Transcript Pedagogy and Instructional Design Part III: Courseware

Navigating the Myths and Monsoons
of E-Learning Strategies and
Technologies
Dr. Curtis J. Bonk
Indiana University and CourseShare.com
http://php.indiana.edu/~cjbonk
[email protected]
There’s a Storm Brewing!!!
Are you ready?
The Perfect Storm!
I. Better
Technology
II. Learner
Demands
III. Better
Pedagogy
Changes in College
Campuses
What Really Matters in College:
Student Engagement
“The research is unequivocal:
students who are actively involved
in both academic and out-of-class
activities gain more from the
college experience than those who
are not so involved.”
Ernest T. Pascarella & Patrick T. Terenzini,
How College Affects Students
Benchmarks of Effective
Educational Practice
(Kuh, in press)
National Survey of
Student Engagement
(pronounced “nessie”)
NSSE Benchmarks
Level of
Academic
Challenge
Student
Faculty
Interaction
Enriching
Educational
Experiences
Active &
Collaborative
Learning
Supportive
Campus
Environment
Level of Academic Challenge
Challenging intellectual and
creative work is central to student
learning and collegiate quality.
Colleges and universities promote
high levels of student achievement
by emphasizing the importance of
academic effort and setting high
expectations for student
performance.
What We’re Learning About Student
Engagement From NSSE
George Kuh (in press). Change
Indiana University Bloomington
Who’s more engaged?
 Women
 Full-time students
 Students living on campus
 Native students (those who start at and
graduate from the same school)
 Learning community students
 International students
 Students with diversity experiences
What We’re Learning About Student
Engagement From NSSE
George Kuh (in press). Change
Indiana University Bloomington
What About Online Students?
Karen Lazenby (2003), Univ of Pretoria
Karen Lazenby (2003), Univ of Pretoria
Karen Lazenby (2003), Univ of Pretoria
E-Learning Myths….
College E-Learning Myths
1.
2.
3.
4.
5.
Either-or decision
Good tools exist
Web no different
College owns course
Put FTF on Web
6. Cheaper
7. Better/Improved
8. Profit is the key
9. Need to create tools
10. High dropouts
College Myth #1.
Web-instruction is an either-or decision.
Figure 18. Online Teaching Experiences
Partially and
Completely
18%
None
24%
Completely Online
19%
Partially Online
39%
College Myth #2.
Pedagogical tools exist to teach online.
Percent of Respondents
Online Instructional Activities
70
60
50
40
30
20
10
0
Scientific
Simulations
Data Analysis
Actual Use
Lab
Performance
High Usability
Critical and
Creative Thinking
College Myth #7.
Learning is improved.
Before elearning
After elearning
Instructor E-Learning Myths
1.
2.
3.
4.
5.
They are young
Use latest tech
Teach same
Just more training
Time equal
6. Will not share
7. Are loyal
8. Not affected by this
9. Can wait it out
10. Teach for free online
Instructor Myth #1: They are Young
Respondent's Age
2%
7%
20-35
36-50
47%
44%
51-65
66+
N=218
Instructor Myth #2: College Instructors
will flock to sophisticated technologies.
“Kirchner foresees
faculty increasingly
using technology in
traditional classes, but
comments they, “They
need to break through
beyond discussion
boards and chats.”
Figure 19. Degree of Comfort with Web Skills
Courseware
Online Discussion
File Attachments
Chat
HTML
0%
20%
40%
60%
80%
Percent of Respondents
Cornell Daily, January 20, 2003,
Chris Mitchell, Fathoming the
future of e-Learning.
Low
Medium
High
100%
Instructor Myth #3. Instructors can
teach the same way they always have.
Poor Instructors
• Little or no feedback given
• Always authoritative
• Narrow focus of what was
relevant
• Used “ultimate” deadlines
Good Instructors
•
•
•
•
Provided regular feedback
Participated as peer
Allowed perspective sharing
Tied discussion to grades.
Vanessa Dennen (2001) Research 9 Online Courses
(sociology, history, communications, writing, library
science, technology, counseling)
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.
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Instructor Myth #7.
College Instructors are Loyal.
Freelance or Adjunct Web-Based Teaching
100%
Percent of Respondents
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
0%
Past Experience
Interest in Next 5 Years
Student E-Learning Myths
1.
2.
3.
4.
5.
Anytime, anywhere
Easy
Can cram
Procrastinate ok
Less social
6. Can hide
7. To many off-task
8. Domination
9. Don’t care
10. More excuses ok
Let’s brainstorm comments (words or short
phrases) that reflect your overall attitudes
and feelings towards online teaching…
Student Myth #2 It’s Easy
Student comments from “The Online Teacher,” TAFE, Guy KemshalBell (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.
Professors say: exciting, fun, challenging,
demanding, time consuming
What are your e-learning
myths???
3 E-learning Storms are
Approaching
Storm 1: Technology
“Many faculty members are still concerned
whether the technology is simple and
reliable enough to use for moresophisticated learning tasks. Increasingly,
however, better software is emerging that
engages students in more effective learning.”
Online Technology Pushes Pedagogy to the Forefront
Frank Newman & J. Scurry, Chronicle of Higher Ed, July 13,
2001, B7.
E-Learning Technologies of Future?
1.
2.
3.
4.
5.
6.
7.
Assistive Technologies
Learning Communities
Digital Portfolios
Electronic Books
Instructor Portals
Intelligent Agents
Online Exams and
Grade Books
8. Online Games and
Simulations
9. Online Language
Learning
10. Online Mentoring
11. Pedagogical
Courseware
12. Peer-to-Peer
Collaboration
13. Reusable Learning
Objects
14. Virtual Worlds/Reality
15. Wearable Computing
16. Wireless Technology
and Handheld Devices
4. Electronic Books
5. Instructor/Trainer Portals
8. Online Simulations (SimuLearn)
9. Online Language Support
(pronunciation, communication, vocabulary, grammar, etc.)
10. Online Mentoring (from remote
locations)
A web’s that’s out of this world
Alan Boyle, MSNBC,
Nov. 8, 1999
• NASA and network gurus are working together
to extend the Internet to other worlds in the
next few years. But there are some limits that
not even the World Wide Web can route
around, such as the speed of light. So the
builders of the Interplanetary Internet are
going back to the basics, retooling protocols for
future communications with Mars and beyond.
13. Reusable Learning Objects
• “Learning Objects are small or large
resources that can be used to provide a
learning experience. These assets can be
lessons, video clips, images, or even
people. The Learning Objects can
represent tiny "chunks" of knowledge, or
they can be whole courses.”
Claude Ostyn, Click2Learn
14. Virtual Worlds/Virtual Reality
Avatars--representations
of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence
15. Wearable Computing
16. Wireless Technology
Timeout for a break from
our sponsors…
Storm 2:
E-Learner Demands
Storm 3: Pedagogy
There are
problems…
How to 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)
Intrinsic Motivational Terms?
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
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.
1. Tone/Climate: Ice Breakers
A. Eight Nouns Activity:
1. Introduce self using 8 nouns
2. Explain why choose each noun
3. Comment on 1-2 peer postings
B. Coffee House
Expectations
1. Have everyone post 2-3 course
expectations
2. Instructor summarizes and comments on
how they might be met
2. Feedback:
Critical/Constructive Friends, Email Pals…
1. Assign a critical friend (based on interests?).
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.
Overview of TICKIT
•In-service teacher education program
•Rural schools in southern Indiana
•Yearlong, 25 teachers from 5 schools
•Primarily school-based
•Supported by participating school
systems, Arthur Vining Davis
Foundations and Indiana University
4. Meaningfulness:
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
5. Choice
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
(Or Delphi or Timed
Disclosure Technique)
anonymous input till a due date
and then post results and
reconsider until consensus
Rick Kulp, IBM, 1999)
6. Variety:
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.
7. Curiosity:
Synchronous Chats
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: B. Email Interviews with experts;
C. Assignments with expert reviews)
8. Tension:
Role Play
• List possible roles or personalities (e.g.,
coach, questioner, optimist, devil’s
advocate, etc.)
• Sign up for different role every week (or
for 5-6 key roles during semester)
• Reassign roles if someone drops class
• Perform within roles—try to refer to
different personalities in peer commenting
10. Goal Driven and Products:
Gallery Tours
The Perfect Storm….
1. Innovative Technology
2. Demanding Learners
3. Creative Pedagogy
So, which direction do we go?