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   Small Group Activities in Synchronous,
             Online Instruction




Dana Longley, Asst. Dir. for Library Instruction & Information Literacy,
                    SUNY Empire State College
@Home
Workshops:          ARE:
                    • via Elluminate
                    • voluntary
ARE NOT:
•                   • 90 mins long
•
  req’d (usually)
                    • evenings
•
  credit-bearing
                    • hands-on
•
  video-based
  class-specific
                    • low tech/skill
                      accessible
                    • 1st yr-focused
Why Small Groups?
Learning
Objectives
Motivation



•   Competition
•   Community
•   Pride
•   Fun
The Ideal
Barriers to Success



•   Time
•   Technology (for students AND teacher)
•   Anxiety; cognitive overload
•   Perceived relevance
Best Practices
Keep it Simple


•   Concise, clear instructions
•   Provide examples
•   One task; one L.O.            Scaffolding
                                  •   Icebreakers
                                  •   Feedback
                                  •   Time for
                                      group
                                      discussion
                                  •   Build to
                                      complexity
Make it Tactile
Feedback
"I was too excited over
  using the white board
 and working in a group.
     This was a great
 approach and i loved it.
   Good job and thanks
   for making learning
          fun!"
Let's Talk and team-up, too!
• dana.longley@esc.edu
• @disobedientlib on twitter

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Small Group Activities in Synchronous, Online Instruction

  • 1. Virtual Activewear Small Group Activities in Synchronous, Online Instruction Dana Longley, Asst. Dir. for Library Instruction & Information Literacy, SUNY Empire State College
  • 2. @Home Workshops: ARE: • via Elluminate • voluntary ARE NOT: • • 90 mins long • req’d (usually) • evenings • credit-bearing • hands-on • video-based class-specific • low tech/skill accessible • 1st yr-focused
  • 4.
  • 6. Motivation • Competition • Community • Pride • Fun
  • 8.
  • 9. Barriers to Success • Time • Technology (for students AND teacher) • Anxiety; cognitive overload • Perceived relevance
  • 11. Keep it Simple • Concise, clear instructions • Provide examples • One task; one L.O. Scaffolding • Icebreakers • Feedback • Time for group discussion • Build to complexity
  • 13. Feedback "I was too excited over using the white board and working in a group. This was a great approach and i loved it. Good job and thanks for making learning fun!"
  • 14. Let's Talk and team-up, too! • dana.longley@esc.edu • @disobedientlib on twitter