Moneftsi creative.classroom
Download as PPT, PDF
1 like248 views
This document discusses asynchronous vs synchronous communication and provides examples of how each type has been used in an eTwinning project. Asynchronous communication is most common, allowing students to participate in their own time through forums, blogs, etc. While this provides flexibility, it can lack immediacy and interaction. Synchronous communication like video conferencing and chat stimulates more participation but is difficult to coordinate due to scheduling and technical issues. The document provides tips for preparing students and addressing language barriers during real-time communication. Both methods have their pros and cons and appeal to different student personalities.
Moneftsi creative.classroom
- 1. Anna Moneftsi, 1st Gymnasio of Sykies, Thessaloniki, Greece
- 2. Asynchronous VS Synchronous communication communication not real time at users convenient time real time much like face to face or talking on the phone
- 3. Communication in eTwinning Asynchronous most of the time ! The Wall Blogs Forums
- 4. Pros and Cons to Asynchronous Communication In pupils and teachers convenient time o In class o At home time available for thinking & digesting info No immediacy Less interaction Sometimes pupils get impatient, disappointed, or discouraged
- 5. Pros and Cons to Asynchronous Communication Yumm...yumm! 14 February 2014 14:49 Edit Delete Please,see our work!!!! The recipes are... !!!!!!!Really!!!
- 6. Time for synchronous communication Writing based chatting Audio and video based Video conferencing
- 7. Pros and Cons to Synchronous Communication Pupils love it Stimulates interest Increases participation and motivation Positive influence on the whole project Difficulties in synchronizing timetables Language difficulties Technical difficulties
- 8. Coping with difficulties (1) Inform your school/colleagues/pupils and ask for help !!! Timetable difficulties Plan ahead and rearrange timetable if possible (school bells dont ring at the same time) allow for double the time needed for the activities (bad or good things may happen) Language difficulties Its best if pupils have the same level of language competency (more competent pupils get disappointed when their partners have difficulties in communication)
- 9. Coping with difficulties (2) Language difficulties (cont.) Prepare your pupils in advance Technical difficulties Use tools/hardware you(or a colleague) know well (Skype & Webcam/microphone) Familiarize your pupils (if necessary) with tools/hardware Ask the rest of the school to refrain from using the internet (in case of low bandwidth)
- 10. Chatting: What for? Suitable for collaborative activities E.g.: Creation of a quiz on renewable resources of energy 10 parallel chatting groups, each collaborating on a particular form of energy Each group has (at best) 2 pupils and sits in front of 1 computer Questions agreed upon, are included in the quiz
- 11. Chatting: What for? Quiz about Renewable Energies Good luck to all the students!! What's your name? * What does geothermal energy mean? Heat from the earth Heat from the people Heat from the sun What materials does biomass use? organic material animal material polluting material
- 12. Chatting: Most pupils feel at ease ! Comp Lab, Sykies: hello pasteur wind2: hello Comp Lab, Sykies: hi pasteur wind2: what 'syour name Comp Lab, Sykies: our names are Stella and Kostas Comp Lab, Sykies: Your's??? pasteur wind2: i'm younes and ludovic Comp Lab, Sykies: can you explain me if you are girls or boys because we can't anderstand??? Pasteur Sun: Bye bye ! Pasteur Sun: (wave) Comp Lab, Sykies: Bye bye!!!!
- 13. Chatting: language difficulties accentuate Pupils must prepare their contributions to the discussion (they must have sth written in front of them) Pupils should be warned for the consequences of the language difficulties of their partners i.e. late/wrong answers (usually few have chatted in a foreign language) A beforehand discussion on netiquette is important The presence and help of one or more teachers is important in case of parallel chatting sessions Recording chat sessions is useful
- 14. Video conference: What for? To strengthen ties between pupils, to help them come closer, to make them feel like a team!!! Put pupils in front of the camera Role playing, debating, singing It doesnt matter what they do, they love it!!! You need a plan/scenario You need to rehearse, because most pupils havent had the experience of a video conference (other than a one to one communication) If you have time, you can let them improvise and you will be surprised!!!
- 15. Video conference: technical difficulties If youre using standard Webcam/microphone Quality of image/sound is an issue Its better to have a few pupils at a time in front of the computer screen, otherwise you cant make out facial details Some pupils (more than others) get disappointed with poor quality of image/sound Its worth investing on video conference equipment
- 16. What do pupils prefer? However, beware of different pupil characters. One of my pupils (a shy and intravert character) said she felt more at ease with chatting and the written word in general!