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Conceptual Product for
Synchronous Learning
Anni Chan Calon Lochridge Jenny Zhang
Taylor EdwardsStephen OlsonShawn Lingam
Anni ChanHongKongMajor:ActuarialScienceMinor:BusinessManagement,Economics
CalonLochridgeMontanaMajor:AccountingMinor:Korean
JennyZhangNewYorkMajor:FoodScienceMinor:Chemistry
ShawnLingamUtahMajor:Finance
TaylorEdwardsOregonMajor:EconomicsMinor:BusinessManagement
StephenOlsonIowaMajor:Finance
Introduction
Situation
Assumptions & Methodology
Conceptual Learning Product
Next Steps & Conclusion
Situation
The Interactive Classroom and Synchronous Learning Project
• BYU Experiential Learning Projects give BYU students real world internship experience while taking courses full-time
• The concept of a classroom continues to change through developments in teaching methods and advances in technology, but there is still a space for greater interactivity in the classroom
• We were tasked with diving into the problem, conducting research, and recommending a solution for potential implementation by Bottom Line Training and Consulting
Assumptions & Methodology
Bottom Line Training and Consulting wants to improve the quality of its trainings through increased interaction and transparency
Current condition:
• Classroomsarefailingtoengagestudent’sinterest
• Instructorsarenotadaptingtoneedsofstudents
• Technologyisbecomingmorewidelyusedbuthasyettofindarevolutiontothelearningexperience
“Thechallengeforoureducationsystemisto
leveragetechnologytocreaterelevantlearningexperiencesthatmirrorstudents’dailylivesandtherealityoftheir
futures.”NationalEducationTechnologyPlanhttp://tech.ed.gov/netp/
After conducting multiple levels of research, we defined pain points within educational settings and developed a solution
ResearchonLearning
MethodsandEffectiveness
MarketResearch
ProductResearch SurveysandFocusGroups
Analysis─DefinedPainPoints
DevelopedSolution
- Okita, Bailenson,
Schwartz; "The Mere Belief of
Social Interaction Improves Learning"
"We found that the mere belief
you were interacting with another person led to superior
learning..."
Research is consistent in providing evidence of effective learning through interaction and collaboration
• Yang,C.,andY.-S.Chang."AssessingTheEffectsOfInteractiveBloggingOnStudentAttitudesTowardsPeerInteraction,LearningMotivation,AndAcademicAchievements."JournalOfComputerAssistedLearning28.2(2012)
• Kwek,S.H.(2011).InnovationintheClassroom:DesignThinkingfor21stCenturyLearning.(Master’sthesis).
• DiMarco,Giordano,andEddaLuzzatto.CollaborativeLearning:Methodology,TypesOfInteractionsAndTechniques.NewYork:NovaSciencePublishers,2010
• Bouhnik,Dan,andTaliMarcus."InteractionInDistance-LearningCourses."JournalOfTheAmericanSocietyForInformationScience&Technology57.3(2006)
• Carey,Benedict.HowWeLearn:TheSurprisingTruthaboutWhen,Where,andWhyItHappens.RandomHouse.
After conducting multiple levels of research, we defined pain points within educational settings and developed a solution
ResearchonLearningMethodsandEffectiveness
MarketResearch
ProductResearch
SurveysandFocusGroups
Analysis─DefinedPainPoints
DevelopedSolution
After conducting multiple levels of research, we defined pain points within educational settings and developed a solution
ResearchonLearningMethodsandEffectiveness
MarketResearch
ProductResearch
SurveysandFocusGroups
Analysis─DefinedPainPoints
DevelopedSolution
After conducting multiple levels of research, we defined pain points within educational settings and developed a solution
ResearchonLearningMethodsandEffectiveness
MarketResearch
ProductResearch
SurveysandFocusGroups
Analysis─DefinedPainPoints
DevelopedSolution “…Best way to
form interaction between
students and teachers”
“[Product] is customizable
to each student and helpful to
adapting and tailoring their
learning.”“Not only enhances
communication between students and [instructors], but also strengthens student’s
understanding of material.”
A market opportunity exists to introduce synchronous educational technology in the corporate training industry
• Educationtechnologyiscurrentlybeingleveragedinpublicandprivateschoolsofallgradelevels
• Thereareanumberofcompaniesdevelopingeducationtechnologiesfortheclassroom
• Technologyisbeingminimallyutilizedinacorporatetrainingsetting
• Wedidnotidentifyaneducationtechnologycompanyfocusedoncorporatetraining
0
2
4
6
0
4
21 1
Number of Firms Engaged in Synchronous Learning
Conceptual Product: Benefits
To meet this unique market opportunity we suggest the creation of a technology that drives benefits in these three areas
Interactivity:Inordertofacilitateengagementandlearningwithintheclassroom,interactivitybetweenstudentsandinstructorsisanessentialcharacteristicofthesolution
Transparency:Thesolutionshouldkeeppacewithcurrenttechnologytoprovideusefulinformationtotheinstructorinandoutofclassconcerningthestudents'engagementandunderstanding
ContinuousLearning:Inordertodeliverknowledgeoflastingvaluetoacompany,thetraineemusthavecontinuedaccesstoinstructionalmaterials,accesstotheinstructorandothertrainees,aswellassupervisorandself-assessmentsofpostcourseperformance
Interactivity
The recommended technology will allow students to interact with instructors and classmates to attain a greater level of involvement and interest
Hyperlink
• Studentswillbeabletointeractdirectlywiththepresentationandotherstudentsthroughchat
Sharing
• Presenterswillbeabletosharethepresentationdirectlytostudent’sscreens
BreakoutGroups
• Instructorswillbeabletobreakstudentsintosmallgroupsfordiscussionandcasestudies
Students need access to technology to allow for a more collaborative and engaged learning experience
Most Important (1)
2
3
4
Least Important (5)
0 5 10 15 20 25
Relative Importance of Ability to Interact With Instructor
Most Liked (1) 2 3 Least Liked (4)0
5
10
15
20
25
30
35
Survey Response: Relative Preference of Active Learning• Traditionalteachingtechniques(lectures,
etc..)arebecominglesseffectiveformodernlearners
• Modernlearnersarenotcontenttoseeinstructorsastheultimatesourceofknowledgeforanygivensubject
• Currentclassroomsdon'tprovideenoughcollaborationtoenhancelearning
• Currente-learningmethodsignorethebenefitsoftheclassroomenvironment
Transparency
Leveraging the capabilities of technology will provide useful information for instructors to better focus on student needs
“Transforming instructors from dispensers of information to facilitators of learning.”
Real-timeData •Instructorswillbeabletoviewreal-timedatatodetermineclassroomengagementandunderstanding
Long-termAnalysis •Datawillincludehyperlinkactivity,quizresponses,studentquestions,anddisplaythemonadashboard•Captureddatawillbeprovidedtoinstructorsformorein-depthanalysisofclassroomprogress
Trends •Overtime,instructorswillbeabletoviewtrendsinordertoevaluateandimprovetheirtraining
Current education technology does not offer to instructors adequate data regarding student engagement, understanding, and interest
• Instructorsneedameasureofthedegreeofstudentengagementduringclasstime
• 82%ofrespondentsratedtheinstructor'sabilitytoadapttotheirneedsasoneofthemostimportantaspectsoflearning
• Instructorslackthetoolstheyneedtotracktrendsinstudentengagementandunderstanding
• Currenttechnologiesbeingimplementedgatherinadequateamountsofdatatomeasureengagementandunderstanding
Most Important (1) 2 3 4 Least Important (5)
35%
31%
15%
11%
7%
RelativeImportanceofTeacherAdaptability
Continuous Learning
Continuing the conversation by creating forums and social platforms will facilitate retention and application of training material
LivingLibrary •Createalivinglibrarythatcontainsrelevantmaterialthatemployeescanaccess
Forums •Createcompanyforumsinwhichtraininggroupscanengageindiscussion
InstructorAccess •Allowstudentstocommunicatewithinstructorsfollowingthetrainingcoursethroughsocialplatform
Evaluation •Pairperiodicself-evaluationwithsupervisoryevaluationtodriveaccountability,retention,andperformance
Corporate training structure currently fails to provide access to resources and instructors after the training
• Employeesdesireaccesstolearningmaterialsforcontinuedreferenceandlearning
• Thereisnoplatformforfurtherdiscussionamongstudentsafterthetrainingiscompletedandstudentsrarelyhaveaccesstoinstructorsaftertheirtrainingisover
• Changingindustriescreateaneedforstudentstoapplyrelevanttrainingbyadaptingtheirprevioustrainingtonewsituations
• Whilesometrainingentitiesprovidelimitedassessmentofstudentapplication,itislessthanadequateandnotintegratedintothelearningtechnology
“Tell me and I forget. Teach me and I remember.
Involve me and I learn.”
-Benjamin Franklin
Retention of Learned Information Over Time With and Without
Periodic Review*
*”TheCurveofForgetting”,KristenCavin–CornellNotes,2006
Withfollow-upandreview
Withoutfollow-uporreview
Summary of conceptual product benefits relating to interactivity, transparency, and continuous learning
Interactivity:Theproductshouldfacilitateengagementandactivelearningwithintheclassroomthroughfeaturesthatenhancecollaborationamongstudentsandinstructors
Transparency:Theproductshouldkeeppacewithcurrenttechnologytoprovidemeaningfulinformationtotheinstructorinandoutofclass
ContinuousLearning:Theproductshouldoffera"livinglibrary,"forumsfordiscussion,andmeasuresforposttrainingretentiontobroadenthelearningexperiencebeyondtheclassroomandcontinuetheconversation
Conceptual Product: Features
The product will be user friendly and be designed for easy implementation in a training setting
User Interface •Theproductwillhaveastreamlineduserinterfaceforseamlessstudentadaptionandfunctionsoftwaretoadapttochangingenvironments
Ease of Use •Studentsandteacherswillbeabletoreceivethefullbenefitofthesoftwarewithminimaltrainingandfamiliarization
Easy Setup •Softwarewillbecloudbased(webapp)withnoinstallationnecessarytoensurequickandeasysetup
Whiteboard:
Teachersandstudentscancollaborateand
interactinthisarea
PresentationArea:
Viewteacher’spresentationhereinanyformat,studentscantakenotesdirectlyonthe
presentation.Textonthepresentationwillbesearchable;oneclickwillleadtoadefinitions,twowilllinktowebsearchesorpre-setwebsites.
STUDENT VIEW
RaiseHand
Understanding
ShareScreen
NewsFeed:
Twitter-likenewsfeed
showingreal-time
comments,etc.
ChatandQ&A:
Breakoutgroupscouldbeformedinthisareaaswellasstudenttostudentchat,andteacher-focused
questions.
EvaluationArea:
Herestudentstakequizzesandpolls,allowingforpre-classandpost-classevaluationsandother
quizzesandvotingtotakeplace
INSTRUCTOR VIEW
ChatandQ&A:
Breakoutgroupscouldbeformedinthisareaaswellasstudenttostudentchat,andteacher-focused
questions.
DataVisualization:EngagementDashboard
Whiteboard:
Teachersandstudentscancollaborateand
interactinthisarea
PresentationArea-DataAnalytics:
Instructorscansharepresentationsinanyformatdirectlytothestudent’sscreen.
Instructorscanusedatacapturedtoanalyzelong-term
trends.
Instructorscansharelinkstorelevantcurrenteventarticlesandvideos.
Next Steps
The proposed software could be built using an existing product as a starting point or from the ground up
Top Down Approach Bottom Up Approach
1. StartwithanexistingplatformsuchasAdobeConnectorOpenMeetings.
2. EnhanceElementsofInteractivity.
3. Integratestrongerdatacaptureandanalyticcapability.
1. Usedesiredfeaturestobuildabasicplatform.
2. Continuetoaddtothatplatformandadapttheproductasneeded.
3. Takeadvantageofanalyticcapabilitiestoidentifyneededchangestotrainingstructure
Conclusion and Q&A
Appendix
Secondary Research concerning learning methods and effectiveness
• Yang,C.,andY.-S.Chang."Assessing The Effects Of Interactive Blogging On Student Attitudes Towards Peer Interaction, Learning Motivation, And Academic Achievements." JournalOfComputerAssistedLearning28.2(2012):126-135.Computers&AppliedSciencesComplete.Web.2Mar.2015.
• DiMarco,Giordano,andEddaLuzzatto.CollaborativeLearning:Methodology,TypesOfInteractionsAndTechniques.NewYork:NovaSciencePublishers,2010.eBookCollection(EBSCOhost).Web.2Mar.2015.
• R.E.West (2009),Insightsfromresearcondistanceeducationlearners,learning,andlearnersupport.Distancesetsavoirs.7(4).Doi:10.3166/DS.7.571-584.
• Bouhnik,Dan,andTaliMarcus."Interaction In Distance-Learning Courses." JournalOfTheAmericanSocietyForInformationScience&Technology57.3(2006):299-305.Library,InformationScience&TechnologyAbstractswithFullText.Web.2Mar.2015.
• RoisinDonnelly,Interactionanalysisina‘LearningbyDoing’problem-basedprofessionaldevelopmentcontext,Computers&Education,Volume55,Issue3,November2010,Pages1357-1366,ISSN0360-1315,http://dx.doi.org/10.1016/j.compedu.2010.06.010.
• Sampson,Nicholas."Meetingtheneedsofdistancelearners."LanguageLearningandTechnology`7.3:103-18.Print.
• MCBRIEN,J.Lynn;CHENG,Rui;JONES,Phyllis.VirtualSpaces:EmployingaSynchronousOnlineClassroomtoFacilitateStudentEngagementinOnlineLearning.TheInternationalReviewofResearchinOpenandDistributedLearning,[S.l.],v.10,n.3,may.2009.ISSN1492-3831.Availableat:<http://www.irrodl.org/index.php/irrodl/article/view/605/1264>.Dateaccessed:13May.2015.
• Okita,Sandra,JeremyBailenson,andDanielSchwartz."TheMereBeliefofSocialInteractionImprovesLearning."Print.
• Usefulwebsites:• http://www.ion.uillinois.edu/resources/tutorials/overview/weaknesses.asp• http://teach.com/what/teachers-teach/teaching-methods• http://www.gmu.edu/resources/facstaff/part-time/strategy.html
Secondary Research concerning learning methods and effectiveness• Selections of BYU’s Center for Teaching and Learning proposal for the Decision Based Learning Software.
• “Specific Challenges Addressed by Decision-based Learning • One of the challenges for higher education is to help novice learners apply learning to real-world problems—that
is, to become experts (Bransford, Brown, Cocking, 2000). Classic lecture/test coverage of course material generally does not develop the expertise necessary to meet professional demands (Driscoll, 2000). Other inductive pedagogies, such as case-based learning, team-based learning, etc., have been developed to improve students’ ability; nonetheless, elements of expert knowledge still remain tacit both to student and teacher (Feldon, Timmerman, Stowe, and Showman, 2010).
• This session will introduce Decision-based Learning, a pedagogical approach that employs an “expert decision model” (EDM) as its organizing principle and as the basis for most learning activities and assessments. The EDM explicitly represents how an expert organizes his or her knowledge functionally to address real-world problems, rather than how the content is organized logically. With this approach, learners take authentic problems through a series of decisions. At each decision point they are provided with just-in-time, just-enough instruction to make the current decision. As students take more and more-problems through the EDM, they develop their own mental model of the range of situations in the field and the ways in which domain knowledge applies to those situations. A software tool has also been developed to facilitate Decision-based Learning. We will demonstrate this tool, and attendees will practice how they might structure their own courses using Decision-based Learning.
• Describe the theoretical foundation or framework for your approach (200 words max).• Decision-based Learning is founded on the idea that students learn best when they are engaged in authentic
activities. However, the initial cognitive load in constructivist pedagogies can be high which may lead to student resistance rather than engagement (Sweller, 2006). Further, experts have achieved a degree of automaticity that obscures the adaptive, yet structured way they use domain knowledge to address real-world problems (Bransford, Brown, Cocking, 2000),. Consequently, expert guidance can still appear fragmented and ambiguous.
• Decision-based Learning seeks to address these issues by making explicit the functional • organization of domain knowledge within representative, authentic cases or problems. We • work with subject-matter experts to parse their approach to solving problems into an Expert Decision Model
(EDM). The EDM represents complex situations as a series of simpler related decisions. Each decision point is coupled with domain-specific knowledge that provides just-in-time, just-enough instruction to help students make each specific decision. Students begin with problems they cannot currently solve and take them through the EDM. This approach provides scaffolding that reduces initial cognitive load and models an expert decision-making process. As students gain expertise, the structural support is decreased so that students internalize the decision-making making model and associated domain knowledge.”
Secondary Research concerning learning methods and effectiveness
• Richard Culatta, Director of the Office of Educational Technology for the US Department of Education.
• RichardCulatta’s3challengesofeducation:• Wetreatalllearnersthesame.• Teachingstructureisconstant,whilestudentsandlearningvaries• Performancedatacomestoolatetobeusefultothelearner.
• Suggestedsourcesforidentifyinginnovativetechnologicalsolutionstolearning:
• http://www.innovativelearning.com/index.html• http://tech.ed.gov/netp/
•*Healsoapprovedourassumptionthatinteractionfacilitatesthelearningprocess.
We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product
50%49%
1%
Gender
MaleFemalePrefer not to say
EducationEngineering and Technology
Family, Home, and Social SciencesBusiness
Fine Arts and CommunicationHumanities
Life SciencesLaw
NursingPhysical and Mathematical Science
0 5 10 15 20 25 30 35
Area of Study
6%
68%
26%
Occupation
EducatorCurrent StudentOther
Black or African American
Hispanic or Latino
Asian
American Indian or Alaskan Native
Native Hawaiian or Other Pacific Islander
White/Caucasian
Prefer not to say
0 10 20 30 40 50 60 70 80 90 100
Demographics
Whatisyourage(enteranumber)?
Mean: 25.66Min: 18Max: 63Mode: 23
We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product
Freshman Sophomore Junior Senior Fifth year senior Masters/PhD0
5
10
15
20
25
Education Level
Whatdoyouseeastheultimategoalofeducation?
Employment 44LearningSkills/Certification 11Citizenship 13Self-improvement 34Total 98
71
11
Yes No
Do you find technology based learning devices/software (iClickers, online
education sites like Canvas or WileyPlus, apps, etc.) helpful to you in
education?
iCliker Online Education Sites
Laptop Computer or Tablet
Surveys Apps Other
71
61
79
60
45
4
Usage of Learning Based Tech
We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product
First Second Third Fourth0
102030405060708090
Teaching Methods Rank
Lectures Case StudiesClass Discussion/Debate Active Learning
Extra Large (200 or more)
Large (50 or more)
Small (50 or less)
Independent Study
67
75
80
29
Classroom Size Distribution
Best Better Good Neutral Worst0
10
20
30
40
50
60
70
80
Relative Importance of Attributes
Student's ability to ask questions to the teacher How well the teacher gets to know the studentsAbility of the teacher to adapt teaching to student's needs The pace of discussion and teachingAbility to have class discussion/debate
We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product
ScoreyourexperiencewiththeseaspectsinanEXTRALARGEclassroom(1=lowscore,10=highscore):
1 Student'sabilitytoaskquestionstotheteacher2 Howwelltheteachergetstoknowthestudents3 Abilityoftheteachertoadaptteachingtostudent'sneeds4 Thepaceofdiscussionandteaching(toofastorslow=lowscore,justright=highscore)5 Abilitytohaveclassdiscussion/debate
1 2 3 4 5-0.40.61.62.63.64.65.66.67.68.6
Extra Large Classroom Experience
1 2 3 4 5-0.40.61.62.63.64.65.66.67.68.6
Large Classroom Experience 1 2 3 4 56.5
7
7.5
8
8.5
9
Small Classroom Experience
1 2 3 4 5-0.40.61.62.63.64.65.66.67.68.6
Independent Study Experience
We conducted surveys, interviews, and focus groups to understand the needs of the modern learner, pain points, and effectiveness of our final product
1
Between 70% and 99%
Between 40% and 69%
Between 1% and 39%
0
22
30
11
1
Real World Application
9%
57%
32%
2%
Long-term Retention
A high amount A medium amount A low amount Almost none
First Second Third Fourth0
20
40
60
80
100
120
Relative Importance of Educational Goals
Employment CitizenshipGlobal Awareness Maximizing human potential
Our software will allow students to interact with the presentation and classmates to attain a greater level of involvement and interest
Features Students TeachersPoll ·DonotneediClicker
·Answerdirectlyofprogram
·Addapollduringclass·Pulldataavailableduringclass(specificstudentanswersavailable)
Backstagearea ·Inclasspresenterarea─Draganddropextramaterial
Twitterlikechat(controlwithpresent:onoroffsetting)
Q&Apod
·Studentscanengageeachother·Studentscanbuildupeachotherideas
·Teachercandirectclassflow.·Privateorpublicname
Sharescreen ·Pullunplannedinformation
Whiteboard ·Visuallylearn·Don'tneedpaper
·Showdrawing,solveequation,etc.
Our software will allow students to interact with the presentation and classmates to attain a greater level of involvement and interest
Features Students TeachersNote ·Takenotes
·Sendnotestoemailordownloadtodesktop·Customizable
·Preparenotesforpresentation
Searchin/outpresentation ·Searchdefinition,articles,etc.withinprogram
·DataSource
Sharefiles ·Fastshareforclassuse ·FastshareforclassuseBreakout ·Teambuildinggroup
work·Workwithsmallergroups·Seeallgroupwork
RaiseHand/SlowDown ·Helpsleadconversation ·Informteachersofstudentunderstanding
Pain points identified
• Lackofstudentcollaborationleadstodecreasedengagement• Inabilityforteachertofocus/adapttoindividualstudentneedscreatesfrustrationforbothteachers
andstudents• Classmovestooslowlyforstudentinterestandstudentsbecomedistracted• Teacherisseenastheultimatesourceofknowledge,limitslearning• Teachersdon'tknowwherestudentsinterest/understandinglies,decreasesengagementand
understanding• Lessonaren'tformodernstudents• Noplatformforfutureengagement
• FromRoger:• Havemanagersvouchthatemployeewouldapplytrainingandholdthemaccountablefor
goals.• ContinuousLearning:whydon’temployeesimplementtraining?(mangersthoughtitwas
stupidanddidn’tallowtimetoaccomplishgoals)• Pairpeopleupandhavethemwriteinalearningjournal“WhatwillyoudowithXonthejob?”
andsharewith“learningpartner”(1)• Createtheopportunityforfollowupontheselearningjournals,withdiscussion
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