Presented by
Darren Gash, Head of Learning Technology and
Ian Gardner, Senior Learning Technology SpecialistBPP University College
Supporting the transition from the physical to the virtual classroom
• Introduction of staff development initiative
• Aim: to develop tutors’ skills in facilitating learning via synchronous online classes
• Classes conducted using Wimba Classroomtm with voice, text chat and graphics (no video)
Supporting the transition from the physical to the virtual classroom
Evolution of tutor training and support
• Wimba Classroom introduced at BPP early 2009– ‘Jump in the deep end' approach to training– Identified need for more structured approach
• ‘Learning Technology Skills Seminars’– “How to use Wimba” workshop launched early 2010– Identified need for more pedagogical approach
• Current initiative– Pilot launched summer 2010 with group of five tutors– From ‘how to use Wimba’ to ‘how to facilitate teaching and
learning with Wimba’
Overview of current initiative1. Pre-seminar activity
– “Imagine you are running a synchronous online seminar … what challenges would you expect to encounter?”
• Seminar run by Learning Technology Team– Experience a Wimba session as a student– Learn how to facilitate a Wimba session as a tutor
• Tutor led sessions – Each participant presents their own Wimba session– Other group members take part as students
• Self and peer review– Wimba Classroom archives used for reference
• Focus group (to take place next week)– Review the programme and lessons learned
Seminar activity: ice breaker
Seminar activity: whiteboard practice
Seminar activity: break out room discussions
Seminar activity: all class discussion
Key issues raised from self and peer review
• Loss of control due to:
– Communications overload: Voice, text, ‘raised hands’ etc.• “It is very unclear when it is appropriate to use the comments box on
the bottom left of the screen, and I think it is hard for the tutor to monitor comments while tutoring”.
– inability to visually monitor students• "I found the break out rooms quite stressful for the very reason that
you have limited visibility on their interaction".
– Lack of confidence with technology• Is the student seeing what I am seeing?
Key issues raised from self and peer review
• Lack of visual cues effecting flow of discussion
– "Offering open questions as you do in the class doesn't seem to work so well - you need to call people out by name“
– "The simple fact that you can’t see anybody makes it very difficult to know when to speak and when someone has finished making a point and this means you lose the richness of debate among students which you get with face-to-face."
Conclusions
• Positive overall response to the initiative– "Being able to experience Wimba as a student is an excellent
opportunity to be able to empathise and relate to their experience, which should in turn mean we are more student centred when we plan our sessions“
• Established face to face techniques need modifying:– lack of eye contact and body language requires a different
approach to class facilitation– need for communication etiquette– develop confidence to trust technology and students
What next?
• Continue to run initiative with small groups
• integrate workshop into wider learning technology skills seminar programme
• reconsider use of video as well as audio communication
• refine self and peer observation parameters
Presented by
Darren Gash, Head of Learning Technology and
Ian Gardner, Senior Learning Technology SpecialistBPP University College
Q & A
Supporting the transition from the physical to the virtual classroom
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