using skype im chat to facilitate online discussionsusing skype im chat to facilitate online...
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Using Skype IM Chat to Facilitate Online
Discussions Faith Agostinone-Wilson
Associate Professor of Education
Aurora University
Background
O I have been using Skype as part of my graduate classes since 2008
O I work primarily with doctoral students who have easy access to their own laptops and high speed Internet
O Most are very comfortable with technology in academic– not just social-- contexts
O I teach smaller sized classes where online formats work best
O Those who work with undergraduates or larger class sizes may have to adapt their use of Skype chats accordingly
Chat & Skype Overview
O “Chat” or Instant Messaging (IM) is real time communication between two or more people using a computer, tablet, or mobile phone
O With IM, a script is generated so you know who typed what (as with texting)
O Skype is a free software that can be used for conference calls and chat
O The free version of Skype will allow for an IM conversation for groups up to 300
O Most people are familiar with Skype as a platform for video calls, but it has additional pedagogical features (you can upload documents during a class session, for example)
Option #1- Two Person IM Conference
O I use this option quite a bit during the week where individual students see that I’m online via my Skype status and ask questions about their writing
O Great way to hold e-office hours
O Faster than email and a good way for me to check up on student progress
O This option works best when you have already established some familiarity with a student and his/her work
O The two person IM conference can also serve as a side conversation between instructor/student during a group IM conference
Option #1- Example
Option #2- Group IM Chat
O This option can be used prior to a conference
call via Skype (warm-up question or orienting
check-in)
O This option can also serve as a stand alone
class session (I have taught an all-chat class
during a blizzard)
O The key is to use a combination of teacher-
created questions and questions that students
bring with them to class, based on a reading or
other centering activity
Option #2- Example O [12/11/2013 5:21:00 PM] Faith Wilson: A good place to start is to get a feel for
how everyone perceives their accomplishments in the class this semester. Did you make more progress than you thought, about the same, or less than you expected?
O [12/11/2013 5:21:16 PM] Faith Wilson: Also any kind of status update will work as well.
O [12/11/2013 5:21:28 PM] Faith Wilson: Just heard from Jason- he's logging on soon
O [12/11/2013 5:21:52 PM] Lisa P: Less than i expected because the STEM course i took really monopolized my time and a lot of weekend time too.
O [12/11/2013 5:22:08 PM] Heidi Sandler: Okay, I'm in no hurry so I'll wait for my turn to type at y'all.
O [12/11/2013 5:22:34 PM] kelly salek: As an update: I met with my committee today and they are overall excited, but are requesting Chapter 1 changes. The Chapter 3 design is changing slightly based on getting a better "N" for my design. Therefore, the nice part is that I will be observing a STEM outreach program that is starting in January, and continuing through March. All student have already signed on wavers for being studied, pre/post-tested, and videotaped. I will observe all session and follow-up with interviews. My question is this....
Option #3- Rotating Groups
O You can also use chat in combination with live voice conferencing on Skype
O While one group is talking with the instructor, the other two groups could be engaging in a chat session centered on a reading or reaction to an activity that students did prior to the class session
O Each hour, the groups rotate to a different type of chat focus or live voice conference with instructor
O This way everyone in the class has at least some live voice contact with the instructor and each other
Option #3- Example
O Each group has 5-8 people
O Group A- live Skype voice with instructor (readings from the class text)
O Group B- students have chat session (assignment: each student brings a discussion question based on an article reading)
O Group C- students have a chat session (in reaction to learning styles quiz they took)
O After one hour, each group rotates (Group A moves to the chat session/discussion questions, Group B moves to the quiz reaction chat, etc.)
Chat Dispositions
O As an instructor, you have to be fast and focused even more so than in a F2F context
O The pace of chats can get overwhelming, even with groups of 5 or more
O Students need to be mentored as to the qualities of an academic vs. casual chat
O The key is to cut through the “chatter” and focus in on different key points that students are making to ask follow up questions
O The instructor also has to know how to instantly steer a discussion in a productive direction
Chat Tips
O Start small- use the 2 person session 1st to see how it goes
O Allow time for a question to settle in through the script
O Check the script constantly to make sure you haven’t missed anything
O Ask status check-in questions such as, “Did I miss anything?” “Did we address this question thoroughly?” “Any additional questions before we move on?”
O Encourage students to IM questions/reactions during a group Skype voice conference
O Copy and paste your scripts into Word- Skype deletes sessions after 6 months
Chat Benefits
O Chats avoid the technical problems and audio distractions of live conference calls
O Chat provides an immediate form of feedback
O Chat encourages students to participate because their absence is more noticeable in an online setting O F2F dominant students tend to dominate less in chats
O Students have to pay closer attention to what their classmates say on the chat script than in F2F
O Since a script is generated, instructors have concrete evidence of student learning during a discussion session
O Students who miss a discussion session can view the script later on
Chat Challenges
O Students who are slower at keyboarding may have trouble keeping up with the discussion
O Students with special needs may need to obtain voice recognition software so they can more fully participate in chat sessions
O It can be easy with chats for discussions to lose focus and become superficial
O Students need to be mentored about academic chats; rubrics can be helpful
O Instructors have to immediately key in on what students are saying in live time
O Students who arrive late will have challenges catching up with the conversation script
Skype Chat: Try it Out
O If anyone wants to try out a Skype chat, let
me know and I can demonstrate during
break or at lunch (or another time at your
convenience)
O You will need a free Skype account and to
add me to your contacts list (dr.faithwilson)