Synchronous web-based learning? - Phil is the Assistant Director (Teaching) of Academic Computing Services and holds a part-time teaching appointment in the Faculty of Management at Dalhousie University. In his role with Academic Computing Services, he leads a team of E-Learning Support Specialists in a group titled Integrated Learning Online or ILO for short. ILO is responsible for the advocacy, training, and support of campus wide educational technology.
In his role with the Faculty of Management, Phil teaches a 1st year computer course titled “An Introduction to Computers in Business.” Each term this course attracts 250 students divided into two sections. Officially, one is designated as a lecture offering and the other as a distance offering. In reality all students are combined into a single course space on the Dalhousie Course Management System (WebCT).
The weekly instructional model includes one lecture that is delivered in real-time using the Dalhousie Virtual Classroom (Horizonlive). Some students attend the class, others join in real-time, and many play back the archive.

As with all emerging technologies, effective use of a virtual classroom requires practice. Phil learned lessons and developed strategies based on work of other institutions and his own experience during the past year. He has been a regular contributor to the desktop lecture series sponsored by Horizonlive. Phil believes that the mixture of synchronous and asynchronous technologies is an essential combination to craft quality education for students.

Overview
The goal of this hands-on workshop is that every participant exits with confidence and competence in the use of a virtual classroom. Participants are divided into groups (up to six) and a laptop with a headset is provided to each group for use in the workshop. Those wishing to work on a personal laptop are welcome to do so although asked to join one of the workshop groups.

The workshop starts with the participants in the role of students in a typical virtual class. The subject content for the class is coverage of the available features in a virtual classroom with a focus on effective and appropriate use. Participant introductions are carried out in the virtual classroom. At the end of the class, participants are asked to compare and contrast the experience with a traditional classroom.

The second part of the workshop is titled “Student Presentations.” Participants continue in the role of student and use PowerPoint to prepare five minute presentation to deliver online to the other attendees in the workshop.

In the next part of the workshop, attention is paid to the preparation of materials for effective instruction. Although similar to student presentations, classroom controls are introduced during this aspect. Participants prepare and deliver a short simulated class.
The fourth part of the workshop covers more advanced options in the virtual classroom including application sharing, polls, and session archiving. This aspect concludes with the final preparation of a virtual class.

The final aspect of the workshop scatters the participants to various locations throughout the conference facility so they are no longer within visual proximity. Each group delivers a short class incorporating the skills developed during the workshop with the other participants serving as students.