Teaching on the Web III: Best Pedagogical Practices

Teaching on the Web III: Best Pedagogical Practices

Curt Bonk, Indiana UniversityPresident, CourseShare.com

cjbonk@indiana.edu

http://php.indiana.edu/~cjbonk

http://CourseShare.com

A Vision of E-learning for America’s Workforce, Report of the

Commission on Technology and Adult Learning, (2001, June)

• A remarkable 84 percent of two-and four-year colleges in the United States expect to offer distance learning courses in 2002” (only 58% did in 1998) (US Dept of Education report, 2000)

• Web-based training is expected to increase 900 percent between 1999 and 2003.” (ASTD, State of the Industry Report 2001).

Software and hardware customers e-learn the ropes,

Scott Tyler Shafer, Red Herring, Feb. 13, 2001

• “Since Cisco is looking to educate 800,000 people globally, the classroom model wasn’t feasible. …Cisco selected and certified 120 partner training companies…”

• “Oracle says it has 1,000 developers signing up every day to take courses over the company’s Web Oracle Network (OLN)…estimates it will train 2.5 million engineers in 2001.” (this was only 500,000 in 2000)

Are you ready?

Brains Before and After E-learning

BeforeAfter

And when use synchronous and asynchronous tools

Best of Online Pedagogical Strategies…who are the key

players?

Guy Kemshal-BellTechnical & Further Education (TAFE) in Australia

(guykb@iprimus.com.au)

(Had Instructors Rate 21 Online Teaching Competencies From TAFE Questionnaire)

Changing Role of the TeacherThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• From oracle to guide and resource provider

• From providers of answers to expert questioners

• From solitary teacher to member of team• From total control of teaching

environment to sharing as a fellow student• From provider to content to designer of

learning experiences.

Online Teaching SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• Technical: email, chat, Web development

• Facilitation: engaging, questioning, listening, feedback, providing support, managing discussion, team building, relationship building, motivating, positive attitude, innovative, risk taking

• Managerial: planning, reviewing, monitoring, time management

Rate 21 Online Teaching Competencies From TAFE

Questionnaire

Key Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• Ability to provide effective online fdbk (2.86)• Ability to engage the learner (2.84)• Ability to provide direction and support (2.82)• Skills in online listening (2.76)• Ability to use email effectively (2.70)• Ability to motivate online learners (2.66)• Positive attitude to online teaching (2.66)• Skills in effective online questioning (2.65)

Less Impt Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• Higher-level Web page development (.606)• Use of video/audioconferencing (1.06)• Ability to develop simple Web pages (1.45)• Skills in using online chat (1.84)• Ability to build online teams (2.10)• Skills in planning, monitoring trng (2.20)

Ability to say dumb things.Ability to offend people.Ability to sleep 24 X 7.Ability to get distracted.

Three Most Vital SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• Ability to engage the learner (30)• Ability to motivate online learners (23)• Ability to build relationships (19)• Technical ability (18)• Having a positive attitude (14)• Adapt to individual needs (12)• Innovation or creativity (11)

Let’s brainstorm comments (words or short phrases) that

reflect your overall attitudes and feelings towards online teaching…

Feelings Toward Online TeachingThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

(Note: 94 practitioners surveyed.)

• Exciting (30)• Challenging (24)• Time consuming (22)• Demanding (18)• Technical issue (16); Flexibility (16)• Potential (15)• Better options (14); Frustrating (14) • Collab (11); Communication (11); Fun (11)

Student CommentsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

Positive Side: intense, challenging, emotional, dynamic, addictive, fun, stimulating, flexible, empowering, intellectually stimulating.

Less-Positive Side: Time-consuming, frustrating, little feedback, isolating, bewildering, a lot to grapple with.

Karen Lazenby Instructor Qualities

(University of Pretoria, Nov., 2001, klazenby@tsamail.trsa.ac.za)

• Web-Smart (technology smart)• Flexible (ability to shift between roles)• Patient• Responsive• Friendly• Positive• Supportive

Online Strategies(Karen Lazenby, University of Pretoria, Nov., 2001)

• Limit lecturing online—promote self-directed learning

• Set clear rules for posting and interaction• Explain tasks and overlooked info.• Let learners synthesize key points.• Publish best work of students (with

permission)• Involve participation from outside experts

Tips for SuccessUniv of Missouri Extension, Distance

Learning Design Center (DLDC)http://dldc-courses.ext.missouri.edu/dldcwww/dlplanning/

Give pts for participation & contribution. Set time limits for task, feedback, etc. Set quantity for regular participation. Make first online discussion an ungraded

ice breaker. Reward early submission. Prompt and remind frequently.

E-ModeratingE-Moderating: The Key to Teaching and Learning Online,

(Gilly Salmon, (1999) Kogan Page)

1. Know when to stay silent for a few days.

2. Close off unused or unproductive conferences.

3. Provide a variety of relevant conference topics.

4. Deal promptly with dominance, harassment, etc.

5. Weave, summarize, and archive often.

6. Be an equal participant in the conference.

7. Provide sparks or interesting comments.

8. Avoid directives and right answers.

9. Acknowledge all contributions.

10. Support others for e-moderator role.

Pedagogical Recommendations(Berge, 1995, The role of the online instructor/facilitator)

• Don’t expect too much/thread• Draw attention to conflicting views• Do not lecture (Long, coherent sequence

of comments yields silence)• Request responses within set time• Maintain non-authoritarian style• Promote private conversations

Managerial Recommendations(Berge, 1995, The role of the online instructor/facilitator)

• Distribute lists of participants• Provide timely administrative info—books,

enrollment, counseling, etc.• Change procedures that are not working• Change misplaced subject headings• Decisively end discussion sessions• Don’t overload

Social Recommendations(Berge, 1995, The role of the online instructor/facilitator)

• Use introductions• Be accepting of lurkers• Do not ignore bad discussant behavior—

privately request change• Watch for use of humor and sarcasm• Praise behavior you seek• Guard against fear or public ridicule

Vanessa Dennen: San Diego State University

Research on Nine Online Courses

• 9 case studies of online classes using asynchronous discussion

• Topics: sociology, history, communications, writing, library science, technology, counseling

• Range of class size: 15 - 106

• Level: survey, upper undergraduate, and graduate

• Tools: custom and commercial

• Private, semi-public, and public discussion areas

Deadlines

• Deadlines motivated participation– Message counts increased in the days

immediately preceding a deadline

• Deadlines inhibited dialogue– Students posted messages but did not

discuss– Too much lag time between initial

messages and responses

Modeling

• Instructor modeling increased the likelihood of student messages meeting quality and content expectations

• Modeling was more effective than guidelines

Guidelines and Feedback

• Qualitative discussion guidelines and feedback helped students know what their participation should look like

• Quantitative discussion guidelines and feedback comforted students and was readily understood by them

• Feedback of both varieties was needed at regular intervals, although the qualitative feedback need not be individualized

• Little or no feedback given

• Always authoritative• Kept narrow focus of

what was relevant• Created tangential

discussions, fact q’s• Only used “ultimate”

deadlines

• Provided regular qual/quant feedback

• Participated as peer• Allowed perspective

sharing• Tied discussion to

grades, tasks.• Used incremental

deadlines

Poor Instructors Good Instructors

Common Instructor Complaints

a) Students don’t participate

b) Students all participate at the last minute

c) Students post messages but don’t converse

d) Facilitation takes too much time

e) If they must be absent, the discussion dies off

f) Students are confused

Reasons why...

Students don’t participate– Because it isn’t required– Because they don’t know what is

expected

Students all participate at last minute– Because that is what was required– Because they don’t want to be the first

Instructor posts at the last minute

Solutions

I. A well-designed discussion prompt, followed by

II. Clear guidelines

III. Clear modeling

IV. Regular feedback

Asynchronous vs. Traditional:How would you respond?

What did you think of the readings?

Online problems: – Too general.– Provides no sense of expected

response.– Can easily lead to tangential comments.

How would you respond?

1. Who invented ______?

2. Who was the most influential political figure of the 1990’s?

3. What were the 3 main points of the reading?

Common problems with online discussion prompts

Too vague– Learners have no idea how to respond

Too fact-based– Only one or two persons need to

respond

Lack directions for interactions– Learners don’t know what acceptable

participation looks like

Elements of a good prompt

• Specifies the desired response type • Allows for multiple correct answers

(perspective sharing, unique application of knowledge)

• Provides guidance for peer interaction• Fosters reflection, thinking, or

collaboration

A 5-Stage Approach: Async

1) Initial topic or idea generation

2) Initial response

3) Respond to peers (can continue for as long as desired)

4) Wrap up questions

5) Reflect

A sample 5-part prompt

Step 1: Idea Generation– Find a recent news story online or

announcement that provides an example of one of the issues or concepts in our recent readings. Post the URL and a brief summary of the article. Do not go into detail of what this is an example of or how it relates to the reading.

A sample 5-part prompt (2)

Step 2: Initial Response– Select and read one of your classmate's

contributions, and post a message under their thread that discusses what major issues this article relates to and support your assertions with references to our course readings. If there are secondary issues, mention those as well. Please respond to a message that has not yet received a response so that we can make sure everyone gets at least one response. You may, of course, respond to multiple threads if you wish.

Tie asynchronous discussion to rest of class

Provide an intro statement Generate several sub-questions Refer to text/readings Suggest learning outcomes of discussion

– Learners should be able to:• Generate definitions of ...• Link topics• Provide examples of ...

Sample: sub-questions In the last week I've read articles in the New York

Times and USA Today about students doing research on the Web -- and plagiarism!

What can we do? What is your position on this issue?

Is the Web a great research resource, or encouragement to be lazy?

How do we teach our students to use it responsibly? (Do most teachers know how to use it responsibly?)

Don't forget that plagiarism has been around for years -- think about this issue from both the student AND teacher perspective (how you plagiarize and how you get caught)

Make Discussion an Activity

Debate a topic Search for and share resources

Learn about a topic Build a study guide

Expand on a topic Find real-world cases

Require Peer Responses

A form of providing feedback Lessens the instructor’s load Forces students to read and

consider each others’ work

3-sentence rule

Avoid overwhelming “I agree” type messages

Require that all students post messages of 3 sentences or longer

The result:1. I agree with you.2. That’s a good idea3. Ummm…. I have to actually say

something now!

Model desired interactions

Provide students with a sample message

Share an archived discussion from a previous course (perhaps on a related, but different topic)

Exhibit desired communication style in all messages to students

Provide feedback

Set expectations (tell learners how they will get feedback)

Provide quantitative feedback (numerical grade, rubric, count #/length of messages)

Provide qualitative feedbackTry to refer to students by name and

relate personal experiences

Ron Oliver: Edith Cowan University in Australia

http://elrond.scam.ecu.edu.au//oliver/; r.oliver@cowan.edu.au

Professor of Interactive Multimedia, and the Director of the Centre for Research in Information Technology

and Communications

Collaborative and Constructivist Web Tasks

(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999))

1. Apprenticeship: Q&A; Ask an Expert (chats & async).2. Case-Based and Simulated Learning: exchange

remote views; enact events online.3. Active Learning: Design Web pages and project

databases.4. Reflective/Metacognitive Learning: Reflect in online

journals, bulletin boards5. Experiential Learning: Post (articulate ideas) to

discussion groups6. Authentic Learning: PBL, search current databases

Pedagogical Techniques of CMC(Paulsen, 1995, The Online Report on Pedagogical Techniques for

Computer-Mediated Communication)

1. Collective databases, Access to Online Resources2. Informal socializing (online cafes)3. Seminars (read before going online)4. Public tutorials5. Peer counseling, learning partnerships

(Online Support Groups)6. Simulations, games, and role plays7. Free Flowing Discussions/Forums8. Email interviews9. Symposia or speakers on a theme10. The notice board (class announcements)

Framework for Pedagogical CMC Techniques(Paulsen, 1995, The Online Report on Pedagogical Techniques for

Computer-Mediated Communication)

1. One-alone Techniques: Online journals, online databases, interviews, online interest groups.

2. One-to-one Techniques: Learning contracts, internships, apprenticeships.

3. One-to-many Techniques: Lectures, symposiums, skits.

4. Many-to-many Techniques: Debates, simulations, games, case studies, discussion groups, brainstorming, Delphi techniques, nominal group process, forums, group projects.

Jennifer Hoffman, InSync Training (jennifer@insynctraining.com)

Ideal Environment of Synchronous Trainer

Jennifer Hoffman, Online Learning Conference (2001, Oct.)

A private, soundproof room. High-speed connection; telephone;

powerful computer; additional computer; tech support phone #

Studio microphone and speakers A “Do Not Disturb” sign Near restroom; pitcher of water

Considerations: The Event Jennifer Hoffman, ASTD, Learning Circuits, (2001, March)

• Log on early; students come 15 minutes early.• Do tech checks of microphones (sound check).• Check to see if students brought needed items• Perhaps call or send notes to missing students• Vary your instructional strategies; maximize

interactivity• Make it visual—color, sound, animation• Design 10-minute breaks every 90 minutes

Use Signals for Tech Checks & to Clarify Tasks

Other Survival Tips Jennifer Hoffman, Online Learning Conference (2001, Oct.)

• Prepare a class roster; prepare quick tour• Start promptly; load applic ahead of time• Welcome to the session/class; explain

goals; ask for feedback on goals.• Instruct on communication methods—hand

raising, chat, whiteboard, voice, email.

• Provide phone number for emergencies• Be ready for delays with planned ad-lib stuff

Be Flexible when Guest Instructor Snowed In…

Dealing with Difficult Learners

• Situation: A joke is made early in the synchronous discussion and a student keeps referring back to it even though it no longer applies.

• Situation: Guest expert has trouble accessing the system and, in the meantime, students are making fun of him/her.

• Situation: Guest expert or instructor is located in one site and students are all located at another. Students begin to chatter about irrelevant things.

Redirect Off-Task Students

Dealing with Difficult Learners (Barbazette, Feb 2002)

• Confront known disruptive participants and ask for help before the event

• Know who question askers are and ask for their help before they interrupt

• Ask direct questions of talkers and nonparticipants

• Ask each person to make a summary of the learning pts

• Acknowledge various pts of view.

Dealing with Difficult Learners (Barbazette, Feb 2002)

Questions to Guide Learner Behavior:• …that’s an interesting question, how have

you handled similar situations?• …you have had a lot of knowledge

management experiences, what would you suggest?

• …how do others of you view this issue?

Guide Behavior With Questions and Info

Reducing Online Rowdiness

• Ask yourself, why are they off task? Look at the pedagogy?

• Do they value the assignment?• Are tasks relevant, challenging, & current?• Are ideas valued and woven into the

discussion?• Are you organized?• Are students in the right class or level?

What to do?

• Send out or post rules and procedures• Point to those on task as role models• Ask what interests them• Have an agenda or structure• Lead to peak moments• Break into small teams with goals• Focus participants!!!

Focus Student Attention

What else to do?Clive Sheperd, Jan 2002

• Model behavior yourself• Point to problems in the past (sample archives)• Summarize key pts that have been made• Gently nudge the discussion back on task• Quick and tactful response to the one leading the

group off task• Establish rules for communication & behavior• Terminate participation or ask to leave

– Have a private discussion or chat

Archive Prior Sessions

If can’t control, then what to do?

• Join up

• Give up

• Commit suicide

• Find a new job

• Protest e-learning

Isit

thatsimple?

NOPE!!!

To Cope with the Technology Explosion, We Need Instructor E-

Learning Support!!!

Let’s summarize some of those supports…

But there is still a problem…

Online Training Boring?

From Forrester, Michelle Delio (2000), Wired News. (Interviewed 40 training managers and knowledge officers)

“Motivation is critical to e-learning success. Would you rather go to the training room, sit with a friend and have a sweet roll while learning about the new inventory system, or stay in your cube and stare at your monitor all afternoon? Anything you do to motivate your students is good. Don’t be afraid to entertain them. Good trainers do it all the time.”

Bob Burke (2000, Sept.), 10 e-learning lessons: Please the customer or fail the course. E-learning 1(4), 40-41.

What is the single biggest obstacle to e-learning continuing to grow and fulfilling its potential?

1. The cost of development?2. Lack of human contact?3. Reluctance of training departments to change?

The problem is much more likely to be plain boredom

Where’s the Quality? (Michael Rosenberg, April 2002, e-learning)

• Preassessments not thorough• Content too generic and simplified• Buyers not demanding enough• Minimal focus on affect, just cognition• Target audience too broad• The tools used to create courses are not

advanced enough• Interactivity defined as points and clicks (need to

connect with personal experiences and real-life scenarios)

From Learning Designers to Experience Designers

(Reinhard Ziegler, March 2002, e-learning)

“How are we going to create environments, simulations, and real learning experiences unless they’ve participated in them and reflected on their importance for themselves?”…the key is “how to design the interaction so the user lives the experience.

Lack of Motivation or Incentive to Complete!!!

Corporate Study• 55% did not track or did not know their

completion rates• Of those that did, 22% reported completion

rates of less than a fourth of students.• Nearly half reported less than 50%

completion rates• Only 2% reported 100% completion.

Figure 54. Reasons Learners Fail to Complete Web-Based Courses

0 10 20 30 40 50

Time

Lack of incentives

Poorly designed instruction

Costs

Percent of Respondents

We’re Handing out degrees in electronic page turning!!!

• To get the certificate, learners merely needed to “read” (i.e. click through) each screen of material

But How Avoid Shovelware???

“This form of structure… encourages teachers designing new products to simply “shovel” existing resources into on-line Web pages and discourages any deliberate or intentional design of learning strategy.” (Oliver & McLoughlin, 1999)

How Bad Is It?

“Some frustrated Blackboard users who say the company is too slow in responding to technical problems with its course-management software have formed an independent users’ group to help one another and to press the company to improve.”

(Jeffrey Young, Nov. 2, 2001, Chronicle of Higher Ed)

Must Online Learning be Boring?

What Motivates Adult Learners to Participate?

Intrinsic Motivation“…innate propensity to engage one’s

interests and exercise one’s capabilities, and, in doing so, to seek out and master optimal challenges

(i.e., it emerges from needs, inner strivings, and personal curiosity for growth)

See: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

Extrinsic Motivation

“…is motivation that arises from external contingencies.” (i.e., students who act to get high grades, win a trophy, comply with a deadline—means-to-an-end motivation)

See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon.

E-Learning Pedagogical Strategies

Motivational/Ice Breakers:1. 8 Noun Introductions

2. Coffee House Expectations

3. Scavenger Hunt

4. Two Truths, One Lie

5. Public Commitments

6. Share-A-Link

Creative Thinking:1. Brainstorming

2. Role Play

3. Topical Discussions

4. Web-Based Explorations & Readings

5. Recursive Tasks

6. Electronic Séance

Critical Thinking:1. Electronic Voting and Polling

2. Delphi Technique

3. Reading Reactions

4. Summary Writing and Minute Papers

5. Field Reflection

6. Online Cases Analyses

7. Evaluating Web Resources

8. Instructor as well as Student Generated Virtual Debates

Collaborative Learning:1. Starter-Wrapper Discussions

2. Structured Controversy

3. Symposium or Expert Panel

4. Electronic Mentors and Guests

5. Round robin Activities

6. Jigsaw & Group Problem Solving

7. Gallery Tours and Publishing Work

8. Email Pals/Web Buddies and Critical/Constructive Friends

Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)

1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10.Goal Driven: Product-Based, Success, Ownership

Encourage activities that motivate thinking.

(Sheinberg, April 2000, Learning Circuits)

1. Tone: Ice Breakers

a. Introductions: require not only that students introduce themselves, but also that they find and respond to two classmates who have something in common (Serves dual purpose of setting tone and having students learn to use the tool)

b. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other.

1. Tone/Climate:Ice Breakers

c. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

d. Coffee House Expectations1. Have everyone post 2-3 course expectations2. Instructor summarizes and comments on how they

might be met(or make public commitments of how they will fit into

busy schedules!)

1. Tone/Climate:Like Ice Breakers

e. Scavenger Hunt1. Create a 20-30 item online scavenger hunt

(e.g., finding information on the Web)

2. Post scores

f. 99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions.

g. Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

1. Tone/Climate:Ice Breakers

h. Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductionsor stories to a particular cartoon URL. Storytelling is a great way to communicate. http://www.curtoons.com/cartooncoll.htm

i. Favorite Web Site: Have students post the URL of a favorite Web site or URL with personal information and explain why they choose that one.

j. Two Truths, One Lie1. Tell 2 truths and 1 lie about yourself2. Class votes on which is the lie

1. Tone/Climate:Ice Breakers

k. KNOWU Rooms:1. Create discussion forums or chat room

topics for people with diff experiences (e.g., soccer parent, runner, pet lovers, like music, outdoor person). Find those with similar interests.

2. Complete eval form where list people in class and interests. Most names wins.

l. Public Commitments:

Have students share how they will fit the coursework into their busy schedules.

Multiple Rooms for Chat

2. FeedbackA. Requiring Peer Feedback

Alternatives:1. Require minimum # of peer

comments and give guidance (e.g., they should do…)

2. Peer Feedback Through Templates—give templates to complete peer evaluations.

3. Have e-papers contest(s)

2. Feedback:B. Web-Supported Group

Reading Reactions

1.Give a set of articles.

2.Post reactions to 3-4 articles that intrigued them.

3.What is most impt in readings?

4.React to postings of 3-4 peers.

5.Summarize posts made to their reaction.

(Note: this could also be done in teams)

2. Feedback (Instructor)C. Anonymous Suggestion Box

George Watson, Univ of Delaware, Electricity and Electronics for Engineers:

1. Students send anonymous course feedback (Web forms or email)

2. Submission box is password protected3. Instructor decides how to respond4. Then provide response and most or all of suggestion

in online forum5. It defuses difficult issues, airs instructor views, and

justified actions publicly.6. Caution: If you are disturbed by criticism, perhaps do

not use.

2. Feedback:D. Double-Jeopardy Quizzing

Gordon McCray, Wake Forest University, Intro to Management of Info Systems

1. Students take objective quiz (no time limit and not graded)

2. Submit answer for evaluation3. Instead of right or wrong response, the quiz returns a

compelling probing question, insight, or conflicting perspective (i.e., a counterpoint) to force students to reconsider original responses

4. Students must commit to a response but can use reference materials

5. Correct answer and explanation are presented

2. Feedback:E. Async Self-Testing and Self-

Assessments

2. Feedback:F. Synchronous Testing & Assessment(Giving Exams in the Chat Room!, Janet Marta, NW Missouri

State Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute slots, first come, first serve.

2. Give 10-12 big theoretical questions to study for.

3. Tell can skip one.

4. Assessment will be a dialogue.

5. Get them there 1-2 minutes early.

6. Have hit enter every 2-3 sentences.

7. Ask q’s, redirect, push for clarity, etc.

8. Covers about 3 questions in 30 minutes.

2. Feedback (Instructor)G. Reflective Writing

Alternatives:1. Minute Papers, Muddiest Pt Papers2. PMI (Plus, Minus, Interesting), KWL3. Summaries4. Pros and Cons

1. Email instructor after class on what learned or failed to learn…

(David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18)

3. Engagement:A. Questioning

(Morten Flate Pausen, 1995; morten@nki.no)

1. Shot Gun: Post many questions or articles to discuss and answer any—student choice.

2.Hot Seat: One student is selected to answer many questions from everyone in the class.

3. EngagementA. Questioning: XanEdu Coursepacks

3. EngagementB. Annotations and Animations:

MetaText (eBooks)

4. Meaningfulness: A. Perspective Taking: Oral Histories

and Interviews

1. Perspective sharing discussions: Have learners relate the course material to a real-life experience.

Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms. The discussion led to a greater interest in the readings.

4. Meaningfulness: B. Perspective Taking: Foreign

Languages

Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU:

1. Have students receive e-newsletters from a foreign magazine as well as respond to related questions.

2. Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.

3. Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

4. Meaningfulness: C. Simulations and Perspective Taking

Nick Cullather, History Professor at IU:

Students play roles in a Vietnam War simulation called “Escalation” to rethink notions of war, force, and victory as well as improve decision making.

4. Meaningfulness: D. Expert Job Interviews

1. Field Definition Activity: Have student interview (via e-mail, if necessary) someone working in the field of study and share their results

• As a class, pool interview results and develop a group description of what it means to be a professional in the field

4. Meaningfulness:E. Job or Field Reflections

1. Instructor provides reflection or prompt for job related or field observations

2. Reflect on job setting or observe in field

3. Record notes on Web and reflect on concepts from chapter

4. Respond to peers

5. Instructor summarizes posts

4. Meaningfulness:F. Case-Based Learning: Student Cases

1. Model how to write a case

2. Practice answering cases.

3. Generate 2-3 cases during semester based on field experiences.

4. Link to the text material—relate to how how text author or instructor might solve.

5. Respond to 6-8 peer cases.

6. Summarize the discussion in their case.

7. Summarize discussion in a peer case.(Note: method akin to storytelling)

10 Ways of Using Cases on Web

1. Build Web weekly work around case.2. Include cases on Web exams or readings.3. Put video of case on Web.4. Read diff cases & form database.5. Use prepackaged Web simulations or

cases. 6. One team writes case & another answers.7. Small interest groups post cases.8. Publish class cases and enter

competitions.9. Students generate & discuss cases.10. Instructor repurposes student cases.

4. Meaningfulness:G. Case-Based Laboratories

Virginia Polytechnic Institute: Veterinary Medicine (Active learning goal: access diagnostic test results, interpret significance, & read ref materials)

• Instructors provide all materials for case-based labs: WP files, patient photos & materials, color slides of specimens

• Create Web images through scanning photos, slides, radiographs, and computed scans.

• Find approp sound files on educational sites.• Students view patient info (photo, lesion photos, history,

physical exam findings)• Can click on active links of sounds (breath, cardiac, etc.)• Students must answer questions• Students encouraged to discuss cases before class• Students and instructors discuss in class.

4. Meaningfulness:H. Authentic Data Analysis

Jeanne Sept, IU, Archaeology of Human Origins; Components: From CD to Web

• A set of research q’s and problems that archaeologists have posed about the site (a set of Web-based activities)

• A complete set of data from the site and background info (multimedia data on sites from all regions and prehistoric time periods in Africa)

• A set of methodologies and add’l background info (TimeWeb tool to help students visualize and explore space/time dimensions)

Students work collaboratively to integrate multidisciplinary data & interpret age of site

Interpret evidence for site’s ancient environmentsAnalyze info on artifacts and fossils from the site

5. Choice:A. Multiple Topics

• Generate multiple discussion prompts and ask students to participate in 2 out of 3

• Provide different discussion “tracks” (much like conference tracks) for students with different interests to choose among

• List possible topics and have students vote (students sign up for lead diff weeks)

• Have students list and vote.

5. Choice:B. Discussion: Starter-Wrapper

(Hara, Bonk, & Angeli, 2000) 1. Starter reads ahead and starts discussion and others

participate and wrapper summarizes what was discussed.

2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).

Alternative: Facilitator-Starter-Wrapper (Alexander, 2001)

Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

5. Choice:C. Web Resource Reviews

6. Variety:A. Roundrobin

• Select a topic• Respond to it• Pass answer(s) to next person in group• Keep passing until everyone contributes or ideas

are exhausted• Summarize and/or report or findings

6. Variety:B. Just-In-Time-Teaching

Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):

1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.

2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

6. Variety:C. Just-In-Time Syllabus

(Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htm

Syllabus is created as a "shell" which is thematically organized and contains print, video, and web references as well as assignments.

Goal = critical thinking (analysis, evaluation), developing student interests, collaboration, discussion

e.g., Economics instructors incorporate time-sensitive data, on-line discussions as well as links to freshly-mounted websites into the delivery of most of the undergraduate courses in economics. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

e.g., To teach or expand the discussion of supply or elasticity, an instructor would add new links in the Just-in-Time Syllabus to breaking news about gasoline prices or the energy blackouts in California

6. Variety: D. Virtual Classroom

Joachim Hammer, University of Florida, Data Warehousing and Decision Support

1. Voice annotated slides on Web; 7 course modules with a number of 15-30 minutes units

2. Biweekly Q&A chat sessions moderated by students

3. Bulletin Board class discussions

4. Posting to Web of best 2-3 assignments

5. Exam Q’s posted to BB; answers sent via email

6. Team projects posted in a team project space

7. Add’l Web resources are structured for students (e.g., white papers, reports, project and product home pages)

8. Email is used to communicate with students

7. Curiosity:A. Electronic Seance

• Students read books from famous dead people• Convene when dark (sync or asynchronous).• Present present day problem for them to solve• Participate from within those characters (e.g.,

read direct quotes from books or articles)• Invite expert guests from other campuses• Keep chat open for set time period• Debrief

7. Curiosity

B. Online Fun and Games(see Thiagi.com

Or deepfun.com)

1. Puzzle games

2. Solve puzzle against

timer

3. Learn concepts

4. Compete

5. Get points

C. SimulationsGames E-Learners Play, 2001, Clive Shepard

“For people-oriented subjects, SmartForce is using role-play simulations that challenge students to solve real-life problems in realistic situations. The student interacts with virtual characters and consults a wide variety of resources, including white papers, presentations and web links, in order to realize the goals of the scenario.”

I. eDrama (Front Desk Hiring)

II. Indeliq: Permanent or Indelible Learning

• Simulations include:– Strategic Selling– Supply Chain Management– Customer Relations Management– Entrepreneurship– Leadership– Capturing Global Markets– Managing in a Dynamic Environment– Evaluating Strategic Growth Opportunities

Indeliq• Simulation: Perform Real-World Tasks

– Conduct analyses, make decisions, see immediate results, model expert decisions and behaviors

• Feedback: Evaluate and Coach– Identify mistakes, reinforce best practices,

provide individualized coaching, offer feedback unique to each learner

• Reference: Fill Knowledge Gaps– Access expert war stories and perspectives,

read industry examples and cases consult rich glossary, complete practice activities

III. Intermezzon: MoneyMaker Sales Training

V. Ninth House: Management Scenarios

Games and Simulations

“There’s something new on the horizon, though: computer-based soft skills simulations, which let learners practice skills such as negotiation and team building.”

Clark Aldrich, The State of Simulations, Sept. 2001, Online Learning

VI. SimuLearn’s Virtual Leader

Virtual Leader Components

1. Power: explores the effects of informal (i.e., expertise and recognized alliances) and formal (e.g., title) power

2. Ideas: explores effective strategies for generating ideas

3. Tension: looking at how tension affects performance

• Once the 3 ingredients are aligned and balanced, the leaders commit to a course of action.

VII. Wisdom Tools: Time-Revealed Scenarios (TRS)

1. Story-Based: a contextually-rich format.2. Distributed: accessed anywhere, at any time.3. Collaborative: active sharing of ideas among users.4. Facilitated: raises probing issues, responds to questions.5. Integrated. embed work tools to overcome the disconnect between work and learning.6. Global and Diverse. characters custom-created to reflect company's culture & values.

Scenario Components

7. Curiosity: D. Electronic Guests & Mentoring

1. Find article or topic that is controversial2. Invite person associated with that article

(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone

change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)

News Flash: “Instant Messenger (IM) is a huge corporate tool, yet

rarely mentioned in corporate productivity or learning plans.”

TechLearn TRENDS, Feb. 6, 2002

• Jupiter Media Metrix:– 8.8 million AOL IM users at work– 4.8 million MSN users at work– 3.4 million Yahoo! Messenger users at work– Doubled from 2.3 billion minutes in Sept. 2000

to 4.9 billion minutes in Sept. 2002.• It can connect learners to each other and provide

easier access to the instructor (the MASIE Center).

Synchronous Presentation Tools: What Are the Common Tools and

Features?

Synchronous WBT Products Jennifer Hoffman, ASTD, Learning Circuits, (2000, Jan)

• Deluxe (InterWise, LearnLinc, Centra)– 2-way audio using VOIP, one-way or two-way video, course

scheduling, tracking, text chat, assessment (requires thick client-side software)

• Standard (HorizonLive, PlaceWare)– One-way VOIP or phone bridge for two-way audio, text chat,

application viewing, (requires thin client-side app or browser plug-ini)

• Economy (Blackboard, WebCT)– Browser-based, chat, some application viewing (Requires Java-

enabled browsers, little cost, free)

“There are, say, 20 features that encompass live e-learning, and all the products have 17 of them.”

Jennifer Hofmann, quoted by Wendy Webb, Online Learning, November, 2001, p. 44.

Web Conferencing Features

• Audio (VOIP, bridge) and Videostreaming• Application Sharing or Viewing (e.g., Word

and PowerPoint) Includes remote control and emoticons

• Text (Q&A) Chat (private and public)• Live Surveys, Polls, and Reports• Synchronous Web Browsing• File Transfer

Web Conferencing Features

• Content Windows—HTML, PowerPoint• Discussion Boards—post info, FAQs, post

session assignments• Archive Meeting—record and playback• Breakout Rooms• Shared Whiteboards• Hand-Raising and Yes/No Buttons

7. Curiosity:E. Synchronous Chats

1. Webinar, Webcast2. Guest speaker moderated (or open) Q&A forum3. Instructor meetings, private talk, admin help4. Quick Polls/Quizzes, Voting Ranking5. Surveys6. Team activities or meetings or Peer Q&A7. Collaborative writing8. Brainstorming ideas, What-Ifs, Quick reflections9. Graphic Organizers in Whiteboard (e.g., Venn)10. Online Mentoring or Language Learning

1. Webinar, Webcast

2. Discussion plus Chat (e.g., Starter-Wrapper + Sync Guest Chat)

3. Instructor Meetings and Support

4. Electronic Voting and Polling

1. Ask students to vote on issue before class (anonymously or send directly to the instructor)

2. Instructor pulls our minority pt of view

3. Discuss with majority pt of view

4. Repoll students after class

(Note: Delphi or Timed Disclosure Technique: anomymous input till a due date

and then post results and

reconsider until consensus

Rick Kulp, IBM, 1999)

Poll Your Students Online

5. Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

6. Peer Questions & Team Meeting

7. Collaborative Document Writing Online:Peer-to-Peer Collaboration

8. Brainstorming

• Come up with interesting or topic or problem to solve

• Anonymously brainstorm ideas in a chat discussion

• Encourage spin off ideas• Post list of ideas generated• Rank or rate ideas and submit to

instructor• Calculate average ratings and

distribute to group

9. Graphic Organizers (e.g., Digital Whiteboards)

AC3-DL Course Tools

• Asynchronous:– Learning Management System– E-mail

• Synchronous: Virtual Tactical Operations Center (VTOC) (7 rooms; 15 people/extension)– Avatar– Audio conference by extension/room (voice

over IP)– Text Chat Windows—global and private– Special tools for collaboration

Mapedit Tool

Mapedit allows multiple users to add, delete, and move symbols and lines on the map overlay. The Mapedit program, was developed to create map overlays, emulating plastic sheets on which symbols are drawn that are laid onto a map. And if students want a whiteboard, they simply have to open a blank overlay (no map background).

9. Graphic Organizers (e.g., Map edit tool)

10. Online Language Support (pronunciation, communication, vocabulary, grammar, etc.)

Instructor-Led Training(e.g., GlobalEnglish)

Typical Features (e.g., Englishtown

(millions of users from over 100 countries)

• Online Conversation Classes• Experienced Teachers (certified ESL)• Expert Mentors• Peer-to-Peer Conversation• Private Conversation Classes• Placement Tests• Personalized Feedback• University Certification• Self-Paced Lessons

8. Tension

A. Role Play Personalities• List possible roles or personalities (e.g., coach, optimist,

devil’s advocate, etc.)• Sign up for different role every week (or 5-6 key roles)• Reassign roles if someone drops class• Perform within roles—refer to different personalities

B. Assume Persona of Scholar– Enroll famous people in your course– Students assume voice of that person for one or

more sessions– Enter debate topic or Respond to debate topic– Respond to rdg reflections of others or react to own

8. Tension.C. Six Hats (from De Bono, `985; adopted

for online learning by Karen Belfer, 2001, Ed Media)

• White Hat: Data, facts, figures, info (neutral)

• Red Hat: Feelings, emotions, intuition, rage…

• Yellow Hat: Positive, sunshine, optimistic

• Black Hat: Logical, negative, judgmental, gloomy

• Green Hat: New ideas, creativity, growth

• Blue Hat: Controls thinking process & organization

Note: technique used in a business info systems class where discussion got too predictable!

8. Tension:D. Instructor Generated Virtual Debate (or student generated)

1. Select controversial topic (with input from class)

2. Divide class into subtopic pairs: one critic and one defender.

3. Assign each pair a perspective or subtopic

4. Critics and defenders post initial position stmts

5. Rebut person in one’s pair

6. Reply to 2+ positions with comments or q’s

7. Formulate and post personal positions.

9. Interactive: A. Critical/Constructive Friends,

Email Pals, Web Buddies1. Assign a critical friend (perhaps based on

commonalities).2. Post weekly updates of projects, send

reminders of due dates, help where needed.3. Provide criticism to peer (I.e., what is strong

and weak, what’s missing, what hits the mark) as well as suggestions for strengthening. In effect, critical friends do not slide over

weaknesses, but confront them kindly and directly.

4. Reflect on experience.

9. Interactive:B. Symposia of Experts

1. Find topic during semester that peaks interest

2. Find students who tend to be more controversial

3. Invite to a panel discussion on a topic or theme

4. Have them prepare statements

5. Invite questions from audience (rest of class)

6. Assign panelists to start

9. Interactive:• C. Panels of Experts: Be an Expert/Ask an

Expert: Have each learner choose an area in which to become expert and moderate a forum for the class. Require participation in a certain number of forums (choice)

• D. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

9. Interactive:E. Secret Coaches and Proteges

1. Input learner names into a Web site.

2. When learners arrive it randomly assigns them a secret protégé for a meeting.

3. Tell them to monitor the work of their protégé but to avoid being obvious by giving feedback to several different people.

4. Give examples of comments.

5. At end of mtg, have proteges guess coaches.

6. Discuss how behavior could be used in other meetings.

9. Interactive:F. Online Co-Laborative Psych Experiments

PsychExperiments (University of Mississippi)

Contains 30 free psych experiments

• Location independent• Convenient to instructors• Run experiments over

large number of subjects• Can build on it over time• Cross-institutional

Ken McGraw, Syllabus, November, 2001

10. Goal Driven:

A. Group Problem Solving• Provide a real-world problem• Form a committee of learners to solve the

problem• Assign a group reporter/manager• Provide interaction guidelines and deadlines

– Brainstorming– Research– Negotiation– Drafting– Editing– Reflecting

10. Goal Driven

B. Jigsaw Technique: each student becomes an expert on a topic and teaches that to his/her group.

e.g., Assign chapters within groups(member #1 reads chapters 1 & 2; #2 reads 3

& 4, etc.)

10. Goal Driven:C. Gallery Tours

of Individual or Team Products

• Assign Topic or Project

(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)

• Students Post to Web• Experts Review and Rate• Try to Combine Projects

Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing

2. Feedback: Self-Tests, Reading Reactions

3. Engagement: Q’ing, Polling, Voting

4. Meaningfulness: Job/Field Reflections, Cases

5. Choice: Topical Discussions, Starter-Wrapper

6. Variety: Brainstorming, Roundrobins

7. Curiosity: Seances, Electronic Guests/Mentors

8. Tension: Role Play, Debates, Controversy

9. Interactive: E-Pals, Symposia, Expert Panels

10. Goal Driven: Group PS, Jigsaw, Gallery Tours

Pick One…??? (circle one)

Pick an Idea

• Definitely Will Use: ___________________________

• May Try to Use: ___________________________

• No Way: ___________________________

Questions?

Comments?

Concerns?