screen capture of Elluminate software program

Virtual classrooms

A range of technologies, teaching strategies, presentations and learning activities which encourage and promote real time voice interactions between a group of learners and trainers online.

Samples

Everything old is new again..or is it?

In example of a Live Classroom presentation Janine Bowe explores the skills and attributes that an online trainer needs in the 21st century to stay on top of the game.

Source Elluminate session from the e show n tell 2007 conference.
URL http://networksevents.flexiblelearning.net.au
Use VET trainers
Delivery This sample is delivered using Elluminate which is quite an expensive platform for individual organisations to purchase. Within organisations there can be firewall issues which prevent the use of this technology. The user needs access to microphone and headphones. Elluminate requires a moderate level of skills from the trainer and the participants. Elluminate requires a moderate level of skills from the trainer and the participants.
Customisation This session cannot be modified however this examples allows you to see the functionality of the platform.
Availability NA

National Learnscope Voicetools Project

There are some links on this website to archives of sessions using a range of tools. You will need to join the Learning Times in order to view the Elluminate archives.

Source Learnscope project designed to introduce participants to a range of voice tools and virtual classroom platforms.
URL http://users.chariot.net.au/%7Emichaelc/natvoice/timetable.htm
Use PD for VET practitioners
Delivery This sample is delivered using Elluminate which is quite an expensive platform for individual organisations to purchase. However various state and national bodies are investigating the options of hosting a shared platform. Within organisations there can be firewall issues which prevent the use of this technology. The user needs access to microphone and headphones. Elluminate requires a moderate level of skills from the teacher and the participants.
Customisation This session cannot be modified however this examples allows you to see the functionality of the platform.
Availability NA

How did a couple of veteran classroom teachers end up in a space like this?

In an example of a Live Classroom the presenters explore using new media and social software tools to build their learners' digital and language literacies

Source Elluminate session from the e show n tell 2007 conference
URL http://networksevents.flexiblelearning.net.au see also an article on the presenters
Use VET trainers
Delivery This sample is delivered using Elluminate which is quite an expensive platform for individual organisations to purchase. Within organisations there can be firewall issues which prevent the use of this technology. The user needs access to microphone and headphones. Elluminate requires a moderate level of skills from the trainer and the participants. Elluminate requires a moderate level of skills from the trainer and the participants.
Customisation This session cannot be modified however this examples allows you to see the functionality of the platform.
Availability NA

RSS, Blogging and What it Means for Teaching and Learning

An example of a session delivered in the Elluminate platform. You will need to join the Learning Times in order to view these archives.

You can listen to and view a recording of an international live interview with Alan Levine of Maricopa Community College and Garry Putland of EdNA Online (Australia). Michael Chalk (Australia) conducted the interview, supported by LearningTimes member Michael Coghlan.

Source Elluminate session
URL http://home.learningtimes.net/learningtimes?go=425787
Use VET teachers
Delivery This sample is delivered using Elluminate which is quite an expensive platform for individual organisations to purchase. However various state and national bodies are investigating the options of hosting a shared platform. Within organisations there can be firewall issues which prevent the use of this technology. The user needs access to microphone and headphones.Elluminate requires a moderate level of skills from the teacher and the participants.Elluminate requires a moderate level of skills from the teacher and the participants.
Customisation This session cannot be modified however this examples allows you to see the functionality of the platform.
Availability NA
Back to top

Why include virtual classrooms?

For many people the experience of teaching and learning online has been a particularly isolated and isolating one. Virtual classroom technologies offer you opportunities to providing a more human, real time interaction. It is possible to give learners a sense of intimacy with you, their teacher, and fellow learners. It also allows you to offer immediate support and counselling to learners. Finally these technologies allow you to build greater interactivity into your online learning programs and to include remote experts in the delivery.

Features

  • usually include live audio and text communication between trainers and learners. Participants use headsets to communicate through audio
  • A variety of commercial and free tools are available (see below)
  • can include graphic material like PowerPoint slides which is broadcast to all participants.
  • Can include the running of polls to gain input or feedback from them
  • Enables trainers control of the microphone or “first in best voiced” settings depending on formality of session
  • the presenter share an application (e.g. Word or Excel) running on their desktop so that the group can work together collaboratively on a document or other resource. The presenter can often hand over application sharing to another member of the group
  • may include a shared whiteboard space for text and drawing
  • the presenter and participants can co-browse the Web and conduct web tours
  • the presenter can share files with the participants.
  • the presenters and participants can display live video from a web cam, although the speed of the internet connection will determine how successful or useful this is in practice
  • allows opportunities to bring in an online guest presenter from anywhere in the world
  • allows trainers to co-facilitate classes
  • may include “break out” rooms that enable small group work online
  • can be archived or recorded to enable later reviewing of a trainer led session.
  • Will increasing be integrated into a learning management (for example Blackboard, Moodle or Janisons etc) or content management system.

A quick way to trial and play with virtual classrooms is to sign up for VET Virtual - http://vetvirtual.com/ - developed by the Australian Flexible Learning Framework.

Commercial Examples of virtual classrooms include:

Free Chat Rooms and Virtual Conferencing Tools include:

Back to top

Integrating virtual classrooms

An unlimited number and type of activities can be developed for virtual classrooms. These may include introductory exercises, brainstorming, mind mapping, problem sharing and solving, presentation of research and projects, role plays, debates, web quests, scavenger hunts, games, pronunciation exercises, mentoring and support etc.

Design steps

  1. Select some communicative activities that would enhance the online learning experience for your learners.
  2. Plan how this would be carried out within the virtual classroom platform.
  3. Timetable the activities within a specific period of time (ideally no longer than an hour between sessions)
  4. Prepare your activities and resources in advance. Develop and organise any specific resources that will enhance your activities (PowerPoint, website URLs, files that may be application shared, polls, etc)
  5. Send out clear instructions to participants on how to download the necessary software and use any associated hardware to access the classroom (headsets, speakers, microphones etc)
  6. Send out instructions on how to use the platform and etiquette for participation.
  7. Make sure learners can access and use the classroom well in advance of your first scheduled session (Consider providing come and try or orientation sessions designed to introduce the classroom to learners)
  8. Brief your learners on how the online classroom will operate by providing a session agenda.
  9. Provide an alternative communication strategy (for example, a bulk email or SMS etc) in the event of connection problems or difficulties with logging into the classroom
  10. Be prepared to manage the experience proactively. Consider team teaching initially so that all tasks can be adequately managed.
  11. During the session, provide time initially to explore the features so that learners are comfortable to contribute
  12. Provide time for questions and comments by your learners in the last 5 minutes or so of your session
  13. Provide the link to the recording of the session to your learners for their review.

Assessment

Depending on the type of activity chosen, it would be possible to use the virtual classroom for assessment of such activities as presentations of project outcomes, debates, engagement in problem solving activities. Ideally learners should know the criteria by which their participation in the voice activity is going to be assessed. The following rubric was designed for assessing online discussions but could be modified for use within a virtual classroom.

Assessing Discussions (Word 44KB)

Generic skills

Virtual classrooms offer extremely rich opportunities to foster generic skills. Generic skills which may be developed include:

  • working in groups and teams (defining the roles in the team, crisis management, giving feedback to other team members). Virtual classrooms often have breakout rooms where groups of students can meet in real time to work on a task.
  • 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 (using appropriate language for the audience, persuading effectively, sharing information, asking for clarification, agreeing and disagreeing)
  • effective use of a range of technologies.

Technical notes

You will need choose and assess the appropriate tool for your budget (see Features above). Many sites have trial areas where you and your colleagues can explore and evaluate the tools and environment.

Often there are some technical difficulties in getting voice technologies to operate efficiently within organisations. It may be necessary to negotiate with technical support staff to allow access through firewalls or to permit java updates to be installed on client machines.

Learners operating at a distance may need support in setting up the technology at their homes or workplaces. Also all participants will need headphone speaker sets (inexpensive) and sound cards in their computers. If the platform supports a video function, participants may need to have a video camera or web cam.
 
Consider providing a practise area that contains troubleshooting tips for using a virtual classroom – like this example from the Flexible Learning Framework.

Put in place an alternate communication strategy in the event the technology fails during a session or if learners cannot access the classroom – for example email, SMS, instant messaging, VoIP.

Skills

  • development of teaching skills for this new environment (greeting participants, asking questions and guiding the discussion, encouraging all participants to be involved, managing activities, supporting lurkers etc.)
  • development of technical skills to manage the virtual classroom session (assigning certain privileges, setting up private spaces, uploading resources, looking at the whole screen, use of the whiteboard and highlighter).
Back to top

See also

From the Framework

More resources from the Australian Flexible Learning Framework

Tools and resources

Social bookmark for this strategy

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

Last modified: 11/6/08