https://andreasfender.com/
My (his) main research interests are augmented and virtual reality (AR/VR) as well as camera networks. This includes building novel 3D user interfaces (e.g., using projection mapping or VR headsets) that adapt the layout of spatial UI elements based on implicit user input (e.g., gaze data) and building toolkits for room-scale interfaces. More recently, I also investigate different realities afforded by the combination of VR devices and camera networks.
++++++++++++++++++++
more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification
Higher Ed Learning Collective
https://www.facebook.com/groups/onlinelearningcollective/permalink/711959409434760/
I am thinking about doing clicker-type questions as well as groupwork with instant response as the core of my online synchronous class. With this in mind, I am considering either Top Hat (which the students have used as clickers, but what I am not sure about is how well it works for groupwork) versus Learning Catalytics (which has a mode that I know works well and forces students to do the questions themselves first … which I have a love/hate relationship with – and has some question types that might be interesting but I am not as certain about the interface). I’d like to hear your thoughts.
Thanks!
FWIW: the class is general chemistry.
https://www.facebook.com/groups/onlinelearningcollective/permalink/663427347621300/
Anyone being coerced by admin to do synchronous classes instead of asynchronous? I’m zoomed out.
+++++++++++++++++
more on synch vs asynch in this IMS blog
https://blog.stcloudstate.edu/ims?s=synchronous+vs+asynchronous
https://www.facebook.com/groups/onlinelearningcollective/permalink/654845191812849/
Discussion in my faculty meeting this morning: academic advisor shared that even though students previously said they wanted synchronous courses (because they were more like f2f courses) they now are dropping synchronous in favor of asynchronous. I find this hard to believe. Is anyone actually experiencing this?
+++++++++++++++
more on synchronous discussions in this IMS blog
https://blog.stcloudstate.edu/ims?s=synchronous
more on asynchronous discussions in this IMS blog:
https://blog.stcloudstate.edu/ims?s=asynchronous
Zolfaghari, M., Austin, C. K., Kosko, K. W., & Ferdig, R. E. (2020). Creating Asynchronous Virtual Field Experiences with 360 Video. Journal of Technology and Teacher Education, 28(2), 315–320.
The global COVID-19 pandemic has disrupted normal face-to-face classes across institutions. This has significantly impacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 classroom). In this paper, we describe efforts to adapt an assignment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 video, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experiences are not a complete replacement for face-to-face field-based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of pandemic.
++++++++++++++++
Klippel, A., Zhao, J., Oprean, D., Wallgrün, J. O., & Chang, J. (2019).
Research Framework for Immersive Virtual Field Trips (p. 1617).
https://doi.org/10.1109/VR.2019.8798153
++++++++++++++++++++++++
Klippel, A., Zhao, J., Sajjadi, P., Wallgrun, J. O., Bagher, M. M., & Oprean, D. (2020). Immersive Place-based Learning – An Extended Research Framework.
2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), 449–454.
https://doi.org/10.1109/VRW50115.2020.00095
+++++++++++++++++
more on Video 360 in this IMS blog
https://blog.stcloudstate.edu/ims?s=360
and specifically for education:
https://blog.stcloudstate.edu/ims?s=video+360+education
SYNCHRONOUS ONLINE INSTRUCTION RESOURCES
https://www.facebook.com/groups/onlinelearningcollective/permalink/577177872912915/
open google doc to start crowd-sourcing tools/activities/strategies for interactive synchronous online instruction
https://docs.google.com/document/d/1NL5jESubV_kuxrg227LFRdIGOBpwgJvAQkcnYuGpmGA/edit?fbclid=IwAR0Kx7m75wHiKKMai18cAz8gdqaNK3J9wzsIliMDsTrKVVcX7ej6bSTJO4E
Erika Sanborne on April 10, 2020
Are you going to teach synchronously or asynchronously? What’s better for your students? What’s better for you?
in the synchronous online classroom you can readily help students remember why they registered for your course to begin with, which can be very grounding.
The most popular reason for choosing this option for your teaching is flexibility regarding when work is done. Asynchronous classes have pedagogical benefits too. They allow students to literally “pause” your class when they are confused or need a break, something only possible in their dreams for in-person and synchronous online classes, which go at a pace not set by them at all. Also, the technology requirements to take in an asynchronous class are lower, and this is therefore more accessible to more students.
An example of “doing both”
++++++++++++++
How to Reconnect With Students and Strengthen Your Remote Course
Beth McMurtrie APRIL 09, 2020
https://www.chronicle.com/article/How-to-Reconnect-With-Students/248461
how to structure a supportive learning environment, and how that might apply to an emergency situation such as this, where many students struggle to stay focused, or find it difficult to learn with unfamiliar systems and technologies.
- Normalize the abnormal.
- Create an online presence.
- Explain, and then explain some more.
- Take advantage of the technology.
- Foster community.
++++++++++++
more on synchronous vs asynchronous in this IMS blog
https://blog.stcloudstate.edu/ims?s=synchronous
My Note: synchronous vs asynchronous; Adobe Connect vs Zoom. Also Flipgrid for asynchronous videochats.
From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Celine Greene <celine.greene@JHU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, April 23, 2019 at 2:38 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: [BLEND-ONLINE] Advice for Synchronous Online Classes Using Zoom Meetings?
Our school is transitioning from using Adobe Connect to using Zoom Meetings for synchronous online class sessions, of which most of our online courses schedule at least a few times each term. So after years of “controlling the user experience” with the Adobe Connect layouts and relying primarily on text chat, we are heading in the direction of screen sharing with the enhanced social and community-building experience of video “taking over” chat. Some people are very excited about this move, given the popularity and ease-of-use of the Zoom platforms. Other people are a little more wary – especially when it comes to large (e.g., 40 to 200+ students) classes.
Please share your thoughts and experiences on what faculty and students should be aware of when using Zoom Meetings (not the webinar) for a synchronous class session. Here’s some of the things I was curious about…
- Do you have a set of “instructions” or recommendations for students — e.g. so they see the chat as it happens?
- Are there any best practices in terms of meetings set-up that you recommend for your faculty? (Mute participants upon entry, always show meeting control bar, etc.)
- Have there been some scenarios that have been fantastic or some that have been horrible for using Zoom?
- Is there a class size where the number of participants starts negatively impacting the learning opportunity? (i.e., I realize Breakout rooms are an option but also not appropriate for all situations, such as having a guest speaker come in to have an interactive Q & A or having a software demonstration.)
- Are there any major “fails” you’ve learned from or, alternately, success stories?
- Are your students required to have Zoom accounts?
- Do you have a method for tracking attendance?
- …
Thanks for your input! – celine Celine Greene Instructional Technologist Center for Teaching and Learning, JHSPH http://ctl.jhsph.edu
+++++++++
more on synchronous learning environments
https://blog.stcloudstate.edu/ims?s=synchronous
Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118
http://www.irrodl.org/index.php/irrodl/article/view/3034/4142
Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .
With regard to educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.