Transcript Moving From the Present State of E-Learning to Online Communities of Learners Curt Bonk, Ph.D., [email protected] Indiana University and CourseShare.com http://CourseShare.com http://php.indiana.edu/~cjbonk.

Moving From the Present State
of E-Learning to Online
Communities of Learners
Curt Bonk, Ph.D., [email protected]
Indiana University and CourseShare.com
http://CourseShare.com
http://php.indiana.edu/~cjbonk
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)
• The percentage of post-secondary students
enrolled in distance ed is expected to triple
from just 5 percent in 1998 to 15 percent in
2002.
The Market is Exploding!
“IDC expects the market to double in size
every year through 2003 when the total elearning market will reach $11.5 billion.
Corporations are particularly interested
in training their employees in soft skills
(leadership, sales, etc.)…growing at twice
the rate of IT training.”
Steven McWilliam (2000), e-learning, 1(2), p. 48. (same
numbers from Merrill Lynch)
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)
How the Internet Will Help
Large-Scale Assessment Reinvent Itself
(2001, Feb). Education Policy Analysis Archives, Volume 9 Number 5, By Randy Elliot
Bennett, Educational Testing Service, U.S.A.
• In the same way that the Internet is
already helping to revolutionize
commerce, education, and even social
interaction, this technological advance
will help revolutionize the business and
substance of large-scale assessment.
Part I. The State of ELearning in Higher
Education in U.S.
http://PublicationShare.com
Survey #1: 222 College Faculty
(Early Adopters of the Web)
Survey Limitations
•
•
•
•
•
•
•
Sample pool
Dated information
Many were Web savvy
The Web is changing rapidly
Lengthy survey
Some were administrators
Does not address all issues
Higher Education Fantasies
•
•
•
•
•
•
Faculty just need a bit more training.
Young faculty will jump on this.
Pedagogical tools exist to TEACH online.
Faculty will flock to sophisticated tech.
Faculty are loyal.
Web instruction is an either/or decision.
Figure 1. Description of Sample (N = 222)
40%
MERLOT.org
60%
The World Lecture
Hall
Figure 3. Size of Respondent Institutions
20%
Less than 3,000 students
3,000 - 9,999 students
54%
26%
N = 218
More than 10,000
students
Figure 7. Rank of Respondents
10%
Professor or Assoc
Professor
Assistant Professor
5%
8%
Adjunct Professor
17%
60%
Lecturer
Other (e.g.,
adminof Respondents
Figure 8. Educational
Attainment
plus faculty)
2%
22%
6%
70%
Baccalaureate
Masters
ABD
Doctoral
How Old Are Early Web Adopters?
Respondent's Age
2%
7%
20-35
36-50
47%
44%
51-65
66+
N=218
Why post to MERLOT or the WLH?
Reasons
N = 211 (*Note: Categories are not m utually exclusive.)
O
th
er
Fu
n
th
G
ro
w
Ex
pe
rim
en
t
Co
ur
s
M
ar
ke
tS
e
el
Sh
f
ar
Sh
in
g
ar
Im
e
po
Th
rta
eo
nt
rie
s
or
St
ra
te
gi
es
120
100
80
60
40
20
0
Re
qu
ire
d
Num ber of Respondents
Why Post to MERLOT or WLH*
Internet Access
• 78 percent had Internet access in their
current or most recent classroom.
• 93 percent had computer lab accessibility.
• 97 percent had home access.
– Note: This is more than double the 47 percent
of Americans who are users of the Internet at
home as reported in a recent UCLA study (The
UCLA Internet Report, 2000).
Any Online Teaching Experiences?
Figure 18. Online Teaching Experiences
Partially and
Completely
18%
None
24%
Completely Online
19%
Partially Online
39%
Figure 19. Degree of Comfort with Web Skills
Courseware
Online Discussion
File Attachments
Chat
HTML
0%
20%
40%
60%
80%
Percent of Respondents
Low
Medium
High
100%
Who Owns Online Courses?
Online Courses are the Property of an
Institution, Not an Instructor (N= 215)
Strongly
Agree
Agree 4%
Strongly
12%
Disagree
34%
Unsure
21%
Disagree
29%
Is Teaching Online TimeConsuming?
Figure 20. Teaching Online Courses is More TimeConsuming than Teaching Traditional Courses
Strongly
Disagree
2%
Strongly
Agree
41%
Disagree
6%
Unsure
10%
Agree
41%
50
40
30
20
10
0
Strongly
Agree
Agree
Unsure
Disagree
Bachelor's
Master's
Doctoral
Strongly
Disagree
Percent of Respondents
Figure 15. Comfortable with Degrees Earned
Entirely Online
Course Quality Improved
Online?
• 39 percent unsure;
• 32 percent agree it was improved; and
• 29 percent said no.
No
29%
Unsure
32%
Yes
39%
Yes
Unsure
No
Courseware Systems
• 83 percent were provided a Web-based
platform or courseware system
• 22 percent more than one.
• 27 of those making a decision had more
than one.
• 10 percent had access to three
courseware systems or conferencing tools.
Courseware Features Like with
Current Tool
•
•
•
•
•
•
•
•
Comprehensive, consistent, customizable
Ease of use, flexible, reliable
Data and course security
Detailed statistics on bulletin board use
Good online help
Internal e-mail systems, drop boxes, chats
Posting of tasks & due dates on Web
Randomized test banks
What Percent of Time Teach Online?
Percent of Instructional Time Spent
Teaching Online During the Next Decade
Percent of
Respondents
80
60
40
20
0
1 Year
2 Years 5 Years 10 Years
Time Teaching Online
0%
1-25%
25-50%
51-75%
76-100%
Interested in Freelance Instruction?
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
e
W
to
eb
Le
ar
n
W
eb
Obstacles
of
th
e
O
st
r
or
t
er
e
ar
e
up
p
In
t
ic
al
S
ck
Te
ch
n
La
So
ftw
Tr
ai
H
ni
ar
ng
dw
ar
e
O
C
ffi
la
ce
ss
Eq
Ti
ui
m
pm
e
fo
en
rC
t
ou
rs
e
Pr
ep
Ti
m
Percent of Respondents
Any Obstacles to Teaching Online?
Figure 32. Major Obstacles to Use of the Web in
Teaching
70
60
50
40
30
20
10
0
Problems Faced
Administrative:
Pedagogical:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand the
time needed.”
• “Lack of system support.”
• “Little recognition that this
is valuable.”
• “Rapacious U intellectual
property policy.”
• “Unclear univ. policies
concerning int property.”
• “Difficulty in performing
lab experiments online.”
• “Lack of appropriate
models for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to
correct online assign.”
• “People need sleep; Web
spins forever.”
Te
ch
ni
In
ca
st
ru
lS
ct
up
io
po
na
rt
lD
Ti
e
si
m
gn
e
to
er
Le
s
Tr
ar
ai
n
ni
ng
W
eb
to
Us
St
e
W
ud
eb
en
tA
cc
Ch
es
at
s
Ro
O
o
m
nl
in
He
e
lp
Re
so
ur
Ece
m
ai
s
lC
ha
ng
es
In
Re
st
co
ru
gn
ct
io
itio
na
n
lS
tip
en
Re
ds
le
as
e
Ti
m
e
Percent of Respondents
Supports Needed for Web-Based Teaching By
Institution Type
100
80
60
40
20
0
Private
Public
Any Supports Needed?
Does technical support vary by size??
Percent of Respondents
Perceived Lack of Support for Technical Problems and
Courseware Development by Institutional Size
60
50
40
30
20
10
0
under 3,000
3,000-9,999
Institutional Size
10,000 or more
80
70
60
50
40
30
20
10
0
Le
C
TO
Fa
cu
lty
D
ep
tL
ev
ar
ni
el
ng
C
en
Te
te
ch
r
Su
pp
or
t
in
under 3,000
3,000-9,999
10,000 or more
Ad
m
Percent of Respondents
Figure 26. Organizational Level of Instructional
Technology Decisions Related to Web-Based
Teaching by Size of Institution
Compensation
No Add'l
Compensation
Other
Release Time
Recognition
Salary
Course
Royalties
Stipends
Percent of Respondents
Figure 17. Suggested Instructor Compensation for
Teaching Online
40
35
30
25
20
15
10
5
0
Online Technology Pushes
Pedagogy to the Forefront
Frank Newman & Jamie Scurry, Chronicle of
Higher Education, July 13, 2001, B7.
“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.”
Percent of Respondents
Online Instructional Activities
70
60
50
40
30
20
10
0
Scientific
Simulations
Data Analysis
Actual Use
Lab
Performance
Critical and
Creative Thinking
High Usability
What Instructional Activities are Needed?
Pedagogical
Ideas
Answers to
Teaching
Problems
Expert
Advice
Class
Management
Tips
Recognition
Newsletters
Storytelling
Percent of Respondents
Figure 36. Important Features of Free CourseSharing Community
90
80
70
60
50
40
30
20
10
0
p
Li
&
C
ou
r
on
f
se
D
Li
ce
es
ig
n
&
fo
D
p
ev
e
l
ls
He
l
rc
es
In
gs
rn
a
Jo
u
ac
hi
ng
g
gs
st
in
st
in
Li
Re
so
u
or
ts
,&
Te
se
te
to
rin
g
gs
hi
n
st
in
Tu
er
en
ou
r
br
ar
y
C
C
Li
Te
ac
&
st
itu
rin
g
In
to
rs
,R
ep
pe
Pa
W
or
ks
ho
M
en
ce
ny
pa
la
n
om
Fr
ee
C
Percent of Respondents
Figure 37. Web-Based Informational Resources and Services
Useful to College Instructors
80
70
60
50
40
30
20
10
0
General Recommendations
1.
2.
3.
4.
5.
6.
7.
Develop Instructor Training Programs
Foster Instructor Recognition and Support
Create Instructor & Resource Sharing Tools
Develop Online Learning Policies
Conduct Online Learning Research
Form Online Learning Dev Partnerships
Create/Test Online Learning Pedagogy
So, any questions about
the state of things?
Part II. Building Online
Communities of Learners
The Good Net
• “There’s an astonishing amount of
warmth and human kindness from
total strangers on the Net.”
– Psychologist Patricia Wallace, Univ of Maryland
• E-mail has led me to correspond fairly
regularly with cousins I’d otherwise only see at
funerals...E-mail has knit me more tightly into
the fabric of my circle, not torn me out of it.
– Elizabeth Weise, USA Today, Feb 22nd, 2000
The Bad Net...
Greater Internet use:
– lowered participation in
family
– Lower communication
– Greater feelings of loneliness
and depression
– (Kraut, Patterson, Lundmark, Kiesler, Mukopadhyay,
& Scherlis, 1998, American Psychologist).
“The Internet is unlike anything
we’ve seen before. It’s a socially
connecting device that’s socially
isolating at the same time.”
David Greenfield, Founder of the Center for Internet Studies
(www.virtual-addiction.com), April 2000, The APA
Monitor
The Ugly Net
• “Now we have Net abuse treatment centers
springing up around the country”
– Kimberly Young, USA Today, Feb., 21, 2000
• Web is heavily spiced with “role-plays,
deceptions, half-truths & exaggerations.”
– Patricia Wallace, USA Today, Feb 21st, 2000 (The Psychology of
the Internet, Cambridge Univ Press, $24.95)
• “The more people use the Internet, the less
time they spend with real people. And that
situation has its problems.”
– Marilyn Elias, USA Today, 5D, Feb. 21st, 2000
When unable to access the Internet or
forbidden to go online, do you feel:
A. Anxiety
B. Depression
C. Mood swings
D. Irritability
E. Insomnia
F. Panic attacks
G. Restlessness
How many hours per week do
you currently spend online
(for nonessential purposes)?
1. Do you feel preoccupied with the
Internet?
2. Have you ever used the Internet to
escape situational difficulties?
3. Does Internet use disrupt your work
or job-related performance?
Contact the Center
for On-Line
Addictions
Netaddiction.com
Dr. Kimberly Young, Univ of Pittsburgh
Caught in the Net (1998), John Wiley and Sons
I’m mad as
hell and I’m
not going to
take this
anymore!!!
“Network”, 1976,
shouted by Howard
Beale (Peter Finch)
• Howard Beale: We'll
tell you anything you want
to hear, we lie like [hec].
• Howard Beale: You're beginning to believe the
illusions we're spinning here, you're beginning to
believe that the Web is reality and your own lives
are unreal! You do! Why, whatever the Web tells
you: you dress like the Web, you eat like the Web,
you raise your children like the Web, you even
think like the Web! This is mass madness, you
maniacs! ..., you people are the real thing, WE
are the illusion!
• Howard Beale: Right now, there is a whole, an
entire generation that never knew anything
that didn't come out of this Web! This Web is
the gospel, the ultimate revelation; this Web can
make or break presidents, popes, prime
ministers; this Web is the most awesome [darn]
propaganda force in the whole godless world,
and woe is us if it ever falls into the hands of
the wrong people...And when the 12th largest
company in the world controls the most
awesome [darn] propaganda force in the whole
godless world, who knows what [stuff] will be
peddled for truth on this network!?
Who am I Mad At???
•
•
•
•
•
•
Administrators
Colleagues
The Registrar’s Office
Students
Textbook Companies
Bookstores
=============================
• Courseware Companies
• The Media
Survey Finds Concern on
Administrative Computing
Chronicle of Higher Ed, June 22, 2001, A33, Jeffrey R. Young
“Campus-technology
leaders say they worry
more about administrativecomputing systems than
about anything else related
to their jobs.”
(survey by Educause—an academictechnology consortium)
“Colleges and universities
ought to be concerned not
with how fast they can ‘put
their courses up on the
Web,’ but with finding out
how this technology can be
used to build and sustain
learning communities”
Hiltz (1998, p. 7)
How form a
community…???
A learning community is a group of
individuals interested in a common
topic or area, who engage in
knowledge related transactions as well
as transformations within it. They
take advantage of the opportunity to
exchange ideas and learn collectively.
(Bonk & Wisher, 2000;
Fulton & Riel, 1999)
Factors in Creating any
Community
(1) membership/identity
(2) influence
(3) fulfill of indiv needs/rewards
(4) shared events & emotional
connections
(McMillan & Chavis, 1986).
History, stories, expression, identity, participation,
respect, autonomy, celebration, team building, shape
group, Schwier, 1999; share stories, give info, express
need, refer to rules, time, special stories, Chao, 2001)
How Facilitate Online Community?
•
•
•
•
•
•
•
•
Safety: Establish safe environment
Tone: Flexible, inviting, positive, respect
Personal: Self-disclosures, open, stories telling
Sharing: Share frustrations, celebrations, etc
Collaboration: Camaraderie/empathy
Common language: conversational chat space
Task completion: set milestones & grp goals
Other: Meaningful, choice, simple, purpose...
Four Projects at the Center for Research
on Learning and Technology, Indiana University
1. Quest Atlantis Project
• Quest Atlantis is a Web-based communitydriven, meta-game built using 3D technologies
and that combines elements of play, role
playing, adventure, and learning, …
• … allowing 9-14 year old children from diverse
socio-economic backgrounds to virtually travel
to 3-D, worlds where they select engaging
quests, talk with other Questers and mentors,
and build virtual persona.
Legend of Atlantis
•
•
•
•
•
•
Atlantis is facing impending disaster
Disaster is a result of lost values and corrupt
leadership
A Council of Elders opened a portal to find help
Children of the Earth can use this portal to save
Atlantis
Centers have been created to access the portal
Children must save Atlantis and avoid our
common fate
2. Inquiry Learning Forum
3. The TICKIT Project
TICKIT: Teacher Institute for Curriculum
Knowledge about the Integration of Technology
(http://www.indiana.edu/~tickit)
TICKIT Training and Projects:
• Web: Web quests, Web search, Web
editing/publishing.
• Write: Electronic newsletters.
• Tools: Photoshop, Inspiration, PPt.
• Telecom: e-mail with Key pals.
• Computer conferencing: Nicenet.
• Web Course: HighWired, MyClass,
Lightspan, eBoard
• Digitizing: using camera, scanning.
Technology Integration Ideas
• Collab with students in other countries
• Make Web resources accessible
• Experts via computer conferencing (or interview
using e-mail)
• Reflect & Discuss on ideas on the Web.
• Put lesson plans on Web.
• Peer mentoring, role play, etc.
• Scavenger hunts.
4. Learning to Teach with
Technology Studio
LTTS Self-Assessment
Ten Other Projects and
Communities???
Which of these are communities???
1. BobWeb Videoconferencing Support
Tool (optional use)
2a. COW Project: Case
Collaboration & Discussion on Web
2b. The TITLE Project:
International Cases on Web
3. SmartWeb: Undergraduate
Class with Online Mentoring
4. The CaseWeb (online case quizzes)
5. TAPPED IN
(www.tappedin.sri.com; growing community of
over 6,000 K-16 teachers, researchers, and staff)
•
•
•
•
•
Hold real-time meetings and discussions
Conduct Inquiries
Meet colleagues
Browse Web sites together,
Explore professional development
options,
• Find useful materials and resources
• Post items, share and create documents
6. MERLOT.org and
7. the World Lecture Hall
http://merlot.org
http://www.utexas.edu/world/lecture/
8. CourseShare.com
9. The Global Educators’ Network (GEN) and
10. TrainingSuperSite
So, what types of communities do
you want in Korea???