Transcript Engineering Online in K-12 Education Curt Bonk, Professor, Indiana University President, CourseShare [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com Education Week, May 9, 2002.

Engineering Online in K-12
Education
Curt Bonk, Professor, Indiana University
President, CourseShare
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Education Week, May 9, 2002. p. 16
“..12 states have established their
own virtual schools and five
others are piloting cyber
schools…32 states are
sponsoring e-learning initiatives,
including online testing
programs, virtual schools, and
Internet-based professional
development.”
Education Week, May 9, 2002, p. 16
http://www.edweek.org/sreports/tc02/
• Florida Virtual High School (began 1997)
• Over 5,000 students from 65 counties
(double from previous year)
• average 1.6 courses/student
• Course enrollments of 8,200 for 2001-2002
• 37% home-schooled
• 31% little or no previous computer exper
• Most say quality up, but difficult
• Sells courses to other states
• Receives 6 million in state money
Online Courseware
But There’s a Problem!
(Duffy, 2002)
 80% teachers not prepared to integrate
technology into teaching.
(National Center for Education Statistics, 1999)
 Preservice instruction often focuses on
stand alone “technology” courses. (Siegel,
70% of courses focus on hardware, Internet
use, and software use
1995)
 Focus should be on learning with
technology rather than about technology
(1997 President’s Panel on Educational Technology)
Three Projects at the Center for Research
on Learning and Technology, Indiana University
#1. Inquiry Learning Forum
#2. Learning to Teach with
Technology Studio http://ltts.indiana.edu
LTTS Features
 Short Web courses (35 growing to 55+)
 Start anytime and move at own pace
 Focus on technology integration in inquiry
lessons and projects
 Facilitated, problem-centered modules
(practical and educational)
 Standards-based (ISTE NETS and national
academic standards)
TICKIT
#3. TICKIT
Teacher Institute for Curriculum
Knowledge about Integration of
Technology
(http://www.indiana.edu/~tickit)
http://www.indiana.edu/~tickit/
Why Are Teachers Resistant?
Hannafin and Savenye (1993)
•
•
•
•
•
•
Believe the software is poorly designed
Become frustrated in how to use.
Do not want to look stupid
Do not believe that computers enhance learning
Fear losing control and being in the center
See computers competing with other academic
tasks
• See time and effort to use as too great
• Fear upsetting unsupportive administrators
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
TICKIT Training and Projects:
• Web: Web quests, Web search, Web edit/pub.
– Includes class, department, or school website.
•
•
•
•
•
•
•
Write: Electronic newsletters, book reviews.
Tools: Photoshop, Inspiration, PowerPoint.
Telecom: e-mail with foreign countries Key pals.
Computer conferencing: Nicenet.org.
Digitizing: using camera, scanning, digitizing.
Videoconferencing: connecting classes.
Web Course: HighWired.com, MyClass.net,
Lightspan.com, eBoard.com
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.
• Other: role play, scav hunts.
What about Engineering, Math,
and Science???
Ideas for Engaging
Engineering Courses
1. Tone:
A. Social 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. 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.
1. Tone/Climate:
A. Social Ice Breakers
3. Scavenger Hunt
1. Create a 20-30 item online scavenger
hunt (e.g., finding information on
the Web)
2. Post scores
4. Two Truths, One Lie
1. Tell 2 truths and 1 lie about yourself
2. Class votes on which is the lie
2. Feedback:
A. Learner-Content Interactions
2 Feedback:
B. Online Exams and Gradebooks
2. Feedback
C. 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 (Instructor)
D. 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 protected
3. Instructor decides how to respond
4. Then provide response and most or all of suggestion
in online forum
5. 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:
E. 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 evaluation
3. 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 (Instructor)
F. 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;
October 2001, p. 18)
3. Engagement: A. Simulations
The Virtual Lab Experiment
Carnvale, Jan 31, 2003, The Virtual Lab Experiment,
Chronicle of Higher Education, p. A30
“The labs have limitations,
however. Most biology professors
still say that the experience of
dissecting a frog while gagging on
the stench of formaldehyde simply
can't be replicated online. And it's
expensive and time-consuming to
develop a virtual lab that includes
all the possible variables that
students can encounter in a real
lab.”
3. Engagement: A. Simulations
3. Engagement
B. Video Clips of Experts
3. Engagement: C. WebQuest
4. Meaningfulness:
A. 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:
B. Modules and Experiments
4. Meaningfulness:
C. Virtual Museums and Exploration
4. Meaningfulness:
C. Virtual Museums and Exploration
4. Meaningfulness:
D. Collecting Raw Data
Wireless Technology
4. Meaningfulness:
E. Cases with Videos
5. Choice:
A. Web Resource Reviews
5. Choice:
A. Web Resource Reviews
6. Variety: A. 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. 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:
B. Electronic Guests & 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: Email Interviews with experts
Assignments with expert reviews)
Sample Expert Chat
7B. Threaded Discussion plus Expert
Chat (e.g., Starter-Wrapper + Sync Guest Chat)
7. Curiosity:
C. Mentoring
Ask an Expert Mentoring
Mentoring Sites and Examples
Mentoring Sites and Examples
7. Curiosity:
D. Online Quests
7. Curiosity:
E. Summer Camps
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!
8. Tension:
C. 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.
8. Tension:
D. Videoconferencing
2. Mock Trials with Occupational Roles
a. Create a scenario (e.g., school reform in the
community) and hand out to students to read.
b. Ask for volunteers for different roles (everyone
must have a role).
c. Perhaps consider having one key person on the
pro and con side of the issue make a statement.
d. Discuss issues from within role (instructor is
the hired moderator or one to make opening
statement; he/she collects ideas on document
camera or board).
e. Come to compromise.
8. Tension:
E. Online Competitions
9. Interactive and Collaborative:
A. Learning Community in Groove
9. Interactive and Collaborative:
B. Thoughtful Team Reflections
9. Interactive and Collaborative:
C. Interactive Videoconferencing
1.
•
•
•
Stand and Share
Have students think about a
topic or idea and stand when
they have selected an
answer or topic.
Call on students across sites
and sit when speak.
Also, sit when you hear your
answer or your ideas are all
mentioned by someone else.
9. Interactive and Collaborative:
D. Symposia 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
E. Press Conference: Have a series of
press conferences at the end of small
group projects; one for each group)
10. Goal Driven:
A. Final Presentations via Videoconferencing
Presentation:
• Assign a task for students to
present on.
• Have them create PowerPoint
slides, bring videotapes or other
media, and items for document
camera.
• Consider have peer and
instructor evaluation forms for
each group and/or individual.
10. Goal Driven:
B. Online Science Fairs and Festivals
10. Goal Driven:
B. Online Science Fairs and Festivals
10. Goal Driven:
C. Engineering Web Demos
10. Goal Driven:
D. E-Portfolios
• Multimedia presentations (video,
animation, voice-over testimonials)
• Examples of work
• Personal statement
• Self-reflections on that work
• Connections between experiences
• Standard biographical info
• i.e., progress, achievements, efforts…
• Large, complex, time to grade
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)
Ok, who wants a TICKIT?
And, who has a TICKIT?
http://www.iub.edu/~tickit