Bringing Back a Very Old Method with Technology's Help

Socrates had some very definite ideas about teaching. So does Americ Azevedo. For Azevedo, a Lecturer for IDS 110: Introduction to Computers, technology is key in initiating a Socratic dialogue in his large class of 500.

For those in need of a refresher course, the Socratic method posits the most effective way to learn is through student/teacher conversation. The teacher asks the group questions to facilitate a discussion where students eventually reach consensus to further their inquiry. The logical question: How do you create a Socratic dialogue with 500 students?

In Azevedo's opinion, "We must discipline all the technologies toward Socratic dialogue using many media and feedback modes." To that end, the instructor used his experience with other online discussions, including The WELL (Whole Earth 'Lectronic Link) and Golden Gate University's CyberCampus which he co-founded. Formerly Azevedo had used a platform called Web Crossing in his private consulting practice to facilitate group work on projects where the members were based in different cities. His specialty was "collaborative technologies consulting," so it was a natural step for him to bring this approach to IDS 110.

"Students (and all people) have different
strong modes of learning and communicating."

Addressing Different Learning Styles with the Web
With a class so large, Azevedo knew that he might encounter "student alienation and inadequate opportunities for participation and feedback." He investigated Blackboard and WebCT's systems and found their online discussion functions wanting. With donations from Web Crossing, Inc., he built a "discussion-centric platform to encourage Web-based dialogue."

The online discussions offer opportunities for students to participate who might otherwise shy away from speaking in class. "Students (and all people) have different strong modes of learning and communicating," says Azevedo. "Some do better live, others do better online, some better with a combination of visual, audio, or text media. So it was natural to integrate Web-based discussion software with webcasting along with live lectures. The ultimate challenge is to use a light touch, so that the communication is the message, not the medium."

The Technology Offers New Teaching Methods
Azevedo finds that students learn more when they formulate questions rather than answer them. To that end, he’s created online folders to reflect lecture and reading assignment content. Students can post questions to the corresponding folder. Those whose questions are used in exams receive "author’s credit." More important, Americ finds, they also integrate the materially more effectively.

The instructor notes that "the course has a more dynamic quality. With more communication channels, we can change directions while the course is in progress." In his ever-evolving field, keeping the course up to date is of great import. Besides taking advantage of online classroom forums, students can access Azevedo’s lecture notes and PowerPoint slides along with the course webcast link all from one website. They can also post comments directly on the site’s lecture notes area.

Supporting a Discussion-Centric Model
Azevedo finds the scale of such a large class much more challenging than integrating the technology. As he explains, "There are considerations of support, tracking for abusive communications, developing successful conventions for dealing with lecture notes, assignments, controversies, et cetera. There is also the element of social/community dynamics that develops if you really encourage the creation of a virtual learning community." In order to keep up with student online communications, IDS 110 employs 18 GSIs each semester.

The Web Paves the Way to Personalization
Do the technological components of the course make for better student performance? While Azevedo finds that "performance is about the same, the experience of being in this class is far more flexible and less alienating." As someone whose goal is to put technology in the service of the users, Azevedo is very enthusiastic about the results. He's received a lot of positive feedback from students and says the technology has personalized his class. "I now feel like I know more students that I could in the past."