Concluding Summary

A mixed approach to course delivery was adopted. Video conferencing and face-to-face methods together with various technologies were put to use. Particular emphasis was placed in introducing interactive components. At times classes were held at the city and Hamilton campuses simultaneously. Teachers were present at both campuses. An e-learning expert was also present at Hamilton campus. A KeePd advisor was present at the city campus.

Students learning experience - Most students felt comfortable with interactive components made available to them. KeePad and Zing Technologies increased class-room interaction. This dynamic environment using Zing Technology promoted participation from introverts as well.

It was not a completely smooth sailing. We did have hiccups with technology and hardware. The technical issues we experienced at the last session were with the video conferencing technology and NOT the interactive learning technologies. All the 'bits' have to work at the time of delivery.

A good part of delivery was by video-conferencing. A few students were reluctant to respond via video-conferencing and still preferred face-to-face delivery method.

Our focus is now turned on to improving efficiency of interactive sessions for future learning events.

We acknowledge the Australian Flexible Learning Framework for their financial support for this project. Special thanks to Howard Errey from eWorks for his assistance and helpful advice. We would also like to thank our industry partner Endress & Hauser for their solid support in providing us with an industry video and thank you to KeePad for their technical assistance when we needed them most. Finally we wish to thank the RMIT students and staff who participated in this project. Let them shout it out. Hear them say it loud and clear.

Class-room participation – how was it initiated?

Class-room participation – how was it initiated?

KeePad and Zing were main technologies used to provide interaction for remote users. How well was it received by students? How did these technologies contributed to class room participation? Here are two examples

KeePad

An interactive component was created using PowerPoint and KeePad. This presentation included a few multiple choice questions. An example of screen shot is shown here. Initially only the question and multiple answers will appear on the screen.

Each student is encouraged to respond using “clicker”. Their responses are portrayed as bar graph shown on the right hand side. It is evident that students have varying level of understanding. Teacher uses this opportunity to get the class room discussion going. This enhances learning process and student become active participants.

Zing feedback

In this case, an interactive component was created using data capturing software and normal Keyboard. This presentation included a few multiple choice questions. Students respond to it by typing their response in normal way. Zing collects responses of all students and provide a combined out to the teacher in a table format.

A sample of response is shown in table format. In this case, question presented appears at the top. First column is student’s seat number. This ensures that student remain anonymous. Zing accepts response in the form of typed text. Hence student is able to respond freely and not restricted (as in multiple choice question). A teacher can then take appropriate action to ensure learning has occurred.

Question No: 2	Describe the difference between Temperature and Heat? (Only seat numbers are stated here to ensure anonymity)
Seat No:	Zing keyboard No:	Students’ Comments
1.	9	about 7
2.	11	transfer of energy,
3.	5	temperature = the average kinetic energy of molecules or atoms in a substance
4.	6	heat is the transfer of energy
5.	3	Temperature is the average kinetic energy. Heat is the transference of the energy.
6.	4	temperature is the average kinetic energy of a body i.e. how hot something is
7.	8	temp is the average kinetic energy .heat is the transference of the energy
8.	5	heat = the energy transferred into or out of a substance to change its temperature
9.	10	Temperature is kinetic energy Heat is the transfer of the energy
10.	6	temperature is
11.	4	heat is the amount of heat in a body e.g.: the volume of heat

Do you have any thoughts how you would improve responsiveness with the remote group?

This is the question posed by Howard. Many of us may have the same in our minds too. Well here is a solution.

Interaction using Zing Technology

Zing is similar to Keepad, but the students have a full computer keyboard and may write paragraph length responses to questions, and the related host screen shows all the responses from all the keyboards. It is an invaluable brainstorming tool--one of the students commented on this during the session--and is a means of eliciting more complex and detailed responses from the entire class, not just the extroverts. A preliminary trial using this technology was tested and more work needs to be done.

Interaction using Keepad Technology

Two approaches are possible with Keepad. First option will be by the use of remote polling software. Students will interact with internet using specialised clicker. The option is to use response ware and a smart mobile phone. Trials are still be carried out in using response ware and mobile phone.