Instructional Uses of SAFARI Montage Live!

In this session we will learn:

How SAFARI Montage Live! (SML) provides a rich teaching and learning environment

What instructional tools are provided in SML

Four instructional methodologies using SML

Best practices for conducting a successful instructional session on SML

How to engage students and create an interactive session on SML

Discussion Point:

Introduce yourself and answer the following question: Have you ever used web or video

conferencing? If so, what was good about the

experience? What was “not so good ”

Video Conference vs. SAFARI Montage Live!

Required expensive, cumbersome equipment

Often required extensive training to use equipment

Limited number of people you could connect with

Strictly video and audio sharing – no teaching tools

Only requires a basic webcam and mic (becoming ubiquitous)

Easy to use Connect with any

internet connection Rich with teaching

tools and ability to share & collaborate

Can be used for genuine integration to teaching and learning!

When conducting a SAFARI Montage Live! session:

Arrive to class early You can use that time to do a quick audio check with

students who are early (rather than using class-time) Send out invitation as early as possible (allows participants to

test connection and peripherals Welcome participants with an opening slide Set expectations at the beginning of class

(Will this be a presentation or discussion? Should students chat questions, use audio, or hold questions until the end? Will you call on students in a particular order? If so, establish that order at onset). SET A CLEAR PROTOCOL

Give students quick overview/outline of what will be covered

When conducting an instructional SML you should:

• Set Expectations • Motivate Learners • Engage Students with Interaction and

Varied Instructional Practices • Reduce Distractions During Learning

Activities • Encourage Dialog • Provide Support Material (pre – during

and post)

Four Types of Instructional SML Sessions:

eField TripsBlended/Remote Instruction

Shared ClassroomsOnline Learning

Different types of eField Trips: Museums

Universities Cultural

Institutions Corporate

Sponsored Web-Based Video

Conference Directories

Live From the Heart!

Discussion Point:

What are your ideas around eField Trips? Have you ever participated in or hosted one?

Do you think this can be a useful instructional tool?

What modalities might be reached using these methods?

Blended Remote Instruction

Where a physical/face-to-face classroom is extended to include online participants

Blended Remote Sessions

Blended Remote Sessions

Blended Remote Sessions

Blended Learning Models

Case Study: CPS Disaster Planning

Shared Classroom

Quality Shared Classroom Experiences:

Have a clear purpose Are directly tied to teaching & curriculum Are part of an overall project

Not just a one-time event Have been tested and prepared prior to event

This includes all equipment in the actual environment where it will be used

A “run-through” should be conducted prior to day-of Students should be prepared and expectations

should be clear

Global Connections:

Shared Experiences:

Online Learning and Remote Instruction

Online Learning/Virtual Course

Online Learning/Virtual Course

Increasing Student Engagement in Online Learning with SAFARI Montage Live!:

Student engagement around content, presentations and demonstrations

Students collaborating in virtual groups Students creating content (individually and

in groups) and building on shared content (using google docs or tools in their online course)

Student peer critiquing Student reflection (individually and in

groups)

To Promote Interactivity & Collaboration

Include participants in the conference within the first 5 minutes.

Call on students at by name and encourage discussion.

Remember this rule: no more than 10-15 minutes of instructor talk without some learner-centered response.

Devote 30%-65% of each hour to student engagement.

Take as many questions as possible.

Running an effective session requires management of tools, rights and content

Typically, the teacher is the moderator and students are participants. The primary role of a moderator is to lead and facilitate the session. While it can be similar to teaching in the face-to-face environment it requires management of activities and tools

Running an effective session requires management of tools, rights and content

Managing “hand raising” - If you have developed a protocol for students to ask questions during session by raising hand, you will need to watch for that and respond

Running an effective session requires management of tools, rights and content

Managing polls and quizzes – Your materials should be prepared and students should know how to respond

Running an effective session requires management of tools, rights and content

Pre-loading presentations and other learning objects into the media library

Running an effective session requires management of tools, rights and content

Managing permissions,granting moderator rights or restricting rights (are there portions where you want to restrict audio or video?)

Discussion Point:

There are three types of communication: Teacher to students Students to students Students to teacher

Which type might be the most difficult to foster?

What could you do to increase interaction in that area?