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Hybrid Small Group Model: Background

Hybrid Small Group Model: Background . Seminar with emphasis on small group interaction and discussion 2 instructors with 7 face-to-face and 15 online students 1 Tech Nav for pre/post design and real-time support. Hybrid Small Group Model: Primary Challenges.

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Hybrid Small Group Model: Background

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  1. Hybrid Small Group Model:Background • Seminar with emphasis on small group interaction and discussion • 2 instructors with 7 face-to-face and 15 online students • 1 Tech Nav for pre/post design and real-time support

  2. Hybrid Small Group Model:Primary Challenges • How to move students easily from one discussion “space” to another • How can instructors “sample” the discussions for impressions of student understanding

  3. Innovating theHybrid Small Group Model • Iteration 1: Shared iPads • Iteration 2: Shared desktops • Iteration 3: Audio configuration • Techniques/Courseware: How the tech was set up • Context & Issues: Problems that arose • Solutions: How we addresses the problems

  4. Iteration 1: Hybrid Small Group 1. Instructor station – Mac Mini + SMART board 1 2. Audio input/output – Chat160 speakerphone 2 3 4 5 3. Instructor only cam – iPad on tripod (Tripad) 5. Student stations – Separate Google Hangouts with face-to-face and online participants 4. Balcony – laptop connected to Sony SMART TV

  5. Iteration 1: Context and Issues • Hangouts envisioned as “spaces” students could enter and leave as required • iPads did not support Hangouts when no one was present • Use of audio splitters on iPads not 100% effective • Confines made simultaneous small group discussion difficult (audio overlap)

  6. Iteration 1: Needed Solutions Instructors, Tech Nav, and the Design Studio team determined a need for: • Larger facilities • transitions between stations was not smooth for face-to-face students • More focused audio channels • Devices to support stable online group discussions

  7. Iteration 2: Hybrid Small Group 4. Student stations – Separate Google Hangouts with face-to-face and online participants 3. Audio input/output – Chat160 speakerphone 2. Instructor only cam – iPad on tripod (Tripad) 1. Balcony – laptop connected to projector screen showing online participants in GTM

  8. Iteration 2: Applied Solutions • Relocate to a larger room • Replace shared iPads with shared desktop iMacs • Audio splitters more effective with desktop computers • More focused audio channels • Confines made simultaneous small group discussion manageable

  9. Iteration 2: Context and Issues • Larger room made background noise more distracting • Online students having difficulty hearing instructors

  10. Iteration 3: Applied Solutions • Wireless microphones paired to desktops at each student station

  11. Conclusions • Instructors’ pedagogical strategy and vision leadsthe design • Configurations should be tested extensivelybut… • Human interactions and the environment can require radical changes to initial configurations

  12. Conclusions (cont.) • Clear, focused audio is VITAL • Tech Nav: vital to assisting and assessing pre/post class needs and real-time support • Configurations can always be refined to support specific pedagogical visions

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