Transcript A Ten Level Web Integration Continuum for Educational

Part I: Online Learning:
Opportunities for Motivation
Curt Bonk, Indiana University
President, CourseShare.com
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Are You Ready???
But there is a
Problem…
Handing out degrees in
electronic page turning!!!
• To get the certificate, learners
merely needed to “read” (i.e. click
through) each screen of material
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 selfdetermination 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: Creative Thinking:
1.
2.
3.
4.
5.
6.
8 Noun Introductions
Coffee House Expectations
Scavenger Hunt
Two Truths, One Lie
Public Commitments
Share-A-Link
1.
2.
3.
4.
5.
6.
Brainstorming
Role Play
Topical Discussions
Web-Based Explorations & Readings
Recursive Tasks
Electronic Séance
Critical Thinking:
Collaborative Learning:
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Electronic Voting and Polling
Delphi Technique
Reading Reactions
Summary Writing and Minute Papers
Field Reflection
Online Cases Analyses
Evaluating Web Resources
Instructor as well as Student
Generated Virtual Debates
Starter-Wrapper Discussions
Structured Controversy
Symposium or Expert Panel
Electronic Mentors and Guests
Round robin Activities
Jigsaw & Group Problem Solving
Gallery Tours and Publishing Work
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, Belonging
2. Feedback: Responsive, Supports, Encouragement
3. Engagement: Effort, Involvement, Excitement
4. Meaningfulness: Interesting, Relevant, Authentic
5. Choice: Flexibility, Opportunities, Autonomy
6. Variety: Novelty, Intrigue, Unknowns
7. Curiosity: Fun, Fantasy, Control
8. Tension: Challenge, Dissonance, Controversy
9. Interactive: Collaborative, Team-Based, Community
10. Goal Driven: Product-Based, Success, Ownership
Circle Those Strategies
You Can Use!!!
1. Tone:
A. Instructor Modeling
• The first week of a course is a critical
• If an instructor is personable, students
will be personable
• If formal, students will be formal
• Too little instructor presence can cause
low levels of student involvement
• Too much presence can cause
uninspired student involvement
1. Tone:
B. Thiagi-Like Ice Breakers
1. 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)
2. Peer Interviews: Have learners
interview each other via e-mail and then
post introductions for each other.
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
3. Eight Nouns Activity:
1. Introduce self using 8 nouns
2. Explain why choose each noun
3. Comment on 1-2 peer postings
4. Coffee House Expectations
1. Have everyone post 2-3 course expectations
2. 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:
C. Thiagi-Like Ice Breakers
5. Pair-Ups: Have pairs of students
summarize the course syllabus for each
other or summarize initial materials sent
from the instructor.
6. 99 Seconds of Fame: In an
online synchronous chat, give each
student 99 seconds to present
themselves and field questions.
7. 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:
B. Thiagi-Like Ice Breakers
8. 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
9. 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.
10.Who Has Polls: During initial meeting,
pool students on various interesting topics
(e.g., who has walked on stilts, swam in the
ocean, sat in a casket, flown a plane, etc.)
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
11. KNOWU Rooms:
a. 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.
b. Complete eval form where list people in
class and interests. Most names wins.
12. Public Commitments:
Have students share how they will fit the
coursework into their busy schedules.
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
13. Scavenger Hunt
1. Create a 20-30 item online scavenger
hunt (e.g., finding information on
the Web)
2. Post scores
14. Two Truths, One Lie
1. Tell 2 truths and 1 lie about yourself
2. Class votes on which is the lie
2. Feedback
A. 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:
A. 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:
B. Acknowledgement via E-mail,
Live Chats, Telephone (Acknowledge
questions or completed assignments)
2. Feedback:
C. Self-Testing and Self-Assessments
2. Feedback:
C. Self-Testing and Self-Assessments
(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)
D. Reflective Writing
Alternatives:
1. Minute Papers, Muddiest Pt Papers
2. PMI (Plus, Minus, Interesting), KWL
3. Summaries
4. Pros and Cons
1. Email instructor after class on what learned or
failed to learn…
(David Brown, Syllabus, January 2002, p. 23)
3. Engagement:
A. Questioning
(Morten Flate Pausen, 1995; [email protected])
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. 20 Questions: Someone has an answer
and others can only ask questions that have
“yes” or “no” responses until someone
guesses answer.
3. Engagement
A. Questioning: XanEdu Coursepacks
3. Engagement
B. Annotations and Animations:
MetaText (eBooks)
3. Engagement:
C. 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)
3. Engagement
C. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
4. Meaningfulness:
A. Perspective Taking
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. Job or Field Reflections
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:
B. 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:
C. Case Creation and Simulations
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)
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. 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
6. Variety:
B. 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
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
7. Curiosity:
C. Electronic Guests & Mentoring
1. Find article or topic that is controversial
2. Invite person associated with that article
(perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief (i.e., did anyone
change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)
7. Curiosity:
D. Synchronous Chats
1. Webinar, Webcast
2. Guest speaker moderated (or open) Q&A forum
3. Instructor meetings, private talk, admin help
4. Quick Polls/Quizzes, Voting Ranking, Surveys
5. Swami Questions
6. Peer Q&A and Dialogue
7. Team activities or meetings
8. Brainstorming ideas, What-Ifs, Quick reflections
9. Graphic Organizers in Whiteboard (e.g., Venn)
10. Twenty Questions, Hot Seat, etc.
8. Tension:
A. Role Play
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.
B. 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!
C. Four Key Hats of Instructors:
– Technical—do students have basics?
Does their equipment work? Passwords
work?
– Managerial—Do students understand the
assignments and course structure?
– Pedagogical—How are students
interacting, summarizing, debating,
thinking?
– Social—What is the general tone? Is
there a human side to this course?
Joking allowed?
– Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter,
editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.
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:
B. Critical/Constructive Friends,
Email Pals, Web Buddies
1. 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:
C. Symposia, Press Conference,
or Panel of Experts
1.
2.
3.
4.
5.
6.
Find topic during semester that peaks interest
Find students who tend to be more controversial
Invite to a panel discussion on a topic or theme
Have them prepare statements
Invite questions from audience (rest of class)
Assign panelists to start
(Alternative: Have a series of press
conferences at the end of small group
projects; one for each group)
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
============================================
Alternative: Jigsaw Technique:
Assign chapters within groups
(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)
10. Goal Driven:
B. Gallery Tours
• 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:
___________________________