Conceptual Product for

Synchronous Learning

Anni Chan Calon Lochridge Jenny Zhang

Taylor EdwardsStephen OlsonShawn Lingam

Anni ChanHongKongMajor:ActuarialScienceMinor:BusinessManagement,Economics

CalonLochridgeMontanaMajor:AccountingMinor:Korean

JennyZhangNewYorkMajor:FoodScienceMinor:Chemistry

ShawnLingamUtahMajor:Finance

TaylorEdwardsOregonMajor:EconomicsMinor:BusinessManagement

StephenOlsonIowaMajor:Finance

Introduction

Situation

Assumptions & Methodology

Conceptual Learning Product

Next Steps & Conclusion

Situation

The Interactive Classroom and Synchronous Learning Project

• BYU Experiential Learning Projects give BYU students real world internship experience while taking courses full-time

• The concept of a classroom continues to change through developments in teaching methods and advances in technology, but there is still a space for greater interactivity in the classroom

• We were tasked with diving into the problem, conducting research, and recommending a solution for potential implementation by Bottom Line Training and Consulting

Assumptions & Methodology

Bottom Line Training and Consulting wants to improve the quality of its trainings through increased interaction and transparency

Current condition:

• Classroomsarefailingtoengagestudent’sinterest

• Instructorsarenotadaptingtoneedsofstudents

• Technologyisbecomingmorewidelyusedbuthasyettofindarevolutiontothelearningexperience

“Thechallengeforoureducationsystemisto

leveragetechnologytocreaterelevantlearningexperiencesthatmirrorstudents’dailylivesandtherealityoftheir

futures.”NationalEducationTechnologyPlanhttp://tech.ed.gov/netp/

After conducting multiple levels of research, we defined pain points within educational settings and developed a solution

ResearchonLearning

MethodsandEffectiveness

MarketResearch

ProductResearch SurveysandFocusGroups

Analysis─DefinedPainPoints

DevelopedSolution

- Okita, Bailenson,

Schwartz; "The Mere Belief of

Social Interaction Improves Learning"

"We found that the mere belief

you were interacting with another person led to superior

learning..."

Research is consistent in providing evidence of effective learning through interaction and collaboration

• Yang,C.,andY.-S.Chang."AssessingTheEffectsOfInteractiveBloggingOnStudentAttitudesTowardsPeerInteraction,LearningMotivation,AndAcademicAchievements."JournalOfComputerAssistedLearning28.2(2012)

• Kwek,S.H.(2011).InnovationintheClassroom:DesignThinkingfor21stCenturyLearning.(Master’sthesis).

• DiMarco,Giordano,andEddaLuzzatto.CollaborativeLearning:Methodology,TypesOfInteractionsAndTechniques.NewYork:NovaSciencePublishers,2010

• Bouhnik,Dan,andTaliMarcus."InteractionInDistance-LearningCourses."JournalOfTheAmericanSocietyForInformationScience&Technology57.3(2006)

• Carey,Benedict.HowWeLearn:TheSurprisingTruthaboutWhen,Where,andWhyItHappens.RandomHouse.

After conducting multiple levels of research, we defined pain points within educational settings and developed a solution

ResearchonLearningMethodsandEffectiveness

MarketResearch

ProductResearch

SurveysandFocusGroups

Analysis─DefinedPainPoints

DevelopedSolution

After conducting multiple levels of research, we defined pain points within educational settings and developed a solution

ResearchonLearningMethodsandEffectiveness

MarketResearch

ProductResearch

SurveysandFocusGroups

Analysis─DefinedPainPoints

DevelopedSolution

After conducting multiple levels of research, we defined pain points within educational settings and developed a solution

ResearchonLearningMethodsandEffectiveness

MarketResearch

ProductResearch

SurveysandFocusGroups

Analysis─DefinedPainPoints

DevelopedSolution “…Best way to

form interaction between

students and teachers”

“[Product] is customizable

to each student and helpful to

adapting and tailoring their

learning.”“Not only enhances

communication between students and [instructors], but also strengthens student’s

understanding of material.”

A market opportunity exists to introduce synchronous educational technology in the corporate training industry

• Educationtechnologyiscurrentlybeingleveragedinpublicandprivateschoolsofallgradelevels

• Thereareanumberofcompaniesdevelopingeducationtechnologiesfortheclassroom

• Technologyisbeingminimallyutilizedinacorporatetrainingsetting

• Wedidnotidentifyaneducationtechnologycompanyfocusedoncorporatetraining

0

2

4

6

0

4

21 1

Number of Firms Engaged in Synchronous Learning

Conceptual Product: Benefits

To meet this unique market opportunity we suggest the creation of a technology that drives benefits in these three areas

Interactivity:Inordertofacilitateengagementandlearningwithintheclassroom,interactivitybetweenstudentsandinstructorsisanessentialcharacteristicofthesolution

Transparency:Thesolutionshouldkeeppacewithcurrenttechnologytoprovideusefulinformationtotheinstructorinandoutofclassconcerningthestudents'engagementandunderstanding

ContinuousLearning:Inordertodeliverknowledgeoflastingvaluetoacompany,thetraineemusthavecontinuedaccesstoinstructionalmaterials,accesstotheinstructorandothertrainees,aswellassupervisorandself-assessmentsofpostcourseperformance

Interactivity

The recommended technology will allow students to interact with instructors and classmates to attain a greater level of involvement and interest

Hyperlink

• Studentswillbeabletointeractdirectlywiththepresentationandotherstudentsthroughchat

Sharing

• Presenterswillbeabletosharethepresentationdirectlytostudent’sscreens

BreakoutGroups

• Instructorswillbeabletobreakstudentsintosmallgroupsfordiscussionandcasestudies

Students need access to technology to allow for a more collaborative and engaged learning experience

Most Important (1)

2

3

4

Least Important (5)

0 5 10 15 20 25

Relative Importance of Ability to Interact With Instructor

Most Liked (1) 2 3 Least Liked (4)0

5

10

15

20

25

30

35

Survey Response: Relative Preference of Active Learning• Traditionalteachingtechniques(lectures,

etc..)arebecominglesseffectiveformodernlearners

• Modernlearnersarenotcontenttoseeinstructorsastheultimatesourceofknowledgeforanygivensubject

• Currentclassroomsdon'tprovideenoughcollaborationtoenhancelearning

• Currente-learningmethodsignorethebenefitsoftheclassroomenvironment

Transparency

Leveraging the capabilities of technology will provide useful information for instructors to better focus on student needs

“Transforming instructors from dispensers of information to facilitators of learning.”

Real-timeData •Instructorswillbeabletoviewreal-timedatatodetermineclassroomengagementandunderstanding

Long-termAnalysis •Datawillincludehyperlinkactivity,quizresponses,studentquestions,anddisplaythemonadashboard•Captureddatawillbeprovidedtoinstructorsformorein-depthanalysisofclassroomprogress

Trends •Overtime,instructorswillbeabletoviewtrendsinordertoevaluateandimprovetheirtraining

Current education technology does not offer to instructors adequate data regarding student engagement, understanding, and interest

• Instructorsneedameasureofthedegreeofstudentengagementduringclasstime

• 82%ofrespondentsratedtheinstructor'sabilitytoadapttotheirneedsasoneofthemostimportantaspectsoflearning

• Instructorslackthetoolstheyneedtotracktrendsinstudentengagementandunderstanding

• Currenttechnologiesbeingimplementedgatherinadequateamountsofdatatomeasureengagementandunderstanding

Most Important (1) 2 3 4 Least Important (5)

35%

31%

15%

11%

7%

RelativeImportanceofTeacherAdaptability

Continuous Learning

Continuing the conversation by creating forums and social platforms will facilitate retention and application of training material

LivingLibrary •Createalivinglibrarythatcontainsrelevantmaterialthatemployeescanaccess

Forums •Createcompanyforumsinwhichtraininggroupscanengageindiscussion

InstructorAccess •Allowstudentstocommunicatewithinstructorsfollowingthetrainingcoursethroughsocialplatform

Evaluation •Pairperiodicself-evaluationwithsupervisoryevaluationtodriveaccountability,retention,andperformance

Corporate training structure currently fails to provide access to resources and instructors after the training

• Employeesdesireaccesstolearningmaterialsforcontinuedreferenceandlearning

• Thereisnoplatformforfurtherdiscussionamongstudentsafterthetrainingiscompletedandstudentsrarelyhaveaccesstoinstructorsaftertheirtrainingisover

• Changingindustriescreateaneedforstudentstoapplyrelevanttrainingbyadaptingtheirprevioustrainingtonewsituations

• Whilesometrainingentitiesprovidelimitedassessmentofstudentapplication,itislessthanadequateandnotintegratedintothelearningtechnology

“Tell me and I forget. Teach me and I remember.

Involve me and I learn.”

-Benjamin Franklin

Retention of Learned Information Over Time With and Without

Periodic Review*

*”TheCurveofForgetting”,KristenCavin–CornellNotes,2006

Withfollow-upandreview

Withoutfollow-uporreview

Summary of conceptual product benefits relating to interactivity, transparency, and continuous learning

Interactivity:Theproductshouldfacilitateengagementandactivelearningwithintheclassroomthroughfeaturesthatenhancecollaborationamongstudentsandinstructors

Transparency:Theproductshouldkeeppacewithcurrenttechnologytoprovidemeaningfulinformationtotheinstructorinandoutofclass

ContinuousLearning:Theproductshouldoffera"livinglibrary,"forumsfordiscussion,andmeasuresforposttrainingretentiontobroadenthelearningexperiencebeyondtheclassroomandcontinuetheconversation

Conceptual Product: Features

The product will be user friendly and be designed for easy implementation in a training setting

User Interface •Theproductwillhaveastreamlineduserinterfaceforseamlessstudentadaptionandfunctionsoftwaretoadapttochangingenvironments

Ease of Use •Studentsandteacherswillbeabletoreceivethefullbenefitofthesoftwarewithminimaltrainingandfamiliarization

Easy Setup •Softwarewillbecloudbased(webapp)withnoinstallationnecessarytoensurequickandeasysetup

Whiteboard:

Teachersandstudentscancollaborateand

interactinthisarea

PresentationArea:

Viewteacher’spresentationhereinanyformat,studentscantakenotesdirectlyonthe

presentation.Textonthepresentationwillbesearchable;oneclickwillleadtoadefinitions,twowilllinktowebsearchesorpre-setwebsites.

STUDENT VIEW

RaiseHand

Understanding

ShareScreen

NewsFeed:

Twitter-likenewsfeed

showingreal-time

comments,etc.

ChatandQ&A:

Breakoutgroupscouldbeformedinthisareaaswellasstudenttostudentchat,andteacher-focused

questions.

EvaluationArea:

Herestudentstakequizzesandpolls,allowingforpre-classandpost-classevaluationsandother

quizzesandvotingtotakeplace

INSTRUCTOR VIEW

ChatandQ&A:

Breakoutgroupscouldbeformedinthisareaaswellasstudenttostudentchat,andteacher-focused

questions.

DataVisualization:EngagementDashboard

Whiteboard:

Teachersandstudentscancollaborateand

interactinthisarea

PresentationArea-DataAnalytics:

Instructorscansharepresentationsinanyformatdirectlytothestudent’sscreen.

Instructorscanusedatacapturedtoanalyzelong-term

trends.

Instructorscansharelinkstorelevantcurrenteventarticlesandvideos.

Next Steps

The proposed software could be built using an existing product as a starting point or from the ground up

Top Down Approach Bottom Up Approach

1. StartwithanexistingplatformsuchasAdobeConnectorOpenMeetings.

2. EnhanceElementsofInteractivity.

3. Integratestrongerdatacaptureandanalyticcapability.

1. Usedesiredfeaturestobuildabasicplatform.

2. Continuetoaddtothatplatformandadapttheproductasneeded.

3. Takeadvantageofanalyticcapabilitiestoidentifyneededchangestotrainingstructure

Conclusion and Q&A

Appendix

Secondary Research concerning learning methods and effectiveness

• Yang,C.,andY.-S.Chang."Assessing The Effects Of Interactive Blogging On Student Attitudes Towards Peer Interaction, Learning Motivation, And Academic Achievements." JournalOfComputerAssistedLearning28.2(2012):126-135.Computers&AppliedSciencesComplete.Web.2Mar.2015.

• DiMarco,Giordano,andEddaLuzzatto.CollaborativeLearning:Methodology,TypesOfInteractionsAndTechniques.NewYork:NovaSciencePublishers,2010.eBookCollection(EBSCOhost).Web.2Mar.2015.

• R.E.West (2009),Insightsfromresearcondistanceeducationlearners,learning,andlearnersupport.Distancesetsavoirs.7(4).Doi:10.3166/DS.7.571-584.

• Bouhnik,Dan,andTaliMarcus."Interaction In Distance-Learning Courses." JournalOfTheAmericanSocietyForInformationScience&Technology57.3(2006):299-305.Library,InformationScience&TechnologyAbstractswithFullText.Web.2Mar.2015.

• RoisinDonnelly,Interactionanalysisina‘LearningbyDoing’problem-basedprofessionaldevelopmentcontext,Computers&Education,Volume55,Issue3,November2010,Pages1357-1366,ISSN0360-1315,http://dx.doi.org/10.1016/j.compedu.2010.06.010.

• Sampson,Nicholas."Meetingtheneedsofdistancelearners."LanguageLearningandTechnology`7.3:103-18.Print.

• MCBRIEN,J.Lynn;CHENG,Rui;JONES,Phyllis.VirtualSpaces:EmployingaSynchronousOnlineClassroomtoFacilitateStudentEngagementinOnlineLearning.TheInternationalReviewofResearchinOpenandDistributedLearning,[S.l.],v.10,n.3,may.2009.ISSN1492-3831.Availableat:<http://www.irrodl.org/index.php/irrodl/article/view/605/1264>.Dateaccessed:13May.2015.

• Okita,Sandra,JeremyBailenson,andDanielSchwartz."TheMereBeliefofSocialInteractionImprovesLearning."Print.

• Usefulwebsites:• http://www.ion.uillinois.edu/resources/tutorials/overview/weaknesses.asp• http://teach.com/what/teachers-teach/teaching-methods• http://www.gmu.edu/resources/facstaff/part-time/strategy.html

Secondary Research concerning learning methods and effectiveness• Selections of BYU’s Center for Teaching and Learning proposal for the Decision Based Learning Software.

• “Specific Challenges Addressed by Decision-based Learning • One of the challenges for higher education is to help novice learners apply learning to real-world problems—that

is, to become experts (Bransford, Brown, Cocking, 2000). Classic lecture/test coverage of course material generally does not develop the expertise necessary to meet professional demands (Driscoll, 2000). Other inductive pedagogies, such as case-based learning, team-based learning, etc., have been developed to improve students’ ability; nonetheless, elements of expert knowledge still remain tacit both to student and teacher (Feldon, Timmerman, Stowe, and Showman, 2010).

• This session will introduce Decision-based Learning, a pedagogical approach that employs an “expert decision model” (EDM) as its organizing principle and as the basis for most learning activities and assessments. The EDM explicitly represents how an expert organizes his or her knowledge functionally to address real-world problems, rather than how the content is organized logically. With this approach, learners take authentic problems through a series of decisions. At each decision point they are provided with just-in-time, just-enough instruction to make the current decision. As students take more and more-problems through the EDM, they develop their own mental model of the range of situations in the field and the ways in which domain knowledge applies to those situations. A software tool has also been developed to facilitate Decision-based Learning. We will demonstrate this tool, and attendees will practice how they might structure their own courses using Decision-based Learning.

• Describe the theoretical foundation or framework for your approach (200 words max).• Decision-based Learning is founded on the idea that students learn best when they are engaged in authentic

activities. However, the initial cognitive load in constructivist pedagogies can be high which may lead to student resistance rather than engagement (Sweller, 2006). Further, experts have achieved a degree of automaticity that obscures the adaptive, yet structured way they use domain knowledge to address real-world problems (Bransford, Brown, Cocking, 2000),. Consequently, expert guidance can still appear fragmented and ambiguous.

• Decision-based Learning seeks to address these issues by making explicit the functional • organization of domain knowledge within representative, authentic cases or problems. We • work with subject-matter experts to parse their approach to solving problems into an Expert Decision Model

(EDM). The EDM represents complex situations as a series of simpler related decisions. Each decision point is coupled with domain-specific knowledge that provides just-in-time, just-enough instruction to help students make each specific decision. Students begin with problems they cannot currently solve and take them through the EDM. This approach provides scaffolding that reduces initial cognitive load and models an expert decision-making process. As students gain expertise, the structural support is decreased so that students internalize the decision-making making model and associated domain knowledge.”

Secondary Research concerning learning methods and effectiveness

• Richard Culatta, Director of the Office of Educational Technology for the US Department of Education.

• RichardCulatta’s3challengesofeducation:• Wetreatalllearnersthesame.• Teachingstructureisconstant,whilestudentsandlearningvaries• Performancedatacomestoolatetobeusefultothelearner.

• Suggestedsourcesforidentifyinginnovativetechnologicalsolutionstolearning:

• http://www.innovativelearning.com/index.html• http://tech.ed.gov/netp/

•*Healsoapprovedourassumptionthatinteractionfacilitatesthelearningprocess.

We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product

50%49%

1%

Gender

MaleFemalePrefer not to say

EducationEngineering and Technology

Family, Home, and Social SciencesBusiness

Fine Arts and CommunicationHumanities

Life SciencesLaw

NursingPhysical and Mathematical Science

0 5 10 15 20 25 30 35

Area of Study

6%

68%

26%

Occupation

EducatorCurrent StudentOther

Black or African American

Hispanic or Latino

Asian

American Indian or Alaskan Native

Native Hawaiian or Other Pacific Islander

White/Caucasian

Prefer not to say

0 10 20 30 40 50 60 70 80 90 100

Demographics

Whatisyourage(enteranumber)?

Mean: 25.66Min: 18Max: 63Mode: 23

We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product

Freshman Sophomore Junior Senior Fifth year senior Masters/PhD0

5

10

15

20

25

Education Level

Whatdoyouseeastheultimategoalofeducation?

Employment 44LearningSkills/Certification 11Citizenship 13Self-improvement   34Total 98

71

11

Yes No

Do you find technology based learning devices/software (iClickers, online

education sites like Canvas or WileyPlus, apps, etc.) helpful to you in

education?

iCliker Online Education Sites

Laptop Computer or Tablet

Surveys Apps Other

71

61

79

60

45

4

Usage of Learning Based Tech

We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product

First Second Third Fourth0

102030405060708090

Teaching Methods Rank

Lectures Case StudiesClass Discussion/Debate Active Learning

Extra Large (200 or more)

Large (50 or more)

Small (50 or less)

Independent Study

67

75

80

29

Classroom Size Distribution

Best Better Good Neutral Worst0

10

20

30

40

50

60

70

80

Relative Importance of Attributes

Student's ability to ask questions to the teacher How well the teacher gets to know the studentsAbility of the teacher to adapt teaching to student's needs The pace of discussion and teachingAbility to have class discussion/debate

We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product

ScoreyourexperiencewiththeseaspectsinanEXTRALARGEclassroom(1=lowscore,10=highscore):

1 Student'sabilitytoaskquestionstotheteacher2 Howwelltheteachergetstoknowthestudents3 Abilityoftheteachertoadaptteachingtostudent'sneeds4 Thepaceofdiscussionandteaching(toofastorslow=lowscore,justright=highscore)5 Abilitytohaveclassdiscussion/debate

1 2 3 4 5-0.40.61.62.63.64.65.66.67.68.6

Extra Large Classroom Experience

1 2 3 4 5-0.40.61.62.63.64.65.66.67.68.6

Large Classroom Experience 1 2 3 4 56.5

7

7.5

8

8.5

9

Small Classroom Experience

1 2 3 4 5-0.40.61.62.63.64.65.66.67.68.6

Independent Study Experience

We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product

1

Between 70% and 99%

Between 40% and 69%

Between 1% and 39%

0

22

30

11

1

Real World Application

9%

57%

32%

2%

Long-term Retention

A high amount A medium amount A low amount Almost none

First Second Third Fourth0

20

40

60

80

100

120

Relative Importance of Educational Goals

Employment CitizenshipGlobal Awareness Maximizing human potential

Our software will allow students to interact with the presentation and classmates to attain a greater level of involvement and interest

Features Students TeachersPoll ·DonotneediClicker

·Answerdirectlyofprogram

·Addapollduringclass·Pulldataavailableduringclass(specificstudentanswersavailable)

Backstagearea ·Inclasspresenterarea─Draganddropextramaterial

Twitterlikechat(controlwithpresent:onoroffsetting)

Q&Apod

·Studentscanengageeachother·Studentscanbuildupeachotherideas

·Teachercandirectclassflow.·Privateorpublicname

Sharescreen ·Pullunplannedinformation

Whiteboard ·Visuallylearn·Don'tneedpaper

·Showdrawing,solveequation,etc.

Our software will allow students to interact with the presentation and classmates to attain a greater level of involvement and interest

Features Students TeachersNote ·Takenotes

·Sendnotestoemailordownloadtodesktop·Customizable

·Preparenotesforpresentation

Searchin/outpresentation ·Searchdefinition,articles,etc.withinprogram

·DataSource

Sharefiles ·Fastshareforclassuse ·FastshareforclassuseBreakout ·Teambuildinggroup

work·Workwithsmallergroups·Seeallgroupwork

RaiseHand/SlowDown ·Helpsleadconversation ·Informteachersofstudentunderstanding

Pain points identified

• Lackofstudentcollaborationleadstodecreasedengagement• Inabilityforteachertofocus/adapttoindividualstudentneedscreatesfrustrationforbothteachers

andstudents• Classmovestooslowlyforstudentinterestandstudentsbecomedistracted• Teacherisseenastheultimatesourceofknowledge,limitslearning• Teachersdon'tknowwherestudentsinterest/understandinglies,decreasesengagementand

understanding• Lessonaren'tformodernstudents• Noplatformforfutureengagement

• FromRoger:• Havemanagersvouchthatemployeewouldapplytrainingandholdthemaccountablefor

goals.• ContinuousLearning:whydon’temployeesimplementtraining?(mangersthoughtitwas

stupidanddidn’tallowtimetoaccomplishgoals)• Pairpeopleupandhavethemwriteinalearningjournal“WhatwillyoudowithXonthejob?”

andsharewith“learningpartner”(1)• Createtheopportunityforfollowupontheselearningjournals,withdiscussion

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