Online Teaching Conference 2014: The Virtual Sessions

The 2014 Online Teaching Conference is sold out, but here are all of the pre-recorded virtual sessions from practitioners around the world who contributed to this year's conference. Enjoy - and learn! Hopefully, we'll be able to see you in person at next year's conference!

5 Ways to Encourage StudentEngagement Online (OTC14) Doug Borcoman https://www.youtube.com/watch?v=CfupeMX5exM

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-29.0901.M.75CE7C47885EC26B6C7874906392F8.vcr&sid=2007002

This presentation outlines 5 methods successfully utilized to enhance student engagement: the use of the group function in Collaborate to produce a video project; the use of student podcasting; the use of student voice applications for discussion forums; the student use of Camtasia for individual ad group online projects/presentations; the use of the journal on, for example, Blackboard and other LMS's. Student responses to these methods and sample work are showcased during the presentation. By Douglas Borcoman of Coastline Community College. 

Creating an Online InteractiveSyllabus (OTC14) Deanna Heikkinen https://www.youtube.com/watch?v=Yp6t8O2eLBM

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-14.0823.M.62B4F474C778349ACFEB83EBC81407.vcr&sid=2007002

This presentation shows how to create an interactive and engaging electronic syllabus. Learn how to create a magazine look for your syllabus in full color that includes hyperlinks in an index. This is a great way to engage your students from the start of the class. By Deanna Heikkinen of Los Angeles Valley College. 

Cyberbullying of Faculty in OnlineClassrooms (OTC14) Michael Eskey (and son) https://www.youtube.com/watch?v=3Yc8BSxzeDY

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-01.0832.M.DC3EEF8EFC006FD2E57F4A9398A193.vcr&sid=2007002

The number of students enrolled in online courses is increasing. With the growth, online learning is experiencing an increase in cyber-assaults, written and verbal assaults, and cyber=bullying. The presentation addresses the growing problem of faculty bullying by students in the online classroom. Policies and protections available to online faculty are addressed, with recommendations for preventing and addressing cyber-bullying. By Michael Eskey of Park University. 

Decreasing Student ProcrastinationThrough E-mail and Multimedia Tools in Online Courses (OTC14) Sonja Bethune and Steven Brownson https://www.youtube.com/watch?v=IN9E4CvOJzY

 Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-04-30.1307.M.A6475DD4CC96F4F519728AB8B3BB77.vcr&sid=2007002

A research study on student procrastination examined the impact of using a multimedia method o Voki videos (animation) as well as consistent e-mail communication as a strategy to increase on-time student postings of the weekly discussions and written assignments. Based on the methods, the researchers hypothesize that there will be a connected impact with higher levels of student retention and greater interactivity leading to higher levels o student satisfaction with online learning. The findings will be used as a form of best practices in order to improve student interactivity and student retention online. By Sonja Bethune and Steve Brownson of Ashford University.

 

Designing Successful FacultyTraining for Online Teaching PART 2 (OTC14) Rolando Regino https://www.youtube.com/watch?v=R9iilurjIuI

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-29.1304.M.DF19644DF987F2C1693E60E08B4827.vcr&sid=2007002

As online courses and programs in the colleges increase year by year, the training of online instructors has not kept up with "the demand for excellence," according to Dr. Rena Palloff, one of the authors of The Excellent Online Instructor (2011). This workshop discusses research into the characteristics of good online instructors and courses, the pedagogy paradigm shift for instructors, as well as current faculty development models such as Quality Matters, all of which contribute to producing the excellent online instructor. Faculty training models that are developing in the colleges are also discussed. By Dr. Rolando Regino of Victor Valley College. 

Embedding Multimedia: Enegize andEngage the Online Learner (OTC14) Steven Brownson and Wendy Conaway https://www.youtube.com/watch?v=z8SmUpuLtMU

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-04-30.0958.M.FC4E820B51B69825042E91A56AC12C.vcr&sid=2007002

This presentation show you a hands-on way to incorporate multimedia such as animation, videocasts, and pow toons to motivate online learners. The session is presented by two instructors who field-tested the multimedia leading to higher levels of interactive (student-student, student-instructor, and student-content). Contains practical knowledge on extending interactions and reaching your online students. By Steven Brownson and Wendy Conaway of Ashford University.

 

How to Collaborate with Facultywhen Developing an Online Course (OTC14) Mauricio Cadavid https://www.youtube.com/watch?v=kkAZgw8DKjM

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.1241.M.60068A933BF2D80D73802AD0408F9F.vcr&sid=2007002

 Learn some of the strategies used to develop a productive collaboration program with faculty teaching online / blende courses. Strategies and techniques to help instructional technology staff and faculty work together are presented. Includes tips and stories from successful working relationships tat have led to effective course development and delivery. By Mauricio Cadavid of CSU San Bernardino. 

Integrate Collaborative GoogleDocs Into Existing LMS (OTC14) Darlene Scangarello https://www.youtube.com/watch?v=SimfcEFR_1s

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-28.1013.M.15AA16EE0F7D46E960B5DD64AF8DF7.vcr&sid=2007002

Many times faculty wish to have students interacting with one another's assignments, offering feedback and reflecting on each other's work products. However, what tool to use, and where to house it, are often cumbersome questions to answer. Google Docs provides a single location with multiple users to add content and feedback and can easily be embedded into your course iframe HTML. Explanation, instructional video, and job aid provided. By Darlene Scangarello of National University. 

iPad Yes I Can! Efective iPadIntegration Strategies for Your Course (OTC14) Mauricio Cadavid https://www.youtube.com/watch?v=dDM9kpzfVQU

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.0934.M.D8357182630C1F6796C9FB7AB90741.vcr&sid=2007002
 

Provides ideas and strategies to successfully implement the iPad in class settings as well as integrate interactive and engaging activities in lessons. Learn basic iPad navigation shortcuts, with an array of applications that will surely enhance your instruction. With Mauricio Cadavid of CSU San Bernardino.

Moodle for Constructing OnlineLearning (OTC14) Cynthia Chandler and Scott Moss https://www.youtube.com/watch?v=Fr06Unzq874

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-19.1502.M.BFA00FEBD6866510944F3D1DD516C3.vcr&sid=2007002

For many, Moodle is the preferred system for constructing the final digital project online. There are many learning management systems, few as flexible or robust with built-in learning objects, and even fewer are open source. The session demonstrates four major elements: Design and Technology, Pedagogy and Instruction, Student-centered Learning, and Assessment and Evaluation. By Cynthia Chandler with National University. 

Set Sail with Science Online! (OTC14) Nicole Simon https://www.youtube.com/watch?v=IykjV9ghqTE

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-08.1031.M.96899A14B23A63055131C391608F3E.vcr&sid=2007002

Still teaching science the old way? Try teaching scince online! Using simulations and virtual experiments, students can repeat laboratory experiments and increase retention of information. This presentation provides examples of simulations within the STEM disciplines, and you will learn how to use simulation in your classes. Presented by an educational technologist and a science educator who teaches laboratory science courses online. With Nicole Simon of Nassau Community College. 

Who Should Succeed in OnlineCourses? (OTC14) Larry Lambert https://www.youtube.com/watch?v=CuCSpQdD7sY

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-23.1106.M.5505B741E0542FF8ED91297163CDA5.vcr&sid=2007002

Student success in online learning depends on preparation, awareness and an epilogue of interaction from faculty and mentors There is no such thing as a bad student, but not all students are good. Understand how students display signs of unpreparedness with online courses and how to overcome those obstacles. With Larry Lambert of Southwestern College District.

You Are Teaching a Course Online!Did You Do It Right? (OTC14) Mauricio Cadavid https://www.youtube.com/watch?v=qSMz2XBqFRw

Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.1337.M.07E5B5EFC4D17CA9A998566CC79999.vcr&sid=2007002

Strategies for student success, engagement, and a positive learning experience are presented. The session also covers about developing rapport with online students, as well as a list of Web tools that can be used for effective design of class activities and participation. With Mauricio Cadavid of CSU San Bernardino. 

Some Virtual Presentations from Online Teaching Conference 2014

For the first time, we've sold out all seats to the Online Teaching Conference, but - thanks to the wonders of online teaching technology - you can attend many sessions virtually. In fact, you can attend some of the sessions before the conference even begins! Several sessions were pre-recorded for various reasons, and will not be presented during the actual conference June 20 and 21. So stick on a name tag and enjoy! (We had so many virtual presentations, I'll have to spread these out over several posts.)




5 Ways to Encourage Student Engagement Online. This presentation outlines 5 methods successfully utilized to enhance student engagement: the use of the group function in Collaborate to produce a video project; the use of student podcasting; the use of student voice applications for discussion forums; the student use of Camtasia for individual ad group online projects/presentations; the use of the journal on, for example, Blackboard and other LMS's. Student responses to these methods and sample work are showcased during the presentation. By Douglas Borcoman of Coastline Community College.



Creating a Community of Acceptance for Students with Asperger's Syndrome. Students with learning disabilities caused from Asperger Syndrome face many challenges. These challenges can derive from difficulties pertaining to social interaction in the classroom and collaboration when working in a group environment. The presentation provides a strategy the includes indicators signaling the need for additional instructor intervention and how to encourage communication and collaboration.  By Dr. Henry Roehrich of Park University.




Creating an Online Interactive Syllabus. This presentation shows how to create an interactive and engaging electronic syllabus. Learn how to create a magazine look for your syllabus in full color that includes hyperlinks in an index. This is a great way to engage your students from the start of the class. By Deanna Heikkinen of Los Angeles Valley College.





Cyberbullying of Faculty in Online Classrooms. The number of students enrolled in online courses is increasing. With the growth, online learning is experiencing an increase in cyber-assaults, written and verbal assaults, and cyber=bullying. The presentation addresses the growing problem of faculty bullying by students in the online classroom. Policies and protections available to online faculty are addressed, with recommendations for preventing and addressing cyber-bullying. By Michael Eskey of Park University.




Decreasing Student Procrastination Through E-Mails and Multimedia Tools in Online Courses. A research study on student procrastination examined the impact of using a multimedia method o Voki videos (animation) as well as consistent e-mail communication as a strategy to increase on-time student postings of the weekly discussions and written assignments. Based on the methods, the researchers hypothesize that there will be a connected impact with higher levels of student retention and greater interactivity leading to higher levels o student satisfaction with online learning. The findings will be used as a form of best practices in order to improve student interactivity and student retention online. By Sonja Bethune and Steve Brownson of Ashford University.




Designing Successful Faculty Training for Online Teaching. As online courses and programs in the colleges increase year by year, the training of online instructors has not kept up with "the demand for excellence," according to Dr. Rena Palloff, one of the authors of The Excellent Online Instructor (2011). This workshop discusses research into the characteristics of good online instructors and courses, the pedagogy paradigm shift for instructors, as well as current faculty development models such as Quality Matters, all of which contribute to producing the excellent online instructor. Faculty training models that are developing in the colleges are also discussed. By Dr. Rolando Regino of Victor Valley College.

Marshall McLuhan and Web Conferencing: What Message Is Our Medium?

I've just read a fascinating chapter by Mark A. McCutcheon which reflects on Web conferencing, Marshall McLuhan's thinking, and intellectual property issues. The print version appears in McLuhan's Global Village Today: Transatlantic Perspectives (Pickering and Chatto, 2014, ISBN-13:9781848934610) and a "pre-copyedited, pre-print version" is available here. The author covers more than I can describe here (and does a better job than I can), but I'd like to explore a few points specifically related to the Web conferencing medium.

McCutcheon was asked to present a paper at a conference which, as it turned out, he could not physically attend. Instead, he used Web conferencing to present his paper. But what does that mean, he asks? "I was neither present at the event, nor presenting a paper, as denoted by academic tradition, so much as orchestrating an audio-visual 'presentation,' at once a performance and a recording" (emphasis added). He presented "a digital slideshow, video images of my talking head and of the room of delegates..., and my microphoned voice, as I spoke the text of my paper." The session was recorded and can be "called up, replayed and paused, and distributed as a link with a password."

Web conferencing, says McCutcheon, "blurs the lines between performance and recording, between presence and representation." He goes on to describe a "dubject" created by this kind of technology, "assembled through technologies of mechanical reproduction, and distributed through networks of electronic distribution that blur the boundaries between ... consumer and commodity, the organic self and technological others...." We who use Web conferencing and similar technologies to reach distant audiences and/or future audiences are using "dubjection": "a technological doubling and spacing of the self."

He describes the spacing vividly:

On the day of the proceedings, I wasn't at Marburg, or at AU... If the conjunction at connotes a sense of place, of position - a humanistic, common-sense expression of live, embodied presence - then in that sense, I was somewhere, of course: I was at a neighbour's house. But that place became neither here nor there, so to speak, for the duration of my attendance at the conference. Would it be more precise to say that, at that time, I was "@" a number of spaces at the same time?... My image and voice projected into the Marburg town hall, racing unplumbed lengths of cable and unknown airborne frequencies, translated into strings of ones and zeroes as dense and complex as protein chains. Routed and rerouted through data centres and ISP addresses across the Atlantic (and quite possibly elsewhere), my dubjected presence traversed any number of relays and channels in the global IT network, less a village, certainly, than a vast electric ocean.

 All of us who have practiced Web conferencing are familiar with this disconnect. We're "here" and "there" at the same time, and our audience is "there" but we want them to be "here" while we're communicating with them. We want to see them and gauge their reactions, inspire them, motivate them, connect with them. The technology allows us to do some of that - more than we expected, in many cases - but it can't (yet) hide the "dubjection" effect. McLuhan said once that "media are a means of extending and enlarging our organic sense lives into the environment." That's why we confer (Confer) through Web conferencing.

The medium (Web conferencing) may well be the message. McLuhan proclaimed famously that "it is the medium that shapes and controls the scale and form of human association and action" (p. 9) and that "the 'message' of any medium or technology is the change of scale or pace or pattern that it introduces into human affairs" (p. 8). To ignore the change of scale, pace, and pattern that the virtual classroom engenders is to disconnect with the experience and the audience(s) we're trying to address. This evolving medium has the capacity to enrich our perceptions, insights, connections, and understanding of one another, provided we exploit its potential and help students and audiences to adapt to it.

Sail Into Online Student Success: Come to San Diego This June!

We've finalized the program for the 2014 Online Teaching Conference and looks like a terrific lineup! If you're an online educator, you spend a lot of time alone with your computer and your problems. At OTC, you're not alone! You can get critical insights directly from your colleagues, share your experiences, learn the latest strategies, and become a part of our wonderful community of online professionals. Join us June 20 and 21 for a comprehensive exploration of online teaching and learning. Get ready for two interactive days of learning that will prepare you to lead your institution with new ideas to power up online student success.

The OTC team has put together a top-notch program of sessions - presented by real online education professionals. Join us in San Diego for a unique professional development and networking event with opportunities to learn from distance education leaders about online teaching techniques and tools that will improve your bottom line and help your students fulfill their educational goals.

Online teaching conference 2014 from bvmorrow

Be the Best Web Conferencer You Can Be! Tips for Best Practices

If you've been using Web conferencing software for a while, you probably already have a sense of
what is good practice with the tools. "Best practice" is more difficult to define and depends on context: your mileage may vary from mine. As instructors, we rely on intuition rather than dogma to develop best practice and what we know is more implicit than explicit. I've done a bit of research (so, hopefully, you won't have to) to try to locate sources where best practices in Web conferencing for instruction have been communicated and explained. There is also a significant amount of knowledge chronicled in other posts on this blog, so this will definitely NOT be the last word. Use it as a starting point.

Ms. Giovanna Badia and Mrs. April Colosimo presented at the 2013 ASEE (American Society for Engineering Education) Conference on "Best Practices for Engaging Users in a Web Conferencing Environment". They emphasize the need to 1) Introduce and Orient; 2) Inform; 3) Reinforce Active Learning and Feedback; 4) Humanize the Environment; 5) Close and Follow-Up. Among their tips: "There are advantages and disadvantages to maximizing the screen while displaying the content. For instance, the chat box will no longer be visible to the presenter. However, it will also mean that the names of registrants will not be seen in the resulting video. It can be a challenge to devote attention to both presenting and scanning for questions or comments, so it is advisable to have a second person, whenever possible, to monitor and respond to chats...." "Just as with face-to-face sessions, you can present case studies or prompt students for topic suggestions if illustrating search tools. It can be distracting for participants to move back and forth from applications to the web conferencing software so it may require more planning in advance. Try to slow down when demonstrating, since there may be a delay between what the instructor shows and what participants see on their screens...." "Use questioning as an active learning technique to involve everyone via audio, chat, or with the use of a whiteboard. Be patient and wait for responses. Decide how to manage discussions beforehand, with participants raising their hands or waiting for their turn to type or speak. Take time to reflect on comments and ask participants to elaborate. If you feel relaxed enough, you can prompt specific individuals by name to contribute to a discussion but it has to be done sensitively since there are no visual cues to indicate whether or not someone is comfortable responding. The whiteboard can be
a tool for engaging participants in the design of a concept map, brainstorming ideas, and producing a list of key terms...."

Learning Solutions Magazine  posted an article recently by Darlene Christopher entitled, "Best Practices for Polling in Web Conferences". Her suggestions for designing poll questions: 1) Keep it short; 2) Avoid double-barreled questions; 3) Eliminate acronyms or unclear language; 4) Avoid leading or biased questions. When formulating responses, she recommends: 1) Use plain language; 2) Limit answer choices; 3) Use mutually exclusive responses; 4) Use number increments in equal amounts; 5) Include options for outliers; Include a "don't know" option if  appropriate. The article includes many practical suggestions for rehearsing, anonymous polling, and broadcasting poll results.

Jozianne Mestas at the University of Colorado, Denver, has published "Best Practices for Web Conferencing With Adobe Connect Pro." The article provides advice for PowerPoint Preparation: "be
conscientious of the font sizes you select to ensure that your web participants will be able to read your slides. The same principle applies for using intricate pictures, graphics and non-standard fonts. Since Adobe Connect Pro uses its own reader to view the presentation, in order to make sure all participates can view the content, it is best to use simple fonts, graphics, and animations." On Screen Share: "If you choose to utilize the screen share option, it is recommended that you use the screen
resolution of 1024x768 to ensure that your participants can see your screen without demanding too much computer network bandwidth." For audio: " I recommend limiting the number of open microphones at one time to minimize the possible confusion caused by multiple individuals trying to
talk all at once."


Saint Leo University makes available its one-page "Web Conferencing Best Practices for Moderators" divided into 3 sections: 1) Before Session (test connectivity, check lighting and background objects, etc.); 2) During Session (use an ice breaker, speak clearly and at an even pace, etc.); and 3) After Session (follow up with meeting notes and next steps).

The Sloan Consortium has a presentation by Linda Macauley of Elizabethtown College entitled, "Best Practices in Using Interactive Web Conferencing for Online and Hybrid Courses". Linda's work has also appeared in Faculty Focus. Her tips can be divided into these categories: Getting Started; Classroom Management; and Troubleshooting and Technical Support. Getting Started: practice in Classroom Management: explain the icons; establish a protocol for speaking and asking questions; appoint students to be presenters; use yes/no buttons periodically. Troubleshooting and Technical Support: add the help number to every invitation; remind students about background noise; do periodic sound checks;schedule at least one test session with students; provide "how to join"

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instructions to students; post invitations where students will find them.

Sloan-C also archived a presentation by three Eastern Kentucky University professors - Paula Jones, Maryann Kolloff, and Fred Kolloff - entitled "Best Practices to Promote Learning Through Web Conferencing: Resources, Tools and Teaching Methods".  These three emphasize these best practices: 1) Prepare Content Beforehand; 2) Plan a Practice Session; 3) Have an Assistant on Hand. They also list several "Before the first meeting" tips, e.g., plan for accessibility needs, share a whiteboard with the number for technical support early in the session, log in 15-20 minutes early. There is a another list of tips to follow during the session: make sure that student interactions are required every few minutes;
plan for breaks; close items when finished with them.

Conference Calls Don't Have to Hurt!

For some people, attending a conference call is about as pleasant an appointment as having a root canal. We've all had bad experiences with conference calls - noise from barking dogs or crying babies, interruptions from late arrivers, painful and awkward silences, several people speaking at once, and so on - but many of us have discovered that conference calls are great for collaborating and provide a cost-effective and efficient way to bring groups together from any distance. They're easy to set up and can be very productive, provided you take some prudent precautions.

I'm sure you'll find this Tripp and Tyler video amusingly familiar (albeit exaggerated).


What can you do to make sure your conference call doesn't go as disastrously as this IRL (In Real Life) conference went?

Take Charge and Be On Time. Someone has to direct a conference call, just as with any meeting. It doesn't have to be the boss, but everyone needs someone who will decide who has the floor, whose turn it is to talk, and what the subject is. This person should also be first on the call, so that joiners are greeted, the clock (see below) can be started, etc. If the meeting moderator does not arrive on time, everyone else is stuck with music until (s)he shows up.  It might also be good for the group if the greeter role changes hands as each new person comes onto the call. Make sure everyone agrees on the length of the meeting, and adjust the time or agenda if someone has to leave early. Here's a humorous take on what happens when someone joins a conference call after the meeting has been going for a while.



Who Are You? When you speak, identify yourself. This looks silly in real life, but - especially when conference calls are starting out - it's important to know who's doing the talking when you can't see them. And if you haven't spoken for a while, listeners may find it difficult to recognize you.

Noise. Close your door. Put your rustling papers out of reach. Don't move the phone, and put your pen down if you're a pen-tapper. Make sure your keyboard is quiet (if you insist on typing while Conferring). Take a cough drop if you're prone to hacking. That takes care of you, but how do you control those noisy participants calling in from airports, cars, or nursery rooms? The same way: insist that they either mute themselves or move to a quieter environment. In some cases, it's best to ask the caller to hang up and try again from a quieter phone. To avoid unnecessary embarrassment, ask callers to avoid cell phones and cheap speakerphones: they "buzz" or produce static that annoys everyone else, and their signals are prone to dropping. Also, make sure everyone knows NOT to put their phones on hold: doing so may result in unwanted music that will tempt everyone to regret that dental appointment they could have been attending.

Don't Interrupt. It's rude, for one thing. For another, it's very hard on call participants to understand what's going on when several people are speaking at once.

Call on People. Instead of asking if anyone has an opinion - which will lead to several people speaking at once - call on each person individually. You can do this with a single sentence: "I'd like to hear from Phill, then Michelle and then Chris." Also, don't let any one person speak longer than 10 minutes. Attentiveness and listening become compromised when the same voice dominates, and your group members will begin to multi-task (read e-mails, respond to IMs, make grocery lists) as you let this continue. Some moderators use the "Clock" method for directing discussions: the first person is one o'clock, second is two o'clock, etc.

Stay on Track. As with any meeting, a conference call needs an agenda and the call will be successful only if you stick to it. If all participants have a copy of the agenda prior to its start, you'll find it easier to bring them back to it when they begin to stray (and it will skirt the problem of people trying to listen and read at the same time). It's a good idea to prime the conversation by letting participants know in advance what question(s) you hope to have answered when you meet. Another helpful accessory - if you have time to prepare it and send it to participants - is a brief bio of each participant, so that everyone will know something about the person who's talking. If there are any pre-conference call tasks you need them to do or materials you want them to have for the call, make that clear in your invitation (boldface, ALL CAPS, etc.).

Grin and Bear It. Smile. No matter what. You sound better when you're smiling, and everyone will feel better because your voice comes across as friendly and happy.

The Web Conferencing Skill Set

"Ah, mastery... what a profoundly satisfying feeling when one finally gets on top of a new set of skills... and then sees the light under the new door these new skills can open, even as another door is closing." - Gail Sheehy

We've spent a lot of time in this blog discussing the tools of Web conferencing and some of the practices which have proved most effective in using those tools. As with any tool set, the level of skills in the use of these tools is a significant variable in their successful implementation. Instructors and students come to the virtual classroom with different skill levels, personalities, and experiences, all of which play a role in determining the learning climate.

Valaitas et. al. studied instructors who used Web conferencing to teach health sciences. By identifying personality types in their instructor sample - "Pragmatists, Positive Communicators, and Shy Enthusiasts" - they were able to differentiate approaches to the use of and acquisition of skills in the tools of Web conferencing. The "positive communicators" in this group "strongly disagreed" with the statement "The application sharing tool is a bit confusing for participants and presenters" and "were not challenged by the application-sharing feature." By contrast, the "shy enthusiasts" preferred the "ability to interact online by responding to multiple-choice or open-ended questions." The "pragmatists" in this sample did not show a particular proclivity to any particular tool, although all three groups were generally positive about the technology. This suggests that skills and personality may be inter-related in this arena.

The "digital natives" in modern classrooms may not be quite so "native" in the Web conferencing environment. Kennedy et. al. report that only a third of students surveyed had used a Web conferencing tool; two-thirds had not. It's clearly not safe to assume that your students know this software and will be able to help you find your way around.

Matt Bower points out the need for and variability of skills in this environment in his three-semester study of Web conferencing used for instruction. He observed "four levels of online collaborative competencies... operational, interactional, managerial, and design." He also notes that "the relative importance of students and teachers possessing the different levels of competencies depended on the degree of interactivity in the learning processes." The instructors who designed into their lesson plans greater interactivity increased the potential for misuse of the tools and the need for competencies to manage the interaction, operate the tools, and interact successfully. "Firstly, there are several tools to master; secondly, different tools need to be selected depending on communication requirements; thirdly, the affordances of tools in combination requires consideration; and fourthly, decisions about how to use tools often need to be made in real time. Failure to understand one subtle feature of a tool or its use can have a crippling impact on the learning episode, amplifying the importance that users have developed technical and collaborative competencies...."