (2013) ‘The Flipped Classroom: A Survey of the Research’ 120th ASEE Annual Conference & Exposition: Frankly We Do Give a D*mn. Atlanta, Georgia, USA, 23rd-26th June. http://www.asee.org/public/conferences/20/registration/view_session?session_id=2008 [Accessed 6th March 2014].
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