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Let's Share: Using Different Online Platforms to Support Powerful Group Presentations

#Twitter: 
#olc40315
Presenter(s)
Lane Clarke (University of New England, USA)
Session Information
October 16, 2015 - 9:30am
Track: 
Learning Effectiveness
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Information Session
Location: 
Northern Hemisphere A3
Session Duration: 
45 Minutes
Session: 
Concurrent Session 9
Abstract

This presentation will share how different vehicles for group presentations live synchronous sharing, Voice Thread, and traditional discussion thread were designed and supported.

Extended Abstract

There are a lot of tools out there to support different ways to engage students in group discussions in an online course. With so many tools, however, how do we choose which ones will support effective group discussions that are engaging and support in-depth thinking around a topic? This presentation will share how group presentations were designed and supported for a group of online masters students. By engaging students in three different vehicles for group presentations live synchronous sharing, Voice Thread, and traditional discussion thread sharing the presenter will describe the experience from both the instructor's point of view and also the students' perception. By combining a mixed-method of qualitative and quantitative analysis, the presenter will share how these three different environments shaped the learning in this group environment and will make recommendations for future use and research in this area.
There will be three main parts to this presentation context, group work, and whole group discussion. First, the presenter will share the context for this study. This research took place during the Fall 2014 in 2 sections of the same course -each with approximately 25 students. The assignment was that each week one group presented on a topic but the presentation format occurred in one of three ways Voice Thread discussion, a live synchronous discussion, or a traditional asynchronous discussion. During the context setting of this presentation, a snip it of each platform for group discussions will be shared with the whole group. The presenter will also share back ground research on each of these platforms as well as research around online discussions and learner effectiveness.
Next, participants will be split into three groups the live synchronous group, the Voice Thread group, and the threaded discussion group. At the end of the course all of the discussions were collected and used as data in a comparative analysis. First, the discussions were analyzed through a quantitative lens looking at things like length of posts, length of comments, and survey results. Then the discussions were analyzed using discourse analysis by looking at themes of engagement and participation around content. These findings will be shared in the second part of this presentation the group work. Each group will be given a set of transcripts and analysis in order to dig deeper into this research. Each group will be given a task to discuss the data and share their ideas about what was happening within each platform along with hearing how this data was analyzed and the conclusions that were drawn from the presenter's perspective.
The last part of this presentation will be for each group to share out about their thoughts and reflections about the affordances and limitations of each platform. The presenter will lead this whole group discussion to make some recommendations about how we can use different tools to support group discussion and student learning. The goal of the study was to better understand how different discussion environments support students' interaction and engagement. The study investigated three (3) different environments to see how each meets the learning objective. While the goal of the research was to better understand the relationship between how discussions are designed and how this design supports student learning, the goal of the presentation is to widen this discussion beyond a single course and researcher to include multiple voices and perspectives. By leading participants in an interactive exploration of this research, participants will share future implications and understanding about instructional design and learner effectiveness.

Lead Presenter

Dr. Lane W. Clarke is an Assistance Professor in Literacy. She co-edited a book on infusing technology into the classroom, High-Tech Teaching Success!: A Step-by-Step Guide to Using Innovative Technology in Your Classroom (Prufrock Press, 2009) and is now committed to teaching teachers how to effectively use technology by modeling its possibilities in her own teaching. She is the Literacy Concentration Leader for a large online Masters Program at University of New England and presented last year at Sloan C on how to create more engaging online courses.