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Enhancing Learning and Creating Community Using
Wimba Classroom
Enhancing Learning and Creating Community Using
Wimba Classroom
Hannah German
The Lookstein Center,
Bar-Ilan University
www.lookstein.org
Hannah German
The Lookstein Center,
Bar-Ilan University
www.lookstein.org
Learning
Learning
Community
Community
What is Community?What is Community?
• Some characteristics:
• a sense of shared purpose
• norms of community behavior
• interaction amongst members
• trust, respect and support
• Some characteristics:
• a sense of shared purpose
• norms of community behavior
• interaction amongst members
• trust, respect and support
P. Vesely et al. (2007). Key elements of building online community: Comparing faculty and student perceptions. Journal of Online Learning and Teaching, 3 (3).
P. Vesely et al. (2007). Key elements of building online community: Comparing faculty and student perceptions. Journal of Online Learning and Teaching, 3 (3).
The Challenge The Challenge
Learner AnxietyLearner Anxiety
• expectations
• technical know-how
• behaviors
• peer perception
• other responsibilities
• expectations
• technical know-how
• behaviors
• peer perception
• other responsibilities
Transactional DistanceTransactional Distance
• Michael Moore
• structure vs. dialog
• typical TD:
• changing content
• asynchronous communication
• Michael Moore
• structure vs. dialog
• typical TD:
• changing content
• asynchronous communication
Images from Encyclopedia of Educational Technology, SDSU Department of Educational Technology, http://coe.sdsu.edu/eet/Articles/transactdist/index.htm
Images from Encyclopedia of Educational Technology, SDSU Department of Educational Technology, http://coe.sdsu.edu/eet/Articles/transactdist/index.htm
IsolationIsolation
• independent schools are isolated
• no social networking
• no collaboration
• cited as significant factor in drop-out rates
• independent schools are isolated
• no social networking
• no collaboration
• cited as significant factor in drop-out rates
StrategiesStrategies
Participant TrainingParticipant Training
• older population
• level-playing field = invisible platform
• human element = reassurance, a contact, humor
• ground rules and behaviors
• depending on needs:
• individual training
• optional group training – sometimes includes CMS appshare
• archive of recorded training
• older population
• level-playing field = invisible platform
• human element = reassurance, a contact, humor
• ground rules and behaviors
• depending on needs:
• individual training
• optional group training – sometimes includes CMS appshare
• archive of recorded training
Instructor TrainingInstructor Training
• new and different role
• system
• behaviors
• design – use of features
• video archive of an interactive session
• instructor guide
• live audience
• new and different role
• system
• behaviors
• design – use of features
• video archive of an interactive session
• instructor guide
• live audience
Course Structure Course Structure • standard meeting times
• office hours
• IM is still impersonal and harder to “read”
• share/clarify course content, assignments, web
• increased learner turnout
• lurkers still absorb and will interact with each other
• individualized sessions via breakout rooms
• careful of monopolization; instructor’s time?
• open rooms
• group assignments - collaboration
• water cooler - share experiences
• standard meeting times
• office hours
• IM is still impersonal and harder to “read”
• share/clarify course content, assignments, web
• increased learner turnout
• lurkers still absorb and will interact with each other
• individualized sessions via breakout rooms
• careful of monopolization; instructor’s time?
• open rooms
• group assignments - collaboration
• water cooler - share experiences
InteractivityInteractivity
1. Setting the Stage
• create expectations of
involvement
• questions/whiteboard activity
everyone can answer/do
• ground rules
• if introductions, keep brief
• model behavior – if possible,
colleague
1. Setting the Stage
• create expectations of
involvement
• questions/whiteboard activity
everyone can answer/do
• ground rules
• if introductions, keep brief
• model behavior – if possible,
colleague
Interactivity cont’Interactivity cont’
2. Incorporate features gradually
• ease participants in over a number of sessions
• use yes/no buttons and chat first
• then microphone, if available – many are uncomfortable
• model video
• tell participants in advance if using video
2. Incorporate features gradually
• ease participants in over a number of sessions
• use yes/no buttons and chat first
• then microphone, if available – many are uncomfortable
• model video
• tell participants in advance if using video
Interactivity cont’Interactivity cont’
3. Discussions
• plan provocative questions – Devil’s advocate
• read comments out loud or paraphrase
• student roles
• survey vs. whiteboard
• natural discussion vs. selecting participants to speak vs. go around the room
• express need for full range of ideas/opinions, not always consensus
3. Discussions
• plan provocative questions – Devil’s advocate
• read comments out loud or paraphrase
• student roles
• survey vs. whiteboard
• natural discussion vs. selecting participants to speak vs. go around the room
• express need for full range of ideas/opinions, not always consensus
Interactivity cont’Interactivity cont’
4. Assignments
• presentations
• use break-out rooms and
monitor behaviors
• review homework assignments
4. Assignments
• presentations
• use break-out rooms and
monitor behaviors
• review homework assignments
Overcoming the ChallengesOvercoming the Challenges
Learning & CommunityLearning & Community
• Support of variety of
learning styles & methods
• Reinforcement of content
• Clarification of content
• Human element
• Increased interaction
amongst learners,
instructors, and content
• Increased peer support
• Shared sense of purpose