October 2007 Volume 10 Number 4 - Educational Technology ...

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8. Use the final screen to plan the next lesson • Negotiate the content for the next lesson with the student and their Home Tutor. • Provide pedagogical input for decisions about content based on observations of the student’s progress, child development theory and curriculum requirements. 9. Use the final screen to praise the student, end the lesson and say farewell • Give positive feedback to the student. For example, ‘You did clever writing today.’ • Tell the student that the lesson is ending • Say farewell. For example, ‘Bye for now. I’ll talk to you again soon’. Figure 11. An example of element 9 <strong>10</strong>. Use email as an adjunct to synchronous cyber lessons • Use email to confirm the lesson • Use email to give feedback to the student and Home Tutor after the lesson. Throughout our trial of synchronous cyber teaching and learning with students aged 5-8 years we found an increased level of interaction between teacher and students. We negotiated the lesson content with the student and their Home Tutors. We used an advance organiser at the start of each lesson to communicate expectations. We were able to cater for students with diverse talents and ways of learning through negotiated curriculum and ‘tailor-made’ lessons to suit individual needs. We found that the synchronous interactive whiteboard compelled the student and teacher to encode information in a high speed exchange of written responses. Students used the mouse, graphic tablet and keyboard to write on the synchronous interactive whiteboard. Students acquired sophisticated keyboarding skills from an early age, generally by age seven years. Keyboarding enabled the students to participate in the learning process during synchronous cyber lessons in a highly interactive manner. We believe that the level of interactivity demonstrated by the students in our trial during synchronous cyber lessons was superior to any other learning environment, including face-to-face. The teacher was able to respond immediately to the student using the mouse and keyboard to provide written instructions and feedback to the student on the synchronous interactive whiteboard. The multi-layered and colourful written interactions created by the 291
student and teacher on the synchronous interactive whiteboard became the ‘face’ of the communication and contributed to the evolution of a social presence that we believe is unique to synchronous cyber lessons. We found that the immediacy of the teacher’s verbal and nonverbal behaviours during intense, high speed interaction between the student and teacher resulted in accelerated learning by the students. The tools of the synchronous cyber classroom were observed to contribute to a higher level of efficiency in the mastery of concepts and the completion of tasks by the students. In particular, the students demonstrated higher levels of concentration and increased work rates. We found that the quality and quantity of the work completed by the students, for example, in twenty minute online synchronous lessons could be compared to longer time allocations in traditional classroom settings. The students’ time on task was maximised and resulted in enhanced cognitive and affective learning. In terms of engaging students, maintaining high levels of concentration, capitalising on their individual interests and learning styles and simply ‘getting-the-job-done’ we found synchronous lessons surpassed all other modes of instruction. Although we worked individually with our students we found that the students, who were geographically isolated from their teacher and from one another, were beginning to form a learning community within the Youth Knowledge Network. We anticipate that the students’ technologically networked community will continue to grow and that this will result in increased cooperation among our students in the future. Our guideline for ‘best practice’ in instructional design in synchronous cyber classrooms is a practical application of the seven strategies identified by Chickering, & Ehrmann (1996). Chickering & Ehrmann suggested educators use technology in instruction to increase interaction between instructors and students, to increase cooperation among students, to ,increase students´ active learning, to provide prompt feedback to students, to facilitate students´ time on task, to communicate expectations and to provide benefits for students with diverse talents and ways of learning. The synchronous cyber classroom provided the technological tools to apply the strategies as described by Chickering and Ehrmann (1996). But we found there was no manual for teachers to use during synchronous cyber lessons that gave a practical and pedagogically sound guide to the instructional design of such lessons. The guideline was developed, therefore, as a ‘user friendly’ checklist for teachers who are embarking on synchronous cyber teaching. In summary, our major finding was the enhanced learning outcomes that we observed in all the students in our trial. We attribute this to the ideal learning environment provided in the synchronous cyber classroom. Students developed higher levels of concentration and memorization as a direct result of the uniquely individual learning process that occurs in synchronous cyber lessons. Students were able to integrate visual, auditory and kinesthetic processes free from the distractions that plague the traditional classroom. We were able to record and quantify the students’ learning outcomes as evidenced in their written and verbal responses. Based on our findings we believe an urgent need exists for further research to be undertaken into brain function in early childhood students during lessons in the synchronous cyber classroom. This leads us to the conclusion that synchronous cyber teaching and learning that is informed by best practice in instructional design poses a serious challenge to traditional classroom practices in early childhood education. Conclusion A paucity of literature exists on best practice in instructional design for online synchronous cyber lessons with students aged 5-8 years. This paper has attempted to identify ‘best practice’ in instructional design in the online synchronous cyber classroom. We equated increased interactivity by students in the form of verbal and written responses during synchronous cyber lessons with higher learning outcomes. We developed a guideline for the instructional design of synchronous cyber lessons that would maximise student interaction and result in enhanced learning. The guideline is, therefore, a practical application of best practice strategies and a survival manual for teachers embarking on synchronous cyber teaching. Essentially we found that when the teacher adopted a simplified and ‘minimalist’ approach to instructional design: the students contributed significantly more information and demonstrated higher levels of learning. We regard this as ‘real’ collaborative learning. The students’ rate of response was faster and involved an integration of visual, auditory and kinaesthetic processes. We attribute this to the unique and ideal learning environment that is created in the synchronous cyber classroom. We believe the simplified ‘minimalist’ approach can be used to encourage more teachers to embark on synchronous online teaching as it helps build confidence in what may be perceived as a highly innovative yet challenging 292
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
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The Knowledge Foundation (2005). IT
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Figure 1. Design Theories in contex
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attention as we frequently discuss
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Blog Reflection This design concept
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Narrative Structure (Form) Content
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Löwgren, J., & Stolterman, E. (200
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critique, neither do the single ind
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suggested by Ljungberg (1999b) we c
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the del.icio.us site (see figure 3)
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Device cultures It is not only the
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uilt using a camera-equipped PDA ru
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Jones, C., Dirckinck-Holmfeld, L.,
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Milrad, M., & Spikol, D. (2007). An
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components to be able to deal with
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compulsory throughout the project.
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only with their existing day-today
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As our work continues, we will try
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cognition as well as self-regulated
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Mobile mind map tool for stimulatin
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the pictorial knowledge representat
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Ericsson, K. A., & Simon, H. A. (19
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Al-A'ali, M. (2007). Implementation
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complex cognitive skills involve em
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Table 1. CAT and a linear mathemati
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It is agreed that the difficulty le
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Figure 7. Our newly added factors i
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question factors according to IRT;
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Instructure 1 Login User-ID Passwor
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Shute, V., & Towle, B. (2003). Adap
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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laboratory activities, which are bu
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process is currently a largely top-
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Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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evolution with computing technology
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Resources 0.55 0.72 e17 In my schoo
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teachers’ instructional evolution
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Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
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Procedure Content analysis procedur
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and mice are out of order. I have t
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feature of supportive online groups
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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Page 253 and 254: (iii) Regulates the communication:
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Page 263 and 264: making reference to the others wher
Page 265 and 266: Solution 2.2: Deliberately select h
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Page 271 and 272: - and even appreciated - by student
Page 273 and 274: Panitz, T., & Panitz, P. (1998). En
Page 275 and 276: Concept Mapping Concept mapping by
Page 277 and 278: Research Questions In order to dete
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Page 281 and 282: Tukey’s HSD post hoc test reveale
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Page 285 and 286: Jegede, O.J., Alaiyemola, F.F., & O
Page 287 and 288: esources. The use of synchronous te
Page 289 and 290: The use of digital communication mo
Page 291 and 292: contributed more information and en
Page 293 and 294: 3. Use the second screen for the le
Page 295: • Use drawing to develop writing
Page 299 and 300: Vogel, J. J., Vogel, D. S., Cannon-
Page 301 and 302: Cases The first set of ten case stu
Page 303 and 304: Kılıçkaya, F. (2007). Website re
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October 2007 Volume 10 Number 4 - Educational Technology ...

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