Table of Contents

Title Page

Copyright Page

Dedication

Preface

AUDIENCE

ORGANIZATION

ACKNOWLEDGMENTS

About the Author

CHAPTER 1 - Learning, Live Online

SYNCHRONOUS INTERACTION ACROSS THE LEARNING CONTINUUM

NEEDS SERVED BY SYNCHRONOUS INTERACTION

THE SYNCHRONOUS COMPACT

INDICATORS FOR REAL-TIME ONLINE LEARNING

LEARNER SKILLS DEVELOPED AND ASSESSED LIVE ONLINE

CHAPTER 2 - Real-Time Learning as Good Practice

CONTACT BETWEEN STUDENTS AND FACULTY

COOPERATION AMONG STUDENTS

ACTIVE LEARNING

PROMPT FEEDBACK

TIME ON TASK

HIGH EXPECTATIONS

DIVERSE TALENTS AND WAYS OF LEARNING

CHAPTER 3 - Tools for Learning in Real Time

TEXT-BASED TOOLS

LIVE AUDIO AND VIDEO TOOLS

CONTENT, DISPLAY, AND OTHER INTERACTIVE TOOLS

CHAPTER 4 - Real-Time Learning Venues

A MOVING TARGET

CHAT ROOMS

INSTANT MESSENGER

MULTI-USER VIRTUAL ENVIRONMENTS

VIRTUAL REFERENCE, TUTORING, AND HELP DESKS

VIRTUAL OFFICES AND VIRTUAL MEETING ROOMS

VIRTUAL CLASSROOMS

INTERACTIVE WEBCASTING

WEBCASTING OR BROADCASTING

IN-CLASS ONLINE AIDS

CHAPTER 5 - Facilitating Learning in Real Time

BE A GOOD HOST

INFLATE A BUBBLE OF CONCENTRATION

BE A RINGMASTER

USE VIRTUAL BODY LANGUAGE

RELY ON OTHERS: YOU ARE NOT ALONE

USE THE SYNCHRONOUS DASHBOARD

BE PREPARED AND MANAGE CRISES

CHAPTER 6 - Real-Time Online Learning Activities

MAGNETIC BRAINSTORMS

STONE SOUP

SOLO FISHBOWLS

PAIRED PARTNERS OR DYADS

CRACKER BARRELS

GUEST APPEARANCES AND CO-HOSTS

LIVE BLOGGING AND CCLOGGING

EXPEDITIONS AND VIRTUAL TRAINING LABS

MULTIPLE VENUE PRODUCTIONS OR PRESENTATIONS

Additional Resources

References

Index

Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

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Library of Congress Cataloging-in-Publication Data

Finkelstein, Jonathan.

Learning in real time : synchronous teaching and learning online / Jonathan Finkelstein. p. cm.

Includes bibliographical references and index.

eISBN : 978-0-470-59662-3

1. Computer-assisted instruction. 2. Educational technology. 3. Internet in education. 4. Distance education. 5. Education, Higher—Computer-assisted instruction. I. Title.

LB1028.5.F.33’4—dc22

2006010548

PB Printing

For my teachers,
Mom and Dad

Preface

There is nothing new about synchronous learning. Arguably, huT mans have been learning in real time since they began to communicate with one another. Real-time instruction on the Internet, by comparison, is relatively new. Though many technologies are designed to remove the need for human involvement, synchronous tools turn the spotlight squarely on people and invite the participation of those willing, ready, and able to share, collaborate, and learn. Perhaps more than any other form of computer-mediated communication, real-time learning strips away barriers to reveal the natural give-and-take and subtleties of human dialogue that are the hallmark of in-person exchanges.

In the wake of an initial movement to seize the “anytime, anywhere” nature of the Web, bring courses online en masse, and scale enrollment, there is now a renewed focus in education on quality of instruction, student engagement, and retention. Real-time tools are playing a growing role in enhancing formal learning experiences and just-in-time interactions with instructors and peers who are increasingly connected not “anytime, anywhere” but “all the time, anywhere.” Personalized and caring student support services—such as tutoring, advising, help desk, or reference support—have also been expected to meet the needs of learners who want to succeed online and are benefiting from the meaningful relationship-building and immediacy possible in synchronous settings.

The growing use of real-time technologies holds great promise to re-invent collaboration and interactivity and “warm” the way we learn online—if we choose to try new things. Regrettably, for some, their only experience in this realm has been taking part in a one-sided synchronous lecture, leaving them to question the value of real-time tools and the purpose of gathering live online. You will see few references to “slides” and “lecturing” in this book. The main thrust of the chapters that follow is to provide learning professionals with the guidance and concrete strategies needed to know when and how to facilitate synchronous interactions that leave no one wondering why everyone needed to be there at the same time.

I do not envision a world in which all learning happens in a live virtual classroom, interactive Webcast, or instant messenger. Learning happens across a continuum that includes a wide array of planned and unplanned, asynchronous and synchronous communication, and it happens in groups, one-on-one, and alone. Well-conceived, on-demand approaches that summarily exclude live interaction—whether it be formal or informal—without considering the unique possibilities it offers may be unnecessarily limiting the ultimate potential of a learning experience.

This book does envision a future in which learning that takes place in synchronous spaces resembles and builds upon the very best of offline interaction, and it serves as a needed resource to help make that so.

AUDIENCE

This book will be of great value to anyone already involved in live online teaching or facilitation, or anyone considering a foray into that realm. Each chapter considers the academic context of faculty members looking to humanize and improve learning through real-time interaction. The book will also be a valuable resource to instructional designers, tutors, advising staff, librarians, and anyone involved in faculty development, course design, or the provision of student support services. Administrators—such as those in admission, alumni, or public relations departments—may also find the book a source of inspiration for the potential of live online outreach. The instructional strategies offered here have also been successfully applied in corporate training, online marketing, and other online learning and communication arenas, and professionals in these areas will also find this book to be an important and invaluable guide.

ORGANIZATION

Intended as an accessible guidebook or desk reference, Learning in Real Time focuses on practical knowledge and strategies for designing and facilitating live online learning experiences. Although it draws on theoretical material, the book’s emphasis is on good practice and effective use of synchronous technologies in real-world, real-time scenarios. Chapter One explores the kinds of contexts that call for live online instruction. It offers the notion of a “synchronous compact”—an implicit agreement between instructors and learners in real-time environments to focus on that which requires their concurrent presence—and asks when live interaction should be considered over asynchronous alternatives. It also highlights learner skills that can be developed and assessed uniquely in real-time settings but that are often overlooked or not taught online. Chapter Two measures the potential of synchronous learning against commonly accepted principles of good practice in education and offers first-hand evidence from practitioners in the field.

The next two chapters take a closer look at synchronous technology itself. Chapter Three examines some of the most common tools available for text, audio, and visual interaction live online and then assembles these tools into synchronous venues, such as virtual classrooms, chat rooms, instant messengers, and interactive Webcast environments, and Chapter Four explores the kinds of instructional goals best served by each.

Chapter Five turns to facilitation skills for synchronous online settings and offers seven major techniques for ensuring that learning is happening live online and that instructors are connecting effectively with students. With confidence in our ability to proficiently facilitate live activities, we proceed in Chapter Six to a set of original, instructional approaches for fostering collaboration and learning, live online. Each activity constitutes a template that can be applied to virtually any subject matter and includes several examples, variations, and suggestions for embedding the live experiences into the overall learning continuum, including asynchronous coursework.

Finally, a series of additional resources assist in scheduling synchronous events, selecting real-time tools, and justifying their use in light of common misconceptions and available alternatives. Links to Web sites that use actual, live, online tools serve as a launching pad for continued exploration and hands-on practice with the techniques presented in this book, for only real-world experience can bring about the potential of learning in real time.

ACKNOWLEDGMENTS

A very flattering invitation from Rena Palloff and Keith Pratt to write this work is what finally turned a long-standing goal into the book you are holding now. I admire Rena and Keith and thank them for their support and inspiration and for recognizing the great value offered by well-conceived, real-time online learning experiences.

I offer deep gratitude to the members of LearningTimes.org and to each and every community on the LearningTimes Network. Your selflessness, willingness to share, and warm collegiality were on my mind while composing each and every page. I thank you for the life you breathe into learning online. To the Webheads in Action, your “experiment in world friendship” through online learning is always welcome to call LearningTimes home; your energy, enthusiasm, and love for teaching and learning is anything but virtual, even if our community is.

My work on this project and on so many others benefits from closeness to creative, brilliant, and kind people such as Paul Stacey, Sivasailam “Thiagi” Thiagarajan, Lorraine Leo, Dan Balzer, Steve Gilbert, Deb Hutti, Dick Parsons, Farimah Schuerman, Amanda Majkowski, Larry Johnson, Michael Coghlan, and others. Many people call you their heroes; I am among them and am lucky to also call you my friends.

To David Brightman, my editor at Jossey-Bass, thank you and your colleagues for your confidence in me and for the opportunity to contribute to this important series of guide books.

This book would not exist were it not for my friends and colleagues at LearningTimes. In particular, I thank my friend John Walber, the consummate live producer: you are a role model, driving force, and entertaining partner in all of my work, and I cannot imagine making a living without you. And to Hope Kandel, I offer my deep respect and admiration for your talents and integrity, and your friendship. I also wish to recognize the support and guidance of Suzanne and Darrin Billig and my grandparents, all of whom I love very much.

No one bore the brunt of this project—nor deserves credit for its existence—more than Dhal Anglada. As an instructional designer and as a partner, Dhal’s input into this and every undertaking is unflagging and entirely irreplaceable.

I have been fortunate to have had many great teachers in my life, and this book reflects an important contribution from each of them. But no teachers are more loved and appreciated than the two I also call Mom and Dad. Thank you, for everything.

June, 2006

Jonathan Finkelstein New York, New York

About the Author

Jonathan Finkelstein is a pioneer in the design and use of synchronous teaching and learning tools. Few people have spent more time in real-time online learning environments facilitating and working with others to create effective learning experiences worthy of the live online medium. Jonathan created the first certification program exclusively designed for educators and trainers teaching live online. He also cofounded one of the industry’s first companies creating platforms for live teaching, learning, interaction, and collaboration over the Internet. Jonathan is a frequent speaker at industry conferences and serves on several editorial and advisory boards for journals and online communities of practice that serve education professionals.

Jonathan is the founder and executive producer of LearningTimes.org and the president of the LearningTimes Network. He has been designing and producing online learning conferences, communities, events, and collaborative technologies his entire professional life. Jonathan has worked closely with a wide range of learning-focused institutions—such as the New York City Department of Education, the University of Hawaii, Ohio Learning Network, Columbia Teachers College, the Smithsonian Institution, the World Bank, Intuit, MetLife, and the American Library Association— to grow and maintain online learning communities and foster human interaction live online. Many of his online programs and applications have been recognized with industry awards.

As the executive producer of LearningTimes.org, a free, worldwide community for education and training, Jonathan helps craft a variety of online forums, both live and asynchronous, in which education professionals collaborate and learn from peers and industry leaders. Jonathan has also led the formation and growth of the LearningTimes Network, a rapidly growing series of interconnected online learning communities, all of which feature opportunities for formal and impromptu live online interaction and collaboration. The LearningTimes Network connects education-minded organizations of all kinds, fostering partnerships among educational institutions, associations, corporate entities, museums, and other groups whose missions include reaching a global audience of learners.

The son of two New York City public school teachers, Jonathan is a Certified Synchronous Training Professional (CSTP) and received his A.B. degree cum laude from Harvard University.

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!