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Instant messaging (IM)

Online individual or group communication, mostly using text, which allows real-time interaction through personal computers or mobile computing devices

Samples

'Have you got my number?' —Using communication technology in VET

Delivery of the Certificate III in Hospitality (Operations) course material directly to year 11 and 12 high school learners using a ‘blended learning’ approach in vocational education and training (VET)

Source

"Have you got my number?" — Using communication technology in VET
URL http://pre2005.flexiblelearning.net.au/casestudies/casestudies/jacqui_conway_qld_tafe.pdf
Use Delivery of the Certificate III in Hospitality (Operations) course material directly to year 11 and 12 high school learners using a ‘blended learning’ approach
Delivery These blended learning tools described include the use of video, visual material online, online quizzes and crosswords, Microsoft Network Messenger (MSN Messenger) online chat tool and mobile phone short messaging service (SMS).
Customisation These tools are easy to use and set up without specialised software.
Availability Similar software is readily and freely available. Video production and use of SMS will involve some costs.

Using instant messaging for collaborative learning: A case study

Use of persponal digital assistants (PDAs) to conduct minor research that examined the use of hand held computers by clinical teachers for student nurse record keeping and evaluation

Source

Teaching Hacks website
URL http://www.teachinghacks.com/wiki/index.php?title=Using_Instant_Messaging_for_Collaborative_Learning:_A_Case_Study
Use

Description of the results of a pilot study involving the provision of corrective feedback to ESL learners through collaborative work utilising the text-based chat and audio features of Yahoo! Messenger (Yahoo IM).
Delivery Messenger services are generally free to join and are easy to download and install software. The service is then accessed through a user account.
Customisation Most instant messaging tools are available online, are easy to set up and update, are free and do not require specialised software apart from an initial installation.
Availability Similar software and online tools are readily available and freely available (see below in “Features”)

Audience, purpose, and language use in electronic messages

Use of PDAs to conduct minor research that examined the use of hand held computers by clinical teachers in the clinical setting for student nurse record keeping and evaluation.

Source

Audience, purpose, and language use in electronic messages
URL http://www.readwritethink.org/lessons/lesson_view.asp?id=159
Use

With the increasing popularity of e-mail and online instant messaging among today’s young learners, a recognisable change has occurred in the language that learners use in their writing. This lesson explores the language of electronic messages and how it affects other writing.
Delivery Messenger services are generally free to join and are easy to download and install software. The service is then accessed through a user account.
Customisation Electronic Messages Rubric is at http://www.readwritethink.org/lesson_images/lesson159/email-rubric.pdf
Availability Similar software and online tools are readily available and freely available (see below in “Features”)

Instant messaging using Libre software for Windows users

Online through pidgin software which enables users to connect to other users regardless of instant messaging tool they are communicating in.

Source

Instant messaging using Libre software for Windows users
URL http://superuser.com.au/documents/messenger_on_windows/
Use

Description of the results of a pilot study involving the provision of corrective feedback to ESL learners through collaborative work utilizing the text-based chat and audio features of Yahoo! Messenger (Yahoo IM).
Delivery Online through pidgin software which enables users to connect to other users regardless of instant messaging tool they are communicating in.
Customisation Most instant messaging tools are available online, are easy to set up and update, are free and do not require specialised software apart from an initial installation.
Availability Similar software and online tools are readily available and freely available (see below in “Features”)

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Why include instant messaging?

Instant messaging can be used to provide feedback and support to learners from any location. Users who are 'online' can be 'seen' and a request for a chat initiated. Instant messaging tools are now embedded in a variety of tools including blogs, wikis and virtual worlds providing an additional layer of communication with learners. 

Instant messaging provides a heightened ‘social presence’ for learners especially for those who are distant or remote. Learners can keep in contact between virtual or face-to-face sessions. For many learners they is no learning curve with using instant messaging as they will be existing and active users .

The ability of instant messaging tools to be always 'on' and easy to use provides increased collaborative opportunities in work groups and information sharing between and amongst users.

Features

Instant messaging is the ability to:

  • easily see whether a chosen friend or co-worker is connected to the internet and, if they are,
  • exchange text messages with them. Instant messaging messages are delivered immediately.

Users can connect from anywhere – home, office, learning centre and many services allow learners with mobile phones to participate on the move.

Like discussion forums, instant messaging promotes a range of dialogue, including

  • asking and answering questions
  • expressing opinions or feelings
  • showcasing talents, links, or projects.

However, unlike message boards that archive knowledge, instant messages last only as long as the chat window within the instant messaging 'client' stays open.

Instant messaging tools enable users to:

  • create a list of contacts so users can see who also in online at the same time
  • select a contact and start a text or audio conversation with that person
  • add in other contacts to create a small conference
  • continue to work on other applications while the Instant Message tool sits on the taskbar to be signed in or out
  • send an instant message
  • send files/photos/audio/video with your contact(s)
  • display a profile that lists as much of their personal details as they allow
  • can set up a webcam and have a video conversation
  • open multiple windows displays all messaging from other people within their contact group
  • can use voice over IP (VoIP)to make a voice call to another PC.

The most popular instant messaging programs available on the internet include:

Teaching and learning opportunities

Some of the potential benefits and opportunities of IM with your learners include:

  • bringing real-world experts into your learners environment (who wouldn’t otherwise be able to visit due to distance)
  • bringing greater levels of interactivity and engagement into learning activities for learners that extend beyond training room activities
  • using real-world tools learners will use outside the classroom walls and in real life
  • enabling learners to learn and practice effective digital collaboration techniques and virtual work practises, especially collaboration and information sharing

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Integrating Instant messaging

Design steps

Instant messaging systems rely on two pieces of software to work:

  • a central server used to manage messages from the different people using the system
  • software (usually free) known as a ‘client' which users install to connect to the central server and access the tools needed to send and receive messages.

Trainers may need to support users to install their client software and establish their user details initially.Trainers should explore using instant messaging systems with colleagues, friends or families before using with their learners to become orientated to the features and drawbacks of each system. An informed decision can then be made on which messaging tool will work best with their particular learners.

Trainers will need to prepare themselves for interacting with learners using their chosen instant messaging tool:

  • Create a profile. Learn the system and make a profile that represents you in a realistic way that your learners can relate to you as they know you in the training room. Use your own profile and your own experiences to introduce conversations in a face-to-face environment with your learners. Your posts will provide a model for your learners but look to their use too for depictions of acceptable use as you find your way.
  • Do not go looking for your learners online, but if they invite you to be Contacts, accept. Write a kind comment back to them if appropriate and make certain to respond to comments that you receive.
  • The more present online  you are, the more opportunity you have to influence the norms of your learners. The goal in being present on these sites is not to enforce rules, but to provide responsible models of use and virtual communication through the learning activities you guide your learners to complete through these tools.
  • Be sensitive to the communication of the group and be prepared to mediate where necessary. Be mindful of the grey area between learning and social life of your learners(privacy and intrusiveness issues)and the potential for miscommunication (due to lack of verbal and visual cues). Be specific about your availability online and aware of the informality of the medium.

Trainers will need to prepare with their learners for potentially difficult situations and provide some guidelines to learners on how to handle and resolve these. For example:

  • instant messaging can sometimes encourage negative behaviors, for example gossiping and cyber bullying
  • users may receive pornographic 'spam' through theur instant messaging program or email associated with account
  • users may receive computer viruses via file transfers that are not scanned by anti-virus software.

Assessment

Participation in instant messaging can form the basis of an assessment task especially for activities built around collaboration and teamwork. If you are intending to use contributions to informal chats, file transfers and contacts for assessment purposes you should clearly outline to the learners how you will be assessing their online contributions.

Many instant messaging tools allow you to create a compiled list of an individual's exchanges with contacts that can be used in assessment, particularly their dialogue with you as the trainer.

Generic skills

Instant messaging activities offer extremely rich opportunities to foster generic skills. Activities using the array of tools there may involve:

  • working in pairs or teams in private text/audio chats/conferences
    (defining the roles in the team, crisis management, giving feedback to other team members)
  • problem solving and offering solutions to issues posed in the discussion (developing creative and innovative solutions, applying a range of strategies to solve problems)
  • communication skills
    (writing which is appropriate to the audience, persuading effectively, sharing information, asking for clarification, agreeing and disagreeing)
  • effective use of technology.
    (through file sharing, sharing URLs, posting to blogs)
  • collaboration and information sharing.

Technical notes

Instant Messaging tools are very popular and can present issues for Learning organisations due to the bandwidth they consume particularly where file transfer and audio chat is undertaken. You may need to check with your IT administrator to clarify whether firewalls block any of the Instant Messaging tools and features. Generally the technical skills required to participate in text chat, file transfer or working with contacts a are at the low end and are a good way into online learning for teachers.

Skills

You will need skills in:

  • setting up the instant messaging tool (eg downloading and setting up software, managing messages, navigating messages)
  • moderating and participating in the discussion activities involving conferencing with learners
  • mediation between learners in the event of disputes or 'flaming'
  • archiving message and chat threads for the provision of evidence for assessment tasks and learning activities.

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See also

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From the Framework

More resources from the Australian Flexible Learning Framework

Tools and resources

Social bookmark for this strategy

http://del.icio.us/designelearn/instant_messaging

Last modified: 15/9/08