David McCurry, TLT Group: (14:05) No, I'm OK. Today, my voice doesn't matter.
> David McCurry, TLT Group: (14:07) Blue logged in as Guest, yellow logged in as registered (on the list)
> Irina Ivliyeva, Missouri S&T: (14:07) I thnink I have the mic
> David McCurry, TLT Group: (14:07) But we make no distinction in this society.
> Joy Mark: (14:07) have mic
> nikki: (14:07) no mic
> David McCurry, TLT Group: (14:07) Many regulars today. Nikki, Joy, Elaine...
> Herb: (14:08) i'm mic'd
> Herb: (14:08) comfortble
> Irina Ivliyeva, Missouri S&T: (14:08) I am Ok for using just ley me know how
> Joy Mark: (14:08) comfortable, once I get it untangled
> Elaine Garofoli: (14:08) let's give it a whirl
> Beth Dailey: (14:08) will the mic in my lap top work for this?
> David McCurry, TLT Group: (14:09) Which other participants need mic access?
> David McCurry, TLT Group: (14:11) OK, everyone is now a "Presenter" so please be cautious as you now have some global access to the enviornment.
> David McCurry, TLT Group: (14:12) When ready to use your mic, just click on the mic icon to turn it green and connect your audio.
> Beth Dailey: (14:14) I wonder if text chat is a way to have a voice
> Elaine Garofoli: (14:14) is there a talk button I need to engage
> Elaine Garofoli: (14:14) ?
> Beth Dailey: (14:14) yes
> Elaine Garofoli: (14:14) yes
> David McCurry, TLT Group: (14:14) You sound fine.
> Steve Gilbert, TLT Group: (14:14) Sound good - I think this is Irina!
> David McCurry, TLT Group: (14:15) Irina is speaking.
> Beth Dailey: (14:15) Irina, did you say you are cooking?
> David McCurry, TLT Group: (14:15) Please mute your mic when not in use.
> David McCurry, TLT Group: (14:16) Thank you.
> David McCurry, TLT Group: (14:16) No.
> Beth Dailey: (14:16) I see that chick has his hand up
> Beth Dailey: (14:16) Does that mean you want to speak?
> Steve Gilbert, TLT Group: (14:17) Sound good Chuck
> Steve Gilbert, TLT Group: (14:17) We'll go next to Herb - has hand raised
> Steve Gilbert, TLT Group: (14:18) CA - more people comfortable with and confident of quality using POTS Plain Old Telephone Service
> Irina Ivliyeva, Missouri S&T: (14:18) I agree!
> Steve Gilbert, TLT Group: (14:18) Herb - sound good
> Steve Gilbert, TLT Group: (14:19) Herb- concern about background noise and chewing noise!
> Steve Gilbert, TLT Group: (14:19) Herb: Multitasking
> Joy Mark: (14:19) multi tasking? what multitasking?! : )
> Beth Dailey: (14:20) sure
> Irina Ivliyeva, Missouri S&T: (14:20) let's call i it multi channeling :)
> Joy Mark: (14:21) ah, but my phone is unseen
> Herb: (14:21) Yeah, but Webex can't see my iPod ;o)
> Steve Gilbert, TLT Group: (14:21) Beth: exp using Webex - PERMITS or ENCORAGES? multitasking - Webex has feature that shows multitasking
> Steve Gilbert, TLT Group: (14:22) Beth - Webex does NOT show participants the indicators of multitasking
> Steve Gilbert, TLT Group: (14:22) Beth - interprets the multitasking as disinterest in the content
> Charles Ansorge, University of Nebraska, Lincoln: (14:23) Elaine has her hand raised.
> Steve Gilbert, TLT Group: (14:23) Beth - if sees lots of indicators of multi-tasking feels like need to reengage the participatns
> David McCurry, TLT Group: (14:23) Yes
> Charles Ansorge, University of Nebraska, Lincoln: (14:23) I canhear you.
> Steve Gilbert, TLT Group: (14:23) Go! Elainse
> Beth Dailey: (14:23) yes
> Steve Gilbert, TLT Group: (14:23) Elaine: sound VERY good - Suffolk UI.
> Charles Ansorge, University of Nebraska, Lincoln: (14:23) I agree..
> Steve Gilbert, TLT Group: (14:24) Elaine: riskier to have one's voice heard; safer to type in text box.... feel more secure.. doesn't feel scary... giving own voice feels more "revealing" - works most with faculty
> Charles Ansorge, University of Nebraska, Lincoln: (14:24) The voice has more impact than a text message.
> Herb: (14:24) The chat also let's meget my thought out immediately and I don't have to "wait my turn".
> Beth Dailey: (14:25) I agree Herb, more stream of consciousness
> Joy Mark: (14:26) thoughts about preference for chat over voice (e.g., phone) reminds me of Alone Together by S Turkle - anybody read?
> Beth Dailey: (14:26) I haven't read Alone Together. sounds interesting
> Elaine Garofoli: (14:26) @Jot, no, but sounds interesting
> Irina Ivliyeva, Missouri S&T: (14:26) I did read it
> Steve Gilbert, TLT Group: (14:27) Elaine - intl students benefit from avoiding voice
> Elaine Garofoli: (14:27) benfite by avoiding?
> Elaine Garofoli: (14:27) say more
> Beth Dailey: (14:28) I like your point Elaine about the differences in culture
> Steve Gilbert, TLT Group: (14:28) Elaine who is really Elena!
> Steve Gilbert, TLT Group: (14:29) Elena - synch audio role - one Bschool course requires weekly synch chat - will be moving to Bb which allows adjust max # of simultaneous voice speakers (ie, "full duplex" )
> Steve Gilbert, TLT Group: (14:30) Elena - key factor - faculty facility/experience with online work...
> nikki: (14:30) teaching foreign languages require live , real-time voice activities in the virtual classroom
> Steve Gilbert, TLT Group: (14:30) SWG: typing skills? self-image vis a vis headsets? comfort with mic and public speaking?
> Beth Dailey: (14:30) that's interesting Elena
> Elena Garofoli: (14:31) @Steve
> Elena Garofoli: (14:31) oops @Steve :-)
> Steve Gilbert, TLT Group: (14:32) Irina - reluctance to use mic - GETS STUDENTS TO RECORD OWN VOICE IN ADVANCE TO LISTEN TO THEIR OWN VOICE AND GET SOME HELP FROM HER BEFORE SPEAKING ALOUD ONLINE
> Elena Garofoli: (14:32) @Irina. yes definitely
> David McCurry, TLT Group: (14:32) That is very true, for sound. The same is true for video, people don't often like the way they look on a webcam.
> Beth Dailey: (14:32) Elana what are the transferable skills, do you think? from online to facilitating synchronous exchanges
> Elena Garofoli: (14:33) Beth, not sure I udnerstand ur ?
> Beth Dailey: (14:34) I thought you said that faculty who thought online were better at facilitating synchronous sessions
> Beth Dailey: (14:34) taight online
> Beth Dailey: (14:35) yes
> Steve Gilbert, TLT Group: (14:35) Sally - disadvantage of voice - can't see what aleready happened
> Elena Garofoli: (14:35) @Beth, hmmm if I said that I don't think that is true
> Elena Garofoli: (14:36) let me post more later
> Steve Gilbert, TLT Group: (14:36) SallyK reluctance to use audio, vido - extra time required to make the tech work
> Beth Dailey: (14:36) thanks Elena
> Elena Garofoli: (14:36) am having a hard time thinking abt ansr and listening to conversation :-)
> Steve Gilbert, TLT Group: (14:36) SallyK online meetings hard to use to arrive at consensus
> Steve Gilbert, TLT Group: (14:36) SallyK online meetings help traveltime
> Elena Garofoli: (14:38) using audio - invting people as soon as they come in to the room to say hello to test mic
> Elena Garofoli: (14:38) you the host must "excude" friendliness in a way that transfers virtually
> Elena Garofoli: (14:38) exude
> Elena Garofoli: (14:39) make it very low stakes and non -threatening
> Elena Garofoli: (14:39) get over that initial hump of talking for the first time
> Elena Garofoli: (14:39) its about a continuation of the learning community
> Beth Dailey: (14:39) Those are great point Elena, some low threat way to get your voice heard in the beginning. Good strategy
> Elena Garofoli: (14:41) I feel/think teaching and learning is a relational kind of endeavor
> Sally Kuhlenschmidt: (14:41) I have my note here...want me to summarize it?
> Steve Gilbert, TLT Group: (14:41) NOW PLAYING RECORDING BY CHARLES ANSORGE -
> Steve Gilbert, TLT Group: (14:43) CA answers to FQs - #2 - concerns about interaction with students in online courses; bulds interactions with students into online courses; "voice of instructor" important component of learning - HE TEACHES STATISTICS! ALSO important to hear voices of students; no longer fear of getting to know students at a distance!
> Elena Garofoli: (14:43) bravo charles
> Irina Ivliyeva, Missouri S&T: (14:43) Bravo!!!
> Beth Dailey: (14:43) very cool Charles
> Steve Gilbert, TLT Group: (14:44) CA: now feels conofident relying on tools currently avail
> Steve Gilbert, TLT Group: (14:45) CA - much better, esp. for synch online and asysnc online than even 2 years ago
> Elena Garofoli: (14:45) General question: do you find it important to use a synchronous in order to mimic the f2f experience?
> Steve Gilbert, TLT Group: (14:45) CA needs students' voices to better understand their questions, needs
> Beth Dailey: (14:45) Good point Charles, there is oftern more to the written question posed by the student
> Elena Garofoli: (14:45) to use a synchronous tool
> Steve Gilbert, TLT Group: (14:45) CA uses Adobe Connect for synch review sessions
> Joy Mark: (14:46) @Chuck - what is it about the "voice" that is important?
> Elena Garofoli: (14:46) @ Joy I think voice conveys a humanness
> Elena Garofoli: (14:46) it facilitate a conncetion which facilitates the conversation
> Steve Gilbert, TLT Group: (14:47) CA students give feedback confirming appreciation of his voice in statistics course -
> Steve Gilbert, TLT Group: (14:47) CA voice role encourages more collaborative interaction among learners, teacher
> Steve Gilbert, TLT Group: (14:47) CA now trying Google+ "Hangout" - multi-person 2way video
> Elena Garofoli: (14:48) @ chuck you are using Google+ for audio only or audio and video?
> Steve Gilbert, TLT Group: (14:49) CA - not everyone needs to hear his voice; posts recorded updates on YouTube - NOT all students take advantage of thse - but enough do use them to justify his effort
> Beth Dailey: (14:49) Good point Charles about how the use of voice may be more valuable to some people versus others
> Elena Garofoli: (14:50) interesting
> Steve Gilbert, TLT Group: (14:51) Irina - pushing online ed at her inst. for 10 years - been working on blended versions - surprised that her students in language classes were esp. resistant to move fully online - dont want to lose "the entertainment value" - the collaborative environment, .. HUMAN INTERACTION AS BOOST FOR LEARNING
> Sally Kuhlenschmidt: (14:51) The case for text: Text a) endures across platforms and time, b) is easily editable and thus improved, and c) forces the author to be explicit and clear in one's thinking. Text can have voice and intense humanness--e.g., Tom Sawyer, Hemingway, Diary of Anne Frank, love letters. Audio is one channel.
> Elena Garofoli: (14:51) thanks Irina
> Charles Ansorge, University of Nebraska, Lincoln: (14:51) @Elana I use both the audio and the video for the Hangouts.
> Elena Garofoli: (14:51) how do students like using video?
> Elena Garofoli: (14:53) spontaneous responses much easier than doing a recording
> Elena Garofoli: (14:53) recording to wayyyyy more permanent
> Amanda L. Wilson: (14:54) recordings can allow for deeper thinking because you have more time for thought (same to be said for text rather than speaking)
> Charles Ansorge, University of Nebraska, Lincoln: (14:54) @ Elana. The number of students with cameras and join the hangouts is not large at this point. I think it will grow in the future.
> Amanda L. Wilson: (14:54) @Charles will grow by at least 1 in first session :)
> Sally Kuhlenschmidt: (14:54) McCluhan talked of an oral society of emotion and "simultaneous" thinking giving way to a typographic society of sequential thinking, of specialization, breaking down into parts.
> Joy Mark: (14:54) text may be easier to assess, at least for those used to traditional interactions - so maybe the purpose of the response is important
> Steve Gilbert, TLT Group: (14:55) Elena: when saw FQs, thought they were too hard to respond to recording; BUT had more impact when hearing Chuck's voice recording - gave power because of demonstration of his commitment AND PERMANENCE!
> nikki: (14:55) I like to "meet" and talk informally (with or without webcam) with my college students on Skype before classes start to help them feel more comfortable with the microphone and the technology to be used in the virtual classroom (ElluminateLive v10/BBC v11).
> Amanda L. Wilson: (14:55) I agree that voice gives more power and is easier to process
> Sally Kuhlenschmidt: (14:55) Be ware confusing the emotionality of the voice with content. They both have value but do not equally transmit in the two channels. Hitler had a great voice.
> Elena Garofoli: (14:56) no
> Sally Kuhlenschmidt: (14:56) I'd rather read their response.
> Elena Garofoli: (14:56) @sally great point
> Steve Gilbert, TLT Group: (14:56) SallyK (and how many others) would prefer to READ responses to FQs?
> Amanda L. Wilson: (14:56) discussion threads can so often be misunderstood because of the lack of tone of voice
> Sally Kuhlenschmidt: (14:56) What!!! You CAN'T convey passion in writing????
> Sally Kuhlenschmidt: (14:56) Kidding
> Steve Gilbert, TLT Group: (14:57) go ahead Joy
> Charles Ansorge, University of Nebraska, Lincoln: (14:57) yes
> Elena Garofoli: (14:57) good one Sally ;-)
> Steve Gilbert, TLT Group: (14:57) Joy - CIO - working with acad deans and small group of fac to pilot "blended learning"; strugle for fac to move into this not so new medium - have been using FQs
> Steve Gilbert, TLT Group: (14:58) USE OF FQs CAN BE MORE EFFECTIVE IN LIVE INTERACTIVE STRUCTURED DISCUSSION
> Elena Garofoli: (14:58) big fear
> Steve Gilbert, TLT Group: (14:58) Joy - concern about losing the "relational" aspect, personal touch avail live and voice, video
> Steve Gilbert, TLT Group: (14:58) Joy - hard to interpret what faculty fear they might lose
> Steve Gilbert, TLT Group: (14:59) SallyK
> Elena Garofoli: (14:59) ahh but her's the question...Should it be the same??
> Steve Gilbert, TLT Group: (14:59) SallyK - sacrificing her commitment to text for convenience of voice!
> Irina Ivliyeva, Missouri S&T: (14:59) Thank you all! I ahve to go get my son from school. Till next fridayLive! Thnak you,!
> Elena Garofoli: (14:59) are we making a mistake by using the f2f paradigm in an nline environment?
> Elena Garofoli: (15:00) by Irina
> Elena Garofoli: (15:00) bye
> Joy Mark: (15:00) lost audio, Sally
> Steve Gilbert, TLT Group: (15:00) SallyK - training in clinical psych might give her [unfair?] advantage in communicating effectively incl. affect
> Charles Ansorge, University of Nebraska, Lincoln: (15:00) Audio?
> Elena Garofoli: (15:00) sane here
> Beth Dailey: (15:00) I lost Sally
> Herb: (15:00) Lost her audio mid sentence
> Sally Kuhlenschmidt: (15:00) I'm here.
> Sally Kuhlenschmidt: (15:00) yes I hear you.
> Joy Mark: (15:01) sick student indicated by quality of text response
> Joy Mark: (15:01) was where I lost you
> Steve Gilbert, TLT Group: (15:01) SallyK - lots of non-verbal signals that can be communicated - incl emotion, etc.
> Steve Gilbert, TLT Group: (15:02) SallyK - audio and video don't tell the truth [as opoosed to text?????]
> Joy Mark: (15:02) @Elena - after Sally, will you say more about changing the paradigm
> Elena Garofoli: (15:02) sure
> Steve Gilbert, TLT Group: (15:03) SalllyK =- also teaches stat-like course; always meets/talks with students individually because needs to establ that connection
> Charles Ansorge, University of Nebraska, Lincoln: (15:03) This has been a really good session.
> Sally Kuhlenschmidt: (15:03) Voice places a person in a particular gender/SES more obviously than does text--that may or may not be an issue
> Sally Kuhlenschmidt: (15:04) Audio encourages people to do 2 things at once instead of focusing.
> Beth Dailey: (15:04) I like what you said Sally - "attending to a different channel"
> Sally Kuhlenschmidt: (15:04) Thanks-- now I can go back and review what I wrote bec I don't remember when I did that ;0)
> Joy Mark: (15:05) I noticed that I had trouble speaking my piece earlier when I had no "body" to look at
> Beth Dailey: (15:05) Good point Joy
> Sally Kuhlenschmidt: (15:05) Yes, one tends to go on rather than moderating signals-- did my dissertation on social skill microbehaviors.
> Beth Dailey: (15:05) no detail
> Sally Kuhlenschmidt: (15:06) Depends on what you want to evoke.
> Sally Kuhlenschmidt: (15:06) An image pulls for the emotional-- the mythic.
> Sally Kuhlenschmidt: (15:07) text pulls for the sequential, logical brain.
> Beth Dailey: (15:07) It may be good to talk about what we mean by voice
> Elena Garofoli: (15:07) sorry all, I've got to go. have great weekend.
> Elena Garofoli: (15:07) Many thanks.
> Herb: (15:07) Makes a huge diff to me. I'm fairly visual (tend tothinkin images) so images, picutes and video helps.
> Elena Garofoli: (15:07) great session
> Sally Kuhlenschmidt: (15:08) A good chunk of the human brain is devoted to interpreting images.
> Sally Kuhlenschmidt: (15:09) The lecture is an invention of Medieval Europe when sequential thinking was relatively new.
> Sally Kuhlenschmidt: (15:09) It was also because there were no freely available books, not alternative to getting content.
> Steve Gilbert, TLT Group: (15:09) stevegilbert@tltgroup.org -- ideas for shaping our conversation about role of and variations on lecture
> Beck Andre @ Lynn U: (15:09) thanks everyone - I'm on to the next thing
> Steve Gilbert, TLT Group: (15:10) Beth - passivity, activity - lecture, voice, synchronicity
> Steve Gilbert, TLT Group: (15:11) Beth - what strategies can we use if we want MORE interactivity, participation.... including using voice
> Sally Kuhlenschmidt: (15:11) http://serc.carleton.edu/introgeo/justintime/what.html
> Herb: (15:11) Eventhough we've been able to text, and I see the list of participants, hearing a voice sends home the messages that I am here with other people.
> David McCurry, TLT Group: (15:12) I have to run. Thank you everyone. The link to a recording of this session will be posted on the Google Document we use as the Home Base web page for this session.
> Steve Gilbert, TLT Group: (15:12) SallyK - McLuhan book ... offers view of role of lectures
> David McCurry, TLT Group: (15:12) Thanks, Sally.
> Steve Gilbert, TLT Group: (15:12) Are lectures on their way out or their way up? or on their way in a different direction?
> Herb: (15:13) Really?? TED Talks are grwoingin popularity.
> David McCurry, TLT Group: (15:13) http://amzn.to/waJsZk
> Sally Kuhlenschmidt: (15:13) TED are great lecturers-- highly skilled
> Sally Kuhlenschmidt: (15:13) We still have the best horse-shoers
> Sally Kuhlenschmidt: (15:13) But we don't have mediocre horse shoers
> Charles Ansorge, University of Nebraska, Lincoln: (15:13) We need a definition of a "lecture." It means different things to different people
> Sally Kuhlenschmidt: (15:13) McLuhan didn't talk about lectures, I'm contemplating them in light of what I'm reading in the book.
> Herb: (15:14) Give some breif examples of Good and BAD of lectures.
> Sally Kuhlenschmidt: (15:14) Eric Mazur video on making lectures interactive.
> Sally Kuhlenschmidt: (15:15) Book "What's the Use of Lectures"
> Steve Gilbert, TLT Group: (15:15) One of my favorites for "lecture" - Oliver Sachs lecture i heard which was an extremne example of BOTH a "Good" lecture and a "Bad" lecture!
> Sally Kuhlenschmidt: (15:15) Most memorable lecture in my life was one on storing catsup. Not kidding.
> Beth Dailey: (15:16) It is interesting to think of what lecture means
> Beth Dailey: (15:16) I wonder if its valuable to be clear about the purpose of the lecture
> Sally Kuhlenschmidt: (15:16) The guy was passionate about his work and walked us through his research steps as if it were a mystery.
> Beth Dailey: (15:16) Maybe it's not to be interactive
> Sally Kuhlenschmidt: (15:16) Well it was a mystery...plus imagining a silo of spoiled catsup is memorable.
> Herb: (15:17) Barbara Striesands "the Mirror Has TWo FAces" is a mediocre movei but deals with this topic
> Joy Mark: (15:17) Steve, are you reading (have read) anything particular about lectures?
> Steve Gilbert, TLT Group: (15:17) Herb - clip from mediocre Streisand movie - lecture
> Sally Kuhlenschmidt: (15:18) ConcepTests http://serc.carleton.edu/introgeo/interactive/conctest.html
> Steve Gilbert, TLT Group: (15:18) sWG - clips from "Other People's Money"; Ferris Bueller's Day Off
> Sally Kuhlenschmidt: (15:19) Which do people access most?
> Sally Kuhlenschmidt: (15:19) video or chat of these sessions.
> Sally Kuhlenschmidt: (15:21) hydraulic model of education, like the cycle of water-- the instructor rains down on the students, it puddles on their notepads then they upload it on the test. Does any of it have an impact?
> Joy Mark: (15:21) no, I'm just looking for material to engage - like McLuhan Sally mentioned
> Sally Kuhlenschmidt: (15:21) got it
> Sally Kuhlenschmidt: (15:22) McLuhan isn't about lectures
> Sally Kuhlenschmidt: (15:22) Yes, they apply
> Joy Mark: (15:22) right now, all of know of M. is "the medium is the message" - which would certainly have impact
> Joy Mark: (15:22) "all I know"
> Sally Kuhlenschmidt: (15:22) Joy, read this: http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_2002/TC_Spring_2002_Kidd.htm
> nikki: (15:23) need to run....thanks for the discussion....have a good weekend!
> Sally Kuhlenschmidt: (15:23) Reference is Blight What's the Use of Lectures
> Sally Kuhlenschmidt: (15:23) McLuhan also invented the global village.
> Sally Kuhlenschmidt: (15:23) And it was the massage-- often mispelled.
> Sally Kuhlenschmidt: (15:23) concept of the global village.
> Sally Kuhlenschmidt: (15:23) thanks
> Beth Dailey: (15:24) great fun. Thanks
> Beth Dailey: (15:24) just snow on my end
> Joy Mark: (15:24) got a phone call coming in - thank you
> Sally Kuhlenschmidt: (15:24) thanks--everyone enjoy.
> Steve Gilbert, TLT Group: (15:24) Happy Weekend!
No comments:
Post a Comment
What do you think?