MoSAIC: Models for Synchronous Audiographic Interactive Conferencing.
Lightweight guides to enhance the portfolio of teaching methods with real-time technologies.
Tim Neumann
London Knowledge Lab, Institute of Education, University of London, United Kingdom
Background:The MoSAIC project focuses on synchronous audiographic web conferencing (SAC) as a real-time, multimodal and media-rich teaching tool and communication platform. The project aims to develop a set of research-informed pedagogic templates for the use of this tool in a variety of contexts, including but not limited to distance education. Based on a comprehensive review of existing pedagogic models, the project uses an explorative approach with action-research elements to link pedagogic theory with actual practice by providing succinct, purpose-oriented lightweight guidelines to using a tool that is relatively unknown to the majority of educators.Approach:The development of the pedagogic templates draws on recent work in learning design and pedagogic planning (Masterman, 2008; San Diego et al., 2008) as well as pedagogic theories and models, which have been reviewed for their suitability in this particular context (de Freitas & Neumann, 2009). These theories were linked with session observations and lecturer interviews, supplemented by student surveys to capture the learner experience. The amalgamation of theory and practitioner accounts are used to develop guidelines for helping individuals introduce innovation into their teaching.Results:Early outputs of this project include a review of current SAC use at the University of London and a review of pedagogic theories and their practical suitability for using SAC technology in educational settings. Interviews showed that the practical application of these theories is challenging, which led to the development of a structured document that aims to equip lecturers with a guide to alert them to pedagogical issues and solutions to selected scenarios derived from observation. The guides are reviewed by an international panel.Conclusion:The use of SAC is generally highly appreciated by students. Lecturers are, although they see the value of the tool, hesitant because it presents some cognitive challenges, requires technical skills and demands a reflection and a re-think of their pedagogic approach. The templates as the final output of this project aim to ease the engagement with this tool and thus help lecturers explore and enhance their portfolio of teaching methods.de Freitas, S. and Neumann, T. (2009). Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature. British Journal of Educational Technology. Advance online publication. Retrieved 25 February 2009. doi: 10.1111/j.1467-8535.2008.00887.xMasterman, E. (2008). Activity Theory and the Design of Pedagogic Planning Tools. Chapter 9 in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. Hershey, PA: Idea Group Inc.San Diego, J. P., Laurillard, D., Boyle, T., Bradley, C., Ljubojevic, D., Neumann, T. and Pearce, D. (2008). Towards a User-Oriented Analytical Approach to Learning Design. ALT-J, 16 (1), pp. 15-29.