Transcript A Ten Level Web Integration Continuum for Educational

2. Summarizing Research, Best
Pedagogical Practices, and the
Levels of Web Integration
Curt Bonk, Indiana University
President, CourseShare.com
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Today is a time
for reflection on
past 7 years of
Web use.
Exponential Growth of the Web
Are You
Ready???
Brains Before and After E-learning
Before
After
And when use synchronous
and asynchronous tools
E-Learning
Problems and Solutions
1. Tasks Overwhelm
2. Confused on Web
3. Too Nice Due to
Limited Share History
4. Lack Justification
5. Hard not to preach
6. Too much data
7. Communities not
easy to form
 Train and be clear
 Structure time/dates due
 Develop roles and
controversies
 Train to back up claims
 Students take lead role
 Use E-Pals; set amounts
 Embed Informal/Social
E-Learning
Benefits and Implications
1. Shy open up online
2. Minimal off task
3. Delayed collab more
rich than real time;
discussion extends
4. Students can
generate lots of info
5. Minimal disruptions
6. Extensive E-Advice
7. Excited to Publish
 Use async conferencing
 Create social tasks
 Use Async for debates;
Sync for help, office
hours (use both to reflect)
 Structure generation and
force reflection/comment
 Foster debates/critique
 Find Practitioners/Experts
 Ask Permission
Do you have any
questions about
the research???
Best of Online Pedagogical
Strategies…who are the key
players?
Guy Kemshal-Bell
Technical & Further Education (TAFE) in Australia
([email protected])
(Had Instructors Rate 21 Online Teaching
Competencies From TAFE Questionnaire)
Changing Role of the Teacher
The 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 Skills
The 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)
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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)
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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 Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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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)
Using Online Learning Tools
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• E-mail: Send and receive emails, add
attachments, create distrib lists.
• Web-Based Bulletin Boards: create, post message
or URL, edit, administer.
• Sync Communication Tools: access, post, send and
receive files.
• HTML: Understand simple HTML tags.
• Integrated Learning Platforms: manage, use.
Let’s brainstorm comments
(words or short phrases) that
reflect your overall attitudes and
feelings towards online teaching…
Feelings Toward Online Teaching
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
(Note: 94 practitioners surveyed.)
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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 Comments
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
Positive Side: intense,
challenging, emotional, dynamic,
addictive, fun, stimulating, flexible,
empowering, intellectually stimulating.
Less-Positive Side: Timeconsuming, frustrating, little feedback,
isolating, bewildering, a lot to grapple
with.
Karen Lazenby Instructor
Qualities
(University of Pretoria, Nov., 2001, [email protected])
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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 selfdirected 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 Success
Univ 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.
 Have flexibility in work submission.
 Reward early submission.
 Send private email nurturing postings.
More Tips for Success
(DLDC Reference Guide)
 Prompt and remind frequently.
 Summarize discussion occasionally.
 Provide chat transcripts for those unable
to attend.
 Encourage to answer each other’s q’s.
 Make first online discussion an ungraded
ice breaker.
Gilly Salmon:
Open University in UK
E-Moderating
E-Moderating: The Key to Teaching and Learning Online,
(Gilly Salmon, (1999) Kogan Page)
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Know when to stay silent for a few days.
Close off unused or unproductive conferences.
Provide a variety of relevant conference topics.
Deal promptly with dominance, harassment, etc.
Weave, summarize, and archive often.
Be an equal participant in the conference.
Provide sparks or interesting comments.
Avoid directives and right answers.
Acknowledge all contributions.
Support others for e-moderator role.
Zane Berge: University in
Maryland, Baltimore County
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
Poor Instructors
• Little or no feedback
given
• Always authoritative
• Kept narrow focus of
what was relevant
• Created tangential
discussions, fact q’s
• Only used “ultimate”
deadlines
Good Instructors
• Provided regular
qual/quant feedback
• Participated as peer
• Allowed perspective
sharing
• Tied discussion to
grades, other assns.
• Used incremental
deadlines
Converting Classes for the Web
• Course conversion is not a simple matter
of taking materials and putting them on a
Web site
• Assess how well certain activities transfer
– Does it make sense to lecture online?
– How do you know students are engaged?
• Determine points of assessment
– Should participation in a discussion count?
– Will access to materials count?
Ron Oliver: Edith Cowan
University in Australia
http://elrond.scam.ecu.edu.au//oliver/;
[email protected]
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 boards
5. Experiential Learning: Post (articulate ideas) to
discussion groups
6. Authentic Learning: PBL, search current databases
Morton Paulsen: Norway
Paulsen, M. F. (1995). Online report on pedagogical techniques for
computer-mediated communication. [Online]. Available:
http://www.hs.nki.no/~morten/cmcped.htm [1998, March 25].
http://home.nettskolen.nki.no/%7Emorten/
Pedagogical Techniques of CMC
(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
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Collective databases, Access to Online Resources
Informal socializing (online cafes)
Seminars (read before going online)
Public tutorials
Peer counseling, learning partnerships
(Online Support Groups)
6. Simulations, games, and role plays
7. Free Flowing Discussions/Forums
8. Email interviews
9. Symposia or speakers on a theme
10. 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
([email protected])
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)
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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
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
Curt Bonk: Indiana University
Pedagogical Tips (Bonk 1998)
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Scheduling something due early
Build peer interactivity
Utilize multiple forms of assessment
Provide feedback cues (dots)
Embed choices (avatars, tasks, etc.)
Simplify (everything!!!)
Offer early feedback
Technological Tips (Bonk, 1998)
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Use course organizer (e.g., calendar)
Utilize easy to use tools.
Embed portfolio feedback tools
Find tools that provide peer feedback
Signal that work posted ok
Link to prior work (i.e., legacies)
List of who posted thus far
Web Advice for Instructors
(Bonk, 2001; Jamie Chamberlin, (2001, Jan), Digital Dissemination,
Monitor on Psych, pp. 64-67.
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Do some usability testing
Start small--Try 1-2 new things each time
Compare features (Bruce Landon’s Web site)
Read free reports
Market/Share what do
Archive work, repurpose it, use it
Be flexible
Take a course online—be a student
Find a tech mentor, join a discussion board
Contact potential partners, interns, students
What do we need???
FRAMEWORKS!
Figure 1. Online Learning Frameworks
(Bonk & Dennen, in press)
5. Pedagogical
Strategies
4. Instructor
and Student
Roles
1.
Psychological
Justification
3. Level of Web
or Technology
Integration
2. Participant
Interaction and
Tool
Categories
#1: Learner-Centered on the Web
(Bonk & Cummings, 1998)
1. Safe Lrng Community:
2. Foster Engagement:
3. Give Choice:
4. Facilitate Learning:
5. Offer Feedback:
6. Apprentice Learning:
7. Use Recursive Tasks:
8. Use Writing & Reflection:
9. Build On Web Links:
10. Be Clear & Prompt Help:
11. Evaluate Dimensionally:
12. Personalize in Future:
6, 11
1- 6, 11.
8, 9, 12
2, 9, 11.
3, 6, 8, 11, 13.
3, 6, 7-9, 11, 13.
1, 3, 8-9, 10, 13.
3, 8, 12-13.
2-4, 8-9, 12-14.
2, 9, 11, 14.
1-5, 14.
6, 8, 10-13.
#1. Smartweb Activities and
Sociocultural Link (Bonk, 1998)
Smartweb Activities
Sociocultural Link
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Weekly Chapter Activ
Starter-Wrapper Disc
Personal Profiles
Student Portfolios
Feedback on Portfolios
Links Prior Semesters
Field Reflections
Field Observ Case Disc
Café Latte
Connect to Experience
Recip Teach & Dialogue
Build Intersubjectivity
Dynamic Assessment
Scaffolding within Zones
Modeling and Legacy
Apprentices Learning
Scaffolded & Authentic
Shared Knowledge
#2. Matrix of Web Interactions
(Cummings, Bonk, & Jacobs, in press)
Instructor to Student: Syllabus, notes, feedback.
to Instructor: Course resources, syllabi, notes.
to Practitioner: Tutorials, articles, news.
Student to Student: Comments, sample work, links.
to Instructor: Votes, tests, papers, evals.
to Practitioner: Web links, resumes, reflections
Practitioner to Student: Internships, jobs, e-fieldtrips
to Instructor: Opinion surveys, fdbk, listservs
to Practitioner: Forums, listservs, prof devel.
#3. Models of Technology in
Training and Education
(Dennen, 1999, Bonk et al., in press)
• Enhancing the Training
– computers for extra activities: drill and practice CD
• Extending the Training
– transcend the classroom with virtual field trips and
Online Collaborative Teams.
• Transforming the Training
– allowing learners to construct knowledge bases and
resources from multiple dynamic resources regardless
of physical location or time.
#4. The Web Integration Continuum
(Bonk et al., 2000)
Level 1: Course Marketing/Syllabi via the Web
Level 2: Web Resource for Student Exploration
Level 3: Publish Student-Gen Web Resources
Level 4: Course Resources on the Web
Level 5: Repurpose Web Resources for Others
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Level 6: Web Component is Substantive & Graded
Level 7: Graded Activities Extend Beyond Class
Level 8: Entire Web Course for Resident Students
Level 9: Entire Web Course for Offsite Students
Level 10: Course within Programmatic Initiative
Levels 1-5:
Information
Provider
Level 1: Marketing/Syllabi Via Web
Instructors use the Web to promote course
and teaching ideas via electronic fliers
and syllabi
Level 2: Student Exploration of
Web Resources
Students use the Web to explore preexisting resources, both in and
outside of class
Level 3: Student-Generated
Resources Published on the Web
Students use the Web to generate
resources and exemplary products for the
class
Level 4: Course Resources on Web
Instructors use the Web to create and
present class resources e.g., handouts,
prior student work, class notes, and
PowerPoint presentations
Level 5: Repurpose Web
Resources
Instructors take Web resources and course
activities from one course and, making some
adjustments, use them in another
Levels 6-10:
Course Provider
Level 6: Substantive and Graded
Web Activities
Students participate with classmates in
Web-based activities, e.g., weekly article
reactions or debates as a graded part of
their course requirements
Level 7: Electronic Conferencing
Course Activities Extending
Beyond Class
Students are required to use electronic
conferencing to communicate with
peers, practitioners, teachers, and/or
experts outside of their course
Level 8: Web as Alternate Delivery
System for Resident Students
Local students with scheduling or other
conflicts use the Web as a primary means of
course participation, with the possibility of
a few live course meetings
Level 9: Entire Course on the Web
for Students Located Anywhere
Students from any location around the world
may participate in a course offered
entirely on the Web
Level 10: Course Fits within
Larger Programmatic Web
Initiative
Instructors and administrators embed Webbased course development within larger
programmatic initiatives of their institution
Level 11 Entire University or
Institute is Online
Virtual university or institute is created to
solely offer online certificates, courses,
programs, and degrees.
Level 12 Consortia of Online Universities
Higher education institutions and corps
band together to offer courses or
programs within a district or state as
well as across states or countries
What level are you at???
Level 0???