http://www.learninginrealtime.com/minute/32 "The magic of human interaction, live online." The Real Time Minute features tips, musings, and reflections on learning and collaborating online in real time. New RTM episodes are posted by Jonathan Finkelstein, author of "Learning in Real Time" and executive producer of LearningTimes. The Real Time Minute is the only video podcast about synchronous online learning. Join us! Sun, 23 Nov 2008 13:47:03 +0000 http://wordpress.org/?v=2.0.4 http://www.learninginrealtime.com/minute/32#comment-68 Tue, 28 Nov 2006 16:20:31 +0000 http://www.learninginrealtime.com/minute/32#comment-68 I totally agree. I feel more comfortable without my face being plastered on the screen during my LiveLesson. Somehow the ambiguity of who I am and what I look like keeps students to the topic. Appearance is a distraction for a lot of people. I totally agree. I feel more comfortable without my face being plastered on the screen during my LiveLesson. Somehow the ambiguity of who I am and what I look like keeps students to the topic. Appearance is a distraction for a lot of people.

]]> http://www.learninginrealtime.com/minute/32#comment-65 Tue, 21 Nov 2006 13:36:50 +0000 http://www.learninginrealtime.com/minute/32#comment-65 Another fabulous analogy! I work with aboriginal people in Central Australia for whom 'shame' , shyness is often a huge factor in f2f communication and can really impede their learning. In an online setting with access to audio contact and plenty of visuals - images, webpage navigation, media, sharing of applications that engage and develop skills, young aboriginal people definitely have reduced inhibition. The nonverbal emoticons and symbols mean participants can immediately respond without feeling exposed and then soon after have a go with the mike. I've seen young people I work with transformed at a conference where they presented f2f with great reluctance and then turned to demonstrate the online session room only to have these young women burst out in a cacophony of laughter and chatter with people online back home. The watching delegates were amazed! Another fabulous analogy!
I work with aboriginal people in Central Australia for whom ’shame’ , shyness is often a huge factor in f2f communication and can really impede their learning.
In an online setting with access to audio contact and plenty of visuals - images, webpage navigation, media, sharing of applications that engage and develop skills, young aboriginal people definitely have reduced inhibition. The nonverbal emoticons and symbols mean participants can immediately respond without feeling exposed and then soon after have a go with the mike.
I’ve seen young people I work with transformed at a conference where they presented f2f with great reluctance and then turned to demonstrate the online session room only to have these young women burst out in a cacophony of laughter and chatter with people online back home. The watching delegates were amazed!

]]> http://www.learninginrealtime.com/minute/32#comment-37 Thu, 02 Nov 2006 13:37:44 +0000 http://www.learninginrealtime.com/minute/32#comment-37 I think you have a point. It's often a lot easier to facilitate a dialog in online classes, but I'm not sure if it's the 'virtuel mask' that makes the difference. In my experience the fact that you go online does, for many reasons, have a positive effect on the teachers planning of the dialog. Not being able to see the participiants nodding, smiling, etc. forces you to focus even more on creating participation i your design. Furthermore the online sessions are often shorter than a f2f session, which again increases the need of a focused content, enhanching the understanding and the dialog. I think you have a point. It’s often a lot easier to facilitate a dialog in online classes, but I’m not sure if it’s the ‘virtuel mask’ that makes the difference. In my experience the fact that you go online does, for many reasons, have a positive effect on the teachers planning of the dialog. Not being able to see the participiants nodding, smiling, etc. forces you to focus even more on creating participation i your design. Furthermore the online sessions are often shorter than a f2f session, which again increases the need of a focused content, enhanching the understanding and the dialog.

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