Figure 1
Iteration 1 Topic 1 “Sharing” interface.
Figure 2
Iteration 1 Topic 1 Text-chat pod enlarged.
Figure 3
Iteration 1 Topic 2 Using screen-sharing to communicate programming process knowledge.
Figure 4
Iteration 2 Topic 2 Purpose built interface to facilitate student-centred sharing of declarative knowledge.
Figure 5
A groupwork room with students using screen-sharing to perform group programming.
Figure 6
Iteration 2 interface layout for Combine Applets task.
Figure 7
Iteration 2 Topic 8 student adjustment of interface.
Figure 8
Iteration 3 Topic 8 Spontaneous inclusion of a whiteboard to support discussion of visual concepts.
Figure 9
Iteration 3 Topic 11 Second use of whiteboard to support dynamic representation of conceptual information.
Figure 10
Iteration 3 Topic 7 Retest of whiteboard to interrelate source code files.
Figure 11
Iteration 3 Topic 7 Teacher-led programming for in class practical activity.
Figure 12
Iteration 3 Topic 9 Student-centred use of whiteboard to share conceptual information.
Figure 13
Iteration 3 Topic 12 Student broadcasting desktop to complete class programming exercise.
Table 1
Framework to support adaptive design in the web-conferencing environment.
| Factual | Procedural | Conceptual | |
|---|---|---|---|
| Transmissive (Teacher-Centred) | Fact-Share The teacher uses audio and presents pre-prepared artefacts in a large share pod to provide students with factual knowledge. Students comment using a small text-chat pod if required. See Figure 1. | Modelling Process (e.g. Programming) The teacher uses audio and a large screen-sharing pod to describe how to perform a process. Students comment using the small text-chat space if required. See Figure 3. | Explanation Teacher uses audio and pre-prepared diagrams (either on documents or whiteboard) to explain concepts. Students comment using a relatively small text-chat if required. See Figure 10. |
| Interactive (Teacher-Led) | Question-Response The teacher uses audio and visual stimulus to prompt students for responses to factual questions. Students are provided with an enlarged text-chat pod to respond (or use audio for more extensive responses). See Figure 2. | Instructed Teacher The teacher uses audio and screen-sharing to prompt students for directions about how to perform a process. Students are offered an enlarged text-chat pod to respond (or use audio for more extensive discursive contributions). See Figure 11. | Teacher-Led Representation The teacher uses audio to guide students through the construction of a conceptual representation on the whiteboard. The concept may be static (see Figure 8) or dynamic (see Figure 9). Students use audio to interact but may choose to use text-chat to contribute thoughts while the teacher is speaking. |
| Collaborative (Student-Centred) | Collaborative Definitions Students use note-pods and audio to collaboratively compose sets of definitions or factual information. The teacher uses audio to address the class or a particular group (or text-chat to address individuals within a group). See Figure 4 | Collaborative Process (e.g. Programming) Students use note-pods with audio to perform a co-constructive process (e.g. write a computer program). See Figure 6 and Figure 7. As the product approaches finality it can be further refined using specialised software and screen-sharing (see Figure 13). The teacher uses audio to address the class or a particular group (or text-chat to address individuals). | Student Representation The students use a whiteboard and audio to collaboratively construct a conceptual representation. The teacher uses audio to address the class or a particular group (or text-chat to address individuals). See Figure 12. A note-pod may be used instead of a whiteboard if the information is textual rather than visual. |