1. Line Kolås and Hugo Nordseth, Nord-Trøndelag University College, Norway Jørgen Sørlie Yri, The Norwegian University of Science and Technology, Norway

2.  Involved three educational institutions in Norway: ◦ The Norwegian University of Science and Technology (NTNU), ◦ Folkeuniversitetet Midt-Norge (FUMN) ◦ Nord-Trøndelag University College (HiNT).  Main goal: ◦ to investigate how to introduce student-active learning activities for webinar-based teaching.  Investigated three different video-conferencing systems: ◦ Adobe Connect, MeetCon and Microsoft Lync  Duration: 2012 – 2014

3. Webcast: ◦ One-way presentation by a «talking head» ◦ Students listen to a lecture ◦ Lack of interaction and participation with students ◦ Often boring and high dropout rates Webinar: ◦ Live online meeting ◦ Active teachers and students ◦ Two-way communication, coordination and collaboration in the learning situation

4. 1. How to ensure student activity in webinars, focusing on production and communication? 2. How can student activity be implemented in three different video conference systems?  Micosoft Lync  Adobe Connect  MeetCon

5.  Collaboration = act of working together to achieve a goal (Clay, 2012)  Finkelstein (2006) presents several learning situations based on real-time online venues (chat room, virtual meeting room, virtual classroom, interactive webcasting  Conole and Fill (2005) define a learning activity consisting of three elements: the context, the learning/teaching approaches and tasks undertaken (task, tools, resources)

6. 10 different learning tasks focusing on student activity in a synchronous online learning environment: 1. Collaborative writing of text (taking notes, problem solving sessions, brainstorming sessions, discussion of a topic) 2. Collaborative work in spreadsheets 3. Collaborative work in presentation tools 4. Collaborative drawing 5. Collaborative data collection and data analytics

7. 6. Voting/polling at a learning task – students take part in or create a survey 7. Student presentation working orally or using media-based presentation 8. Discussion as a learning task – oral or written 9. Group work in small groups where the participants collaborate 10. Share resources – links, images, text, files, videos

8.  Qualitative research concept  Informants: six teachers who planned, lead and reflected upon the webinars in their courses  The informants was introduced to relevant tools for student activities through seven online workshops in the beginning of the project  Guided questionnaire online for each webinar with 20 different evaluations of webinars  A focus group meeting at the end of the project which highlight opportunities, similarities and differences in tools for student-active webinars

9. CourseInstitution/ system StudentsWebinars Business management FUMN/ MeetCon 96 webinars * 4 hours. Online students Chemistry 2 and 3 (24 ECTS) HiNT/ Lync 26Combination of webinars and gatherings Practical pharmacy (11 ECTS) HiNT/ Lync 32Combination of webinars and gatherings SPA0502 Spanish (7,5 ECTS) NTNU/ Adobe connect Few5 webinars * 2 hours, mixed group online and classroom SPA6500 Migration in the Spanish speaking world (15 ECTS) NTNU/ Adobe connect 1012 webinars * one hours. Online students.

10. Type of activityEmpirical examples Collaborative text productionUsing Google Disk Document in Business Management and Chemistry Collaborative spreadsheet production Using Google Disk Spreadsheet in Business Management Collaborative presentation production Using Prezi in the Spanish language course Collaborative drawing production Using electronic pen for writing chemical formulas and derivations in the Chemistry course Voting and polling – «One minute paper» Evaluation activity for the Chemistry course and Business Management Student presentation based on online group work Oral student presentation in Business Management Collaborative production of surveys Used in the Practical pharmacy, Chemistry and Spanish language

11. Student activity Microsoft Lync MeetConAdobe Connect External tools Collaborative text prod. Digital whiteboard OneNote/Note, Google Drive ++ Collaborative spreadsheet No Google Drive or application sharing Collaborative presentation No Prezi, Google Drive, app. sharing Collaborative drawing Digital whiteboard Google Drive Drawing Collaborative production of a survey Internal tool for making survey No Google Drive Forms

12. Student activity Microsoft Lync MeetConAdobe Connect External tools Voting and polling Survey toolNo Kahoot! Socrative ++ Student presentation Application sharing Prezi, Powerpoint DiscussionOral or chat LMS forums, facebook ++ Group work in small groups No breakout room The breakout room function Share resources Oral or posting at the chat

13.  Our study shows that it is possible to make online students active in webinars  The video conferencing systems have limited tools to ensure student-active learning activities.  Use of external/cloud-based collaborative software tool had some drawbacks.  All participants had to learn to use several applications  Cloud-based software have often their own user/password session, that is time-consuming and confusing  Free software sometimes work in only a specific browser  Cloud-based software store the learning content in different places.

14. 1. The main goal of the VisPed project was to investigate how to introduce student-active learning activities for webinar-based teaching. We defined 10 different learning tasks for interaction and collaborative work 2. Video conferencing systems used for webinars have limited functionality to ensure an active and participating student (chat, sharing applications and polling) 3. Use of free and cloud-based software are necessary to implement student activities in webinars, but also challenging.

15. Acknowledge to Norway Opening Universities for basic funding of the project. Contact: Line.kolas@hint.no Hugo.nordseth@hint.no Jorgen.yri@gmail.com Questions?