Software for Synchronised Asynchronous Constructivist e-Learning

The ANU College of Engineering & Computer Science needed projects for students to do, I created one on "Software for Synchronised Asynchronous Constructivist e-Learning". This topic can then be tailored to the student's level (undergraduate to masters) and interests (software development or theory):

Student research opportunities

Software for Synchronised Asynchronous Constructivist e-Learning

Project Code: CECS_912

This project is available at the following levels:
CS single semester, Honours, Masters

Keywords:

asynchronous learning, synchronous learning, electronic learning, web conference, videoconferencing, pedagogy, MOOC

Supervisor:

Mr Tom Worthington

Outline:

On-line learning research literature uses the terms synchronous and asynchronous to describe tools and learning activities. This project will investigate software tools which will permit breaking down this division. It is proposed that syncronisation of asynchronous learning can address problems with large scale e-learning, such as Massive Open Online Courses (MOOCs). The combination of synchronous and asynchronous forms of on-line learning could be used to promote a constructivist approach. This could be done by relaxing the current lockstep approach of packages such as Blackboard Collaborate, where the aim is for all the class to see precisely the same images on screen at precisely the same time. As well as imposing severe limited on the equipment, this also limits the opportunity for the student to build their own internal model by exploring the topic for themselves, as they have to keep up with the live presentation. Relaxing the real time aspect would also the student time for reflection and to be able to explore the materials themselves, within a time limit.

Goals of this project

Provide a theoretical framework to synchronous and asynchronous forms of on-line learning and implement a free open source prototype to demonstrate this in practice.

Requirements/Prerequisites

Training, experience or an interest in teaching would be an advantage.

Student Gain

Software and tools to support e-learning is a growth industry worldwide.

Background Literature

Worthington, T. (2013). Synchronizing Asynchronous Learning: Combining Synchronous and Asynchronous Techniques. In Proceedings of 2013 8th International Conference on Computer Science & Education (ICCSE), 26 Apr - 28 Apr 2013 , Sri Lanka.

Preprint available at: http://hdl.handle.net/1885/9556

Presentation notes: http://www.tomw.net.au/technology/it/moocs_with_books/

Links

Synchronizing Asynchronous Learning: MOOCs with Books

Combining Synchronous and Asynchronous Learning Techniques

I will be presenting "Synchronizing Asynchronous Learning: Combining Synchronous and Asynchronous Techniques", at the 8th International Conference on Computer Science & Education (ICCSE), April 2013. In this I suggest that while a class of on-line students may not be physically present in the same place, or looking at materials at the same time, it still is useful to have checkpoints, so they progress as a group. The paper was originally prepared as an assignment for the USQ course Online Pedagogy in Practice.

Citation: Worthington, T. (2013). Synchronizing Asynchronous Learning: Combining Synchronous and Asynchronous Techniques. In Proceedings of 2013 8th International Conference on Computer Science & Education (ICCSE), 26 Apr - 28 Apr 2013 , Sri Lanka.

Abstract: On-line learning uses the terms synchronous and asynchronous to describe tools and learning activities. This research looks into the origins of these terms, their use today and asks if these are the correct terms to use and if the use of these terms has held up the development of better tools and techniques.

Conclusion: Current on-line educational literature uses the terms synchronous and asynchronous with meanings different from their use in everyday language and in the computing discipline. It is recommended that these terms be replaced with “real time” and “store and forward”, as used in the computing discipline. As well as improving the clarity of discussions of educational theory, this will have practical benefits for the development and use of systems and educational techniques. In particular this can aid the thinking about the development of simpler software for learning support, combining the features of the store-and-forward LMS, with real-time video conferencing. It is recommended the term synchronous be returned to its original meaning and be applied to discussing the coordination of learning activities and the role of synchronization in the learning experience be explored.

A further area for research is the use of information diffusion analysis to automatically assess when an on-line class has reached an appropriate level of understanding of a topic and can move on, without the need for an explicit test. New system designs combining what have previously been though of as separate synchronous and asynchronous forms of on-line learning can then be merged to support a constructivist approach , where each student builds their own understanding in their own time, while also participating in the class to reach common goals.

Please use this identifier to cite or link to this item: http://hdl.handle.net/1885/9556

Link to publisher version: http://www.ieee.org/conferences_events/conferences/conferencedetails/index.html?Conf_ID=30408 Type: Conference paper URI: http://hdl.handle.net/1885/9556
Appears in Collections: Open Access Research

Online Distance Education for the Mature Student

I just attended a USQ focus group to get the views of students on technology used by the university (I was a USQ education student for two semesters). The focus group was conducted online via Blackboard Collaborate and worked well. It appears that I am a typical mature student who does not want mobile apps, twitter or Facebook, just ordinary old fashioned Moodle, email, lecture recordings and video conferences. ePortfolios appear to be popular and MOOCs may be appealing as a supplement to normal courses. I urged USQ to keep producing well designed online courses, delivered by well trained staff and not get distracted by e-fads.

Give Online Students a Headset with Push-to-Talk Microphone

Just about every computer based video/audio-conference I attend has a few minutes at the start where people sort out audio problems. Rather than giving new online students a useless gift (such as a fridge magnet), a headset with a push to talk microphone (costing about $10) would be useful. Headsets are readily available, some with push-to-mute buttons, but ones with push-to-talk are rare. Such a unit would overcome several problems:

1. Poorly placed microphone: Many people try to use the microphone built into their laptop computer. This results in noise from the room, the computer, keyboard and desk. A headset microphone up near the mouth cuts out noise.
   
2. Feedback from loudspeaker: May people try to use the speakers on their computer. The result is feedback, with sound from the loudspeaker being picked up by the microphone and relayed back to the speakers. This results in an echo chamber effect. Some systems offer echo cancellation but this is not entirely effective. A headset isolates the sound from the microphone and eliminates the problem.
3. Background sound: For a small group, all microphones can be live at once. However, if there a dozen or more parties in the conference it is best if those not speaking switch off their microphones, otherwise background noise can be heard. Video conference systems offer click-on/click-off setting for microphones, but it can be difficult to tell when the microphone is on and easy to forget to turn it off. A spring loaded push-to-talk switch on the headset cable provides tactile feedback and resets to the off position when the user lets go.
   

Surveillance Style Headset for Video Conferences

Recently I have been taking part in numerous video conferences using my laptop. These require use of a headset to get reasonable quality sound. But you look a silly on camera with a big headset on. Also headsets can be uncomfortable to wear for extended periods. I found an air-tube headset in my local electronics shop. These are also called Surveillance Headsets (or security headsets) and are also used by TV presenters.

The surveillance headset has a soft ear plug which fits in one ear, connected to a clear plastic tube up over the ear and down the back of the neck with a curly tube. The tube ends in a clip attached to the collar. The neck clip has a wire which runs to a small box with clip to attach to your lapel, a push-to-talk (PTT) switch and microphone. This box has a second cable with a plug for the computer (some units have a separate lapel microphone).

That sounds complicated and it is a bit fiddly to put on. But once fitted, the ear-piece is very comfortable and not noticeable on camera. The unit I bought has a PTT switch. This is very handy for events with large numbers of participants where you only speak occasionally: you hold the switch to talk and so can't accidentally leave it on. Some units are designed for "VOX" so the microphone is on all the time and some have a VOX/PTT switch to select either mode. My unit has no VOX switch but I find a rubber band works fine to keep the microphone switch down for extended periods.

The tricky part is to find a surveillance headset with the plug for your computer. Most of the headsets have just one 3.5mm stereo style male plug, some have two mono 3.5mm male plugs, some a 3.5mm and a 2.5 mm plug. Most computers have two 3.5mm stereo sockets: one for the microphone and one for the earphone.

I made my own adapter cable. Otherwise you can make a connector from Cable Adapters. For mine this would be one 3.5mm Stereo Female to Two Male RCA Y-Cable (to split the 3.5mm stereo from the headset into two mono channels) and then two RCA Female to 3.5mm Stereo Male Adapters.

Also I found the headset works fine with my mobile phone, using a 3.5 mm to 2.5mm stereo adapter.