Kathy Carrigan, ChemistryKatie Leonard-Floyd, Aviation ScienceMaria Michalczyk, Institute for Health ProfessionalsGreg Kaminski, Distance Education

Portland Community College

Overabundance of “text” in online courses Missing instructor voice in delivery of

content Lack of instructor/student voice in

interaction Few opportunities for real time interaction Potential feeling of isolation Lack of clear visual examples (especially given

a need to show a flow of solving something)

Uses (including tools, format, logistics, requirements)

BenefitsStudent impressionsConsiderationsSupport IssuesFuture implementation

Participant windowText chatAudioPollingWhiteboardPowerPointShare applicationWeb tour

Mandatory orientation during first 2 weeks

“Live” IT support available if students have technology problems

Team taught, live interactive (synchronistic) tutoring/help sessions

Tablet laptops (expensive) but darn nice. Tablets to plug into your computer . “Pen” and whiteboard to answer the

many types of chemistry questions. Math calculations showing unit factor

work Draw formulas Write reactions Lewis Structures Draw hydrogen bonding examples!

Weekly meetings at set time (condensed “lecture”)

Highlights & time to ask questionsSome students stay longer for study

groupSome view recordings

Healthcare Interpreting Training Program: 100 hours of curriculum delivered over two terms.

Course subject such as Spanish/English Medical Terminology, Theory and Labs

International reach: Japanese/English Medical Terminology taught from Japan Fall 2008.

Need for synchronous meeting time – lots of oral work.

Required orientation in Elluminate

Department meetings PCC: 4 main campuses Instructional Support dept. (my group)▪ Half of all meetings virtual ▪ Save at least $45 mileage/meeting (if 3 people

traveling)

▪ Plus about $75/meeting in time spent driving ▪ At least $1,100/yr (only a group of 5 people)

Best Practices sharing sessions (Distance faculty) Various themes: promoting interaction,

group work, assessment, retention, time management…

Exploring TLC virtual sessions (Teaching & Learning Center)

Expand accessibility

Bring in power points used for on campus “lectures”.

Stop and add in clean boards (fresh pages) to work examples and answer live questions.

Use voice and drawings to explain complicated concepts.

Increase student retention: (both numbers of students remaining in class after the 3rd week, and the amount of information students retain)

Increase in student self confidence. Relieves that isolation experience that

DL students feel. Connects students to each other in a

more personal way. Adds personal touch – humor comes

through!

Students have more confidence in asking each other questions by utilizing the discussion board.

We connect with students in a very real way, bringing in humor and humanizing the course.

We feel like we are teaching, facilitating learning and interacting with students in a way similar to being in class with them.

Students know where to go for help. Students can revisit recorded sessions. Save money & travel time.

Instructors: Hesitant to use initially, but then tend to

find it useful and not overly complicatedStudents

Tend to get into it more easily

Keep the “line” open 24/7 so students can connect with each other and work in groups.

Set up more “rooms” for small group work for labs, projects, homework, etc.

Instructors need to learn how to support students from more distant locations, e.g. Hawaii, Caribbean, Tuscany…..

Equipment, Software Speakers or headset mic (optional) Java plugin (test setup at

http://www.elluminate.com/support/)

Learning curve for instructors / students

Training (virtual) and documentation Also promote training through

Elluminate

Expense PCC will continue supporting Elluminate,

though on a somewhat reduced scaleOther web conferencing tools

available See comparison guide

Use of Elluminate at PCC: Improves student interaction, feeling

of community, retentionProvides avenue for highly

productive synchronous meeting time

Allows for more audio / visual presentation to help meet the needs of a different learning style