Adobe Connect in a Collaborative Learning Environment Advanced telecommunications technology has enriched distance learning by removing the constraints of geography, space and time (Laureate Education Inc.). Adobe Connect can provide a learning environment where learners could participate, share content, collaborate and construct knowledge together. These and other features make Adobe Connect ideal for the training solution described in example 1. In this scenario, the trainer is expected to implement a workshop for training office staff in the use of a new information system. The staff members, who are located in six (6) different regional offices, are unable to meet at the same time or in the same space. What is Adobe Connect and How Can it Provide a Solution for Example 1? Adobe Connect is a Web 2 collaboration tool which can facilitate synchronous or asynchronous meetings of participants who are separated in space or time. A meeting is created with a URL and participants can connect to the meeting via this URL. The Adobe Connect interface comes equipped with pods which provide the following functionalities:
Thus, Adobe Connect can be described as an interactive telecommunication system which connects “learners, resources and instructors (Schlosser & Simonson, 2006, as cited in Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009 p. 7). The Adobe Connect meeting room offers a variety of instructional strategies which reflect the tenets of sound learning theory. For example, having the capacity to record training sessions, the instructor can make these meetings accessible to learners who were unable to attend the meeting. In addition, these absentee members, as well as others who might wish to consolidate concepts, can have asynchronous access the meeting room at any time or place. Hence, with the aid the synchronous and asynchronous distance delivery tools of Adobe Connect, instructors are able to transcend the barriers of time and space. Adobe Connect also fosters a learning environment which encourages learner interaction and social constructivism. In such learning environments, learning occurs not by “assimilation but through the process of knowledge construction that the learning community supports (Bielaczyc 7 Collins, 1999 as cited in Beldarrain, 2006, p. 148). In the Adobe Connect room learners are assigned different participatory roles, they interact in chat rooms, and can also express feelings of agreement, disagreement or they can ask a question and receive immediate feedback. Adobe Connect also utilizes tools called Emoticons “for asking group questions and getting group response” (Sinha, H., McCauly, J., & Kumar S, nd, p.3). Moreover, break-out rooms facilitate group collaboration and team work. Beldarrain (2006) cites Kearsley & Schneiderman (1999) to indicate that authentic learning is derived from collaborative efforts, project-based learning and non-academic interactions (p. 148). The level of interaction and the ability to see and hear each other imbue the Adobe Connect learning environment with a “social presence” which is often lacking in the distance environment. This "social presence, learners helps learners to interact more comfortably, and to develop relationships which lead to the establishment of an “online community’ (Beldarrain, Y., 2006, p. 149). Thus, staff across the six (6) regional offices could interact and participate in the training exercise, using the tools described. Adobe Connect meetings also support learning through expert modeling. Participants can act as presenters, or guest presenters can perform the role of expert models. For example, experts using desktop sharing could demonstrate how to use the information system to perform essential tasks. This modeling of behavior reflects Bandura’s Social Learning Theory which “places a high value on observation and modeling of behavior” (Beldarrain, Y., 2006, p. 148). Additionally, Adobe Connect technology aligns with the cognitive theory of how people learn. The audio and video pods are consistent with Pavio’s (1986) notion that humans possess audio and video channels both of which must be activated for learning to take place (as cited in Meyer, R., 2003, 129). Beyond that, Meyer (2003) also contends that people learn better when presented with words and pictures than with words alone, and Meyer’s modality theory also suggests that learning is even deeper if words are narrated as opposed to a written format (Meyer, R., 2003, 129; Laureate Education Inc). Thus Adobe Connect can deliver learner centered instruction which reflects the way people learn, In considering Adobe Connect as a solution, the instructional designer will have to take into account the challenges of implementing this software. Sinha, McCauly, & Kumar (nd), after completing a study on the ‘Usage of Adobe Connect within the Penn State [University] Community, concluded that Adobe Connect had “three categories of challenges: organizational, technical and social” (P. 7). Organizational challenges involved the leadership not providing the equipment such as web cams and microphones necessary to start the meeting on time, and their slow adoption of technology impacted on the effective use of technology in the institution. Technology challenges were related to bandwidth constraints in the locations where people had to access the meeting room. Finally, social issues stemmed from the general consensus that, despite attempts to socialize the Adobe Connect learning environment, technology could not take the place of face to face interaction (Sinha, H., Mc Cauly, J., & Kumar S, nd, p.8). Notwithstanding the above, I end by reiterating that Adobe Connect is a perfect solution for a collaborative training environment which requires staff members to share desk top information, documents and participate in ongoing collaboration. Resources 1. The following video gives an overview of Adobe Connect and its functions. 2. This article was also useful. References: Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education 27(2), 139–153. Laureate Education, Inc. (Walden University). (2010). Technology of Distance Education [Multimedia Program]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. Walden University. (2011) Triarchic Model of Cognitive Load: Parts 1 and 2 [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Lee A. (2011, July, 16). Adobe Connect meeting overview [Video file]. Retrieved from http://www.youtube.com/watch?v=Oyx_hutZtzA Mayer, R., 2003. The promise of multimedia learning: using the same instructional design methods across different media, Learning and instruction 13 125-139. Retrieved from: http://projects.ict.usc.edu/dlxxi/materials/Sept2009/Research%20Readings/MayerMediaMethod03.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009). Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson Sinha, H., Mc Cauly, J., & Kumar S,(nd). Online collaboration across university campuses: An analysis of the usage of adobe connect within the Penn State Community. Retrieved from: http://www.slideshare.net/jnfrmccauley/adobe-connect-study |
Saturday, July 16, 2011
Collaborative Training Environment
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