In this series I try to report some of my experiences with Adobe Captivate while searching for better learning results and experiences both in live training and online training. The guidelines which I always keep in mind are described in this post. View on Training.
In Flipped Classes with Captivate I described how I used the application for students in software training. This typical method was used not only for live classes, but also to provide better learning assets to students combining working with self-study. That already lead to some positive results regarding my guidelines: more engagement, students has to take responsibility for his/her learning, time in class was dedicated to problem-solving and working on individual projects… However I was not completely satisfies because real peer learning didn’t succeed well, collaboration was not encouraged and is very important in their future jobs (either in real estate or in construction companies). I tried out a new method, project-based learning in group?. Lot of responsibility was given to the student groups. You will read about the setup in this article. It wouldn’t have been possible without my favorite tool, Adobe Captivate and the LMS to post the eLearning courses and be able to follow up. Although… Twitter became a very important tool as well.
Goal of the Project
Without going into technical details, it was a project linked to management of construction sites. In the ‘virtual’ building company they were pretending to work for, a good preparation workflow has been established for:
- Budgets for all costs: using a dedicated cost price calculation application
- Time management: using MS Project, and based on price data from the first application
That workflow had been mastered by the students in a previous semester, both theoretically and with the applications. Students were linked each to a building company in a sort of internship (one day a week and some full weeks) where they had access to a mentor and some data.
The ‘virtual’ building company wanted to proceed to the setup of the Follow up workflows, both for budgets and time management, using the same software. Students would prepare those new workflows. To have concrete data to work on, students were provided with a real project, its plans, budgets and time management results.
Groups – Schedule
The group of 9-12 students had 3 weeks for this project. They were allocated a group room with equipment on the campus, which was open from 7am till 10pm. They had to schedule their tasks, starting with the creation of three subgroups, for each of the three main topics:
- Acquiring data from the construction site, structuring those data for use by the other subgroups:
- Follow up of budgets, based on data from the first subgroup and proposing ‘cures’ when necessary
- Follow up of time management, based on data from the first subgroup and proposing ‘cures’ when necessary
Full group was required to spend a minimum of 20 hours/week on the campus. They had to create an enter a weekly schedule on Friday. Subgroups had to explore provided assets (most of them Captivate courses), and find supplementary information. In the week meeting on Friday each subgroup presented the results of their work to the other students. It was their job to define part of the final (individual) assessment, which had to be known by all students in the group. That meant peer teaching as well, which is the most efficient way of learning for the teaching students.
Collaboration was not only needed within the subgroups, but also between the groups since their tasks depended on the way the other subgroups were realizing their tasks. Just one example: first group had to know exactly which data were used for group 2 and 3, and what the best way was to offer them those data.
Assets and Support
Except for an introductory presentation, followed by questions and discussion, and available as Captivate course, all assets were provided on the LMS: lot of software training and assessment simulations for the applications, eLearning courses for the theoretical backgrounds, some pdf’s and several links to interesting websites, etc.
Discussion groups were created on the LMS. However I also created one specific hashtag to be used on Twitter (and a Captivate courses explaining how to use Twitter and Tweetdeck). I guaranteed them an answer on the discussion forums within 12 hours, but on Twitter within one hour (during daylight) if it were urgent questions. Trying to get answers by personal email was discouraged. Twitter had most success, as you can suspect.Good for me, easier to check shorter question where they had to reflect on making it concise.
I was present on the campus for some hours a day. They could invite me for a meeting, but didn’t have to do so. Normally they were totally responsible and independent (age 21-24).
Group projects like this often have one big problem: lazy participants who will leave work to the rest of the group. Group needed to keep track of the presence of the members, up to them if they wanted to contact me in case of problems.
However the final assessment would be based only for a small part on the result of the group work. Final assessment consisted of:
- Individual logbook (based on an Excel template) where they tracked their activities daily, and reflected on ‘what did I learn’? Checked each logbook individually with each student.
- Participation on Twitter or on the discussion forums
- Formal individual assessment about the content to be known by students. Part of this content (background, theory) was defined by me), part by the different subgroups about their topic.
- Individual assessment for each subgroup about their more specialized extra content.
What was my experience? After some hesitation, the big majority of the students got addicted to their work! Instead of spending the minimum of 20 hours per week, most of them spent 40-60 hours in group. You should have ‘heard’ and seen their discussions, the way they managed the ‘lazy’ students. I only very rarely had to pop in to help them out with conflicts.
Being able to define part of the content to be subject to assessment was totally new. Some more ‘traditional minded’ students were bit concerned because not every students would know everything. I explained that that is simply impossible, and also unnecessary with companies needing more good functional team work. Understanding the basics when other team members explain their needs is a lot more important.
In my mind this project was more meant to uplevel the learning skills of all students, more than having remember them tons of information for a limited time. They could be in a subgroup of their choice and focus on the main topics of that subgroup. Learning in-depth is too much neglected, and have to teach their peers about their specialty pushes them at practicing their communication skills as well.
Thanks to Captivate this has been made possible, one of the most rewarding experiments I introduced in college. By coincidence we got a press team visiting the department when these project weeks were going on. I remember the question of one of the journalist, looking at a group room. Students were presenting their results to the other subgroups and they were discussing. “Where is the professor? Cannot see him’ (I was only head of department, and had to accompany the press)). Imagine my answer… he was impressed.
In October, I posted some recommended reading that complemented one of my classes on gamification. I’ve since started writing chapter summaries (here is the last article) so people can “preview” some of the great books out there and hopefully end up reading them!
Below is this month’s chapter summary. Google Scholar features most of the chapter for free. For the full text, here’s a Springer Link, which is free with subscription, or you can purchase the chapter or book.
Chapter 9: “Like, Comment, Share: Collaboration and Civic Engagement Within Social Network Sites,” by Greenhow and Lee, in Emerging Technologies for the Classroom: A Learning Sciences Perspective.
Social media and social networking sites allow individuals and groups to collaborate and learn together. Social media has a different impact on the learning experience, compared to technology that is often utilized in the learning environment. Students often use technology in the classroom for independent study or for research purposes. Social media on the other hand supports research while also encouraging a learning process that is rich with peer to peer interaction. Teaching and learning practices benefit from the collective knowledge that social technology provides.
Social media practices can facilitate new forms of collaborative knowledge construction. It encourages civic engagement in broader communities of practice. And social media can encourage an environment of trust, where individuals share information about themselves and their interests. Establishing a level of trust within a social group can make the learning process more effective. And cultivating a professional network can lead to opportunities above and beyond the learning experience.
A social networking site (SNS) is a web-enabled service through which individuals can maintain existing ties and develop new social ties with people outside their network. Other examples of social media include media-sharing services like YouTube and Flickr, collaborative knowledge development through wikis, and creative works like blogs and microblogging.
There are opportunities to use social networking in both formal and informal learning settings – meaning social networking can be used regardless of whether learning objectives are determined for an experience. Cultural and technological trends have sharply increased the amount of interest in social media, and access to technology is increasing as well. Social network sites can bridge the gap between the formal learning environment of the classroom, and informal environments like afterschool programs or communities of practice. They can also help instructors better understand the interests and backgrounds of their students, making it easier for them to cater to the students as individuals.
Social media can facilitate learning experiences through debate, allowing students to compare their opinions against those of a broader community. It can also allow students more direct access to communities outside of their familiarity, such as people in other countries or industries. This access can provide students with context and a better understanding of how the information they are learning applies to the world as a whole.
Students can use social media sites they are familiar with outside of school – Twitter and Facebook for example – to discuss what they are learning and gather information. Using familiar social media tools may allow students a greater level of comfort during the learning process. Instructors can also use specialized applications, such as learning management systems, to provide a more structured environment. Instructors can use students’ activity feeds to monitor levels of engagement and adjust the curriculum accordingly.
The use of social media and social networking sites to facilitate learning aligns with the constructivism approach to learning design. Students, teachers, and other parties take a flexible role within the social media space, often acting as mentors and mentees within the same setting. All participants are encouraged to express interests and creativity, and collaborate to reach a collective goal.
Social media supports the exploration of realistic, complex problems because learning is taking place in the real world. Learners can provide feedback through multiple channels and post questions or comments whenever they feel the need. Research can be self driven and may incorporate multiple social media platforms if the learning environment allows it.
Using social media to facilitate a learning process comes with obstacles that educators should address in order to ensure the learning experience is successful. It’s important that social media be applied with intention and vision, if it is meant to facilitate specific learning objectives. Administrative vision and planning are critical.
Also critical is addressing online privacy and security concerns that relate to student usage. Students may need to be taught how to responsibly and ethically use social media platforms. The school culture must be accepting of collaboration and group activities in order for social media usage to be effective. The evaluative environment in particular should emphasize digital literacies and competencies that align with the use of social media.
Instructors may choose to overcome challenges by partnering with library media specialists who have a greater familiarity with technology integration and information technologies. It may also be beneficial to involve youth workers and other adults who can assist in extending instruction into the community. Instructors may need to persuade school administrators to change policies involving social media – or instructors may choose to have students only use technologies outside of school hours.
Instructors may find it useful to prove the effectiveness of social media by collecting data related to learner engagement and the effect on desired outcomes. Results can be shared with administrators and other parties in order to generate discussion about how a school’s policies and educational approaches should evolve to accommodate changes in technology.
If you need a learning technology platform that encourages social learning, check out Adobe Captivate Prime, which you can try for free.
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