1. Backchannel Communication Considering the influence of parallel communication channels on cognitive load AECT 2010 Summer Research Symposia Jennifer Maddrell and Dr. Ginger Watson Old Dominion University

2. Share observations from practiceConsider existing research Discuss implications for future research and practice The Plan

3. Backchannel Parallel text-chat exchanges among participants occurring simultaneously with the live web- conferenced instructional presentation.

4. Backchannel in Practice Social Media & Open Education http://eci831.wikispaces.com/ Instructor Dr. Alec Couros, University of Regina Guest Speaker Dr. Richard Schwier, University of Saskatchewan Synchronous Session September 22, 2009 using Elluminate Live

7. During the 95 minute live session, over 75 participants attended Dr. Schwier’s presentation.

8. … and made over 1,360 text-chat entries... or about 14 posts every minute!

13. 64 Instructor Posts … important point! It is amazing to think that this community is potentially living this content, these questions... anyone need any clarification on any points? send me a private message. exactly lisa good points dennis it does take some getting used to This is very interesting as it applies to this class... and everyone here!!! @jeff give this some time, but I would invite you to ask that question near the end. if there is something you want me to ask, feel free to send me a private message here, or give me the old @alec

14. Fosters Communication and Interaction Creates Frustration and Distraction

15. Cognitive Load Theory The instructional design of the learning environment should attempt to minimize extraneous load, optimize germane load, and manage intrinsic load. - Kester, Kirschner, & van Merriënboer, 2006

16. Backchannel Research Instructional SettingOther Settings

17. Suggestions from Research Extraneous (minimize) Laptops in Class [distraction] Irrelevant Activity Germane (optimize) Laptops in Class [task engagement] Critical Reflection & Discourse [knowledge construction] Intrinsic (manage) Cues from Learner [helps presenter transition, segment and sequence] Reciprocal Dialogue [learner responses shape presentation]

18. Observations from practiceSuggestions from existing researchImplications for future research and practice Your Thoughts?