Sylvia,
You mention an essential element in the decision to use synchronous or asynchronous - quality.
A boring lecture is still boring whether it's synchronous online or f2f. I still think, though, that there are sometimes compelling reasons to use syncronous content delivery. For example, I've worked with several instructors who communicate verbally much better than in writing. Interactive, syncronous voice systems like Skype or eLive can help draw out these stengths.
Given this, I'd have to say that most in-depth content-based discussions are better done asynchronously, and I'd generally reserve synchronous interaction for topics such as class introductions, meeting the teachers, or discussions about process or project management.
Nevertheless, just last week I recommended to an instructor that she use a weekly or bi-weekly eLive session for a Practicum course. Part of this decision was based on the instructor's excitement about this technology. The learners will be all over the world with each of them working in a different placement. They will rotate sharing their placement experiences. I'm hoping that they'll get a sense of connection, support and encouragement, and a sense that there is a community backing them. I'd welcome more ideas about how to achieve these goals more effectively!
My goodness, these choices are complex!
Vivian
Vivian Neal
Posts made by Vivian Neal
Sylvia,
Balancing synchronous and asyncronous activities? Having a smattering of both over time is nice, but there are times when one is better than the other. I haven't coordinated a community for a while, so I'll relate my experiences as a participant.
BCCampus
I'm a sometimes participant and mostly lurker in the BCCampus online community. I've participated in a couple of syncronous online events and this has spurred me to continue to visit to check for more of these. I tend to be looking for just-in-time information about instructional design and program design ideas. I've also particpated in two syncronous in-person events and these have helped me to get to know community members. Until I gain a stronger sense of community, I prefer these syncronous events. In fact, for the asyncronous discussions, I haven't found anything that seems worthwhile to share for the topics at hand. I guess I don't feel like part of the online community even after a year of "membership."
Online Student
I'm also a student of online courses which have asyncronous discussion to accommodate the international audience. Your intentions for this SIG, Sylvia, may be a focus on ongoing communities, but many of the design and activity choices are the same, I believe, for courses. I always start my courses with a plethora of inviting remarks and introductory comments as I know that this higher energy is needed in early group or community formation. This early interaction could benefit from a syncronous inroductory session which incubates group energy more quickly. In my small working groups, I like to have a syncronous session early in our work as it helps me remember who's who and it gives me a feel for my group members' constraints, strengths, and weeknesses. Then, their asyncronous contributions have more context.
I'd like to know if others have had similar experiences?
Vivian
Balancing synchronous and asyncronous activities? Having a smattering of both over time is nice, but there are times when one is better than the other. I haven't coordinated a community for a while, so I'll relate my experiences as a participant.
BCCampus
I'm a sometimes participant and mostly lurker in the BCCampus online community. I've participated in a couple of syncronous online events and this has spurred me to continue to visit to check for more of these. I tend to be looking for just-in-time information about instructional design and program design ideas. I've also particpated in two syncronous in-person events and these have helped me to get to know community members. Until I gain a stronger sense of community, I prefer these syncronous events. In fact, for the asyncronous discussions, I haven't found anything that seems worthwhile to share for the topics at hand. I guess I don't feel like part of the online community even after a year of "membership."
Online Student
I'm also a student of online courses which have asyncronous discussion to accommodate the international audience. Your intentions for this SIG, Sylvia, may be a focus on ongoing communities, but many of the design and activity choices are the same, I believe, for courses. I always start my courses with a plethora of inviting remarks and introductory comments as I know that this higher energy is needed in early group or community formation. This early interaction could benefit from a syncronous inroductory session which incubates group energy more quickly. In my small working groups, I like to have a syncronous session early in our work as it helps me remember who's who and it gives me a feel for my group members' constraints, strengths, and weeknesses. Then, their asyncronous contributions have more context.
I'd like to know if others have had similar experiences?
Vivian
Sylvia,
Wow! Did you say dancing at the Rendezvous? I'll put on my dancing shoes and my best outfit!
I guess I should introduce myself before I go on. I'm a Program Director at LIDC at SFU. For those of you who don't speak LowerMainland/SFU, that's the Learning and Instructional Development Centre at Simon Fraser University. I'm also a student in the Master of Educational Technology (MET) program at the University of British Columbia (UBC).
I work with several learning programs, but my most interesting challange right now is the conversion of two blended programs to a new course management system (CMS). The programs currently use a home grown course managment system that was built at the now defunct Technical University of British Columbia (TechBC) and we are converting them to WebCT. I'm telling you this because I'm looking for advice from anyone who has experience in converting from one CMS to another. 8-) (I was looking for an emoticon for "hopeful")
Regarding Big Brothers Big Sisters, I'm working on a self-directed online learning program of about 100 hours to orient new case workers to the organization and to various procedures and standards. Alas, there is no online community component, and, in fact, no interaction with other humans. Even so, I'm confident that it will be an engaging learning experience that will tie in with other face-to-face components of case worker training.
I'm very much looking forward to sharing and learning from all of you at the Rendezvous - and I hope some of you love to dance!!
Vivian
Gad Zeeks! No speller?
Wow! Did you say dancing at the Rendezvous? I'll put on my dancing shoes and my best outfit!
I guess I should introduce myself before I go on. I'm a Program Director at LIDC at SFU. For those of you who don't speak LowerMainland/SFU, that's the Learning and Instructional Development Centre at Simon Fraser University. I'm also a student in the Master of Educational Technology (MET) program at the University of British Columbia (UBC).
I work with several learning programs, but my most interesting challange right now is the conversion of two blended programs to a new course management system (CMS). The programs currently use a home grown course managment system that was built at the now defunct Technical University of British Columbia (TechBC) and we are converting them to WebCT. I'm telling you this because I'm looking for advice from anyone who has experience in converting from one CMS to another. 8-) (I was looking for an emoticon for "hopeful")
Regarding Big Brothers Big Sisters, I'm working on a self-directed online learning program of about 100 hours to orient new case workers to the organization and to various procedures and standards. Alas, there is no online community component, and, in fact, no interaction with other humans. Even so, I'm confident that it will be an engaging learning experience that will tie in with other face-to-face components of case worker training.
I'm very much looking forward to sharing and learning from all of you at the Rendezvous - and I hope some of you love to dance!!
Vivian
Gad Zeeks! No speller?
Sylvia,
Yes, the ongoing space is exactly what I was hoping for.
"Open for anything" is a great way to start also. Having too many places to post and disucss items can get confusing, so I like the Keep It Simply approach.
Vivian
Yes, the ongoing space is exactly what I was hoping for.
"Open for anything" is a great way to start also. Having too many places to post and disucss items can get confusing, so I like the Keep It Simply approach.
Vivian
Sylvia,
Yes, the ongoing space is exactly what I was hoping for.
"Open for anything" is a great way to start also. Having too many places to post and disucss items can get confusing, so I like the Keep It Simply approach.
Vivian
Yes, the ongoing space is exactly what I was hoping for.
"Open for anything" is a great way to start also. Having too many places to post and disucss items can get confusing, so I like the Keep It Simply approach.
Vivian