Transcript 5. Community Building, Facilitation, Mentoring, and Role Play Online Dr. Curtis J. Bonk Indiana University CourseShare.com http://php.indiana.edu/~cjbonk [email protected].

5. Community Building,
Facilitation, Mentoring, and
Role Play Online
Dr. Curtis J. Bonk
Indiana University
CourseShare.com
http://php.indiana.edu/~cjbonk
[email protected]
So You want to Be A Flexible
Learning Consultant or an
E-Moderator???
– Berge Collins Associates
– Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
You Must
Understand how
to Build Online
Communities
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...Email 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
Time For:
Two Quiz Questions…
If Stranded on a Island,
Would you want the
Net, Phone, or Tube?
Stranded--Need Net, Phone, or
Tube?
What adults would choose if stranded on an island
and could only have one of the following? (USA
Today, March 6th, 2000) Source: Roper Starch Worldwide for America Online
TV
Phone
PC with Web
Phone
TV
Don't Know
Computer
connected to the
Web
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
Online Depression
“Either the Internet has changed,
or people have learned to use it
more constructively, or both.”
(per Robert Kraut, Psychologist, Carnegie
Mellon)
Web Use Not Always a Downer: A Study Disputes
the Link to Depression
Marilyn Elias, USA Today, Monday July 23rd, 2001, Section D. p. 1.
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???
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Administrators
Colleagues
The Registrar’s Office
Students
Textbook Companies
Bookstores
=============================
• Courseware Companies
• The Media
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)
Help Categorize the Degree of
Online Community (Chao, 1999)
(1) self-disclosures, time, energy
(2) refer to norms, rules, others
(3) give and receive info, express
need, thank, criticize, suggest
(4) special stories, symbols,
events, identify spiritual bonds
How Facilitate Online
Community?
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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...
Web Facilitation???
More on How to Facilitate...
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Find common ref pt--mission, purpose, need
Guide to negotiate/co-construct meaning
Establish some common practices or rituals
Hold regularly scheduled events--chats, tours
Create opportunities to contribute/develop
Apply course to lived experiences
Keep simple, give choice, build respect &
tension
Facilitation (Dennen, 2001)
• High instructor presence
– 1:1 student-instructor message ratio created low
peer interaction
– Participant-like IP facilitated peer interaction
• Instructor modeling increased student
messages meeting quality and content
expectations
• Modeling was more effective than guidelines
• Deadlines motivated participation
• Deadlines inhibited dialogue
Facilitation (Dennen, 2001)
• Participation was higher when students had a
clear goal & extrinsic motivation to participate
• Relevance has a positive effect on participation
• Greater dialogue when shared perspectives
• Fact-based q’ing strategies did not work well
• Consistent, regular fdbk motivates students
• Quantitative and qualitative guidelines
Facilitating Electronic Discussion
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Have Students Initiate, Sign up for Roles
Provide Guidelines and Structure
Weave and Summarize Weekly
Be patient, prompt, and clear
Foster Role Play, Debate, and Interaction
Assign Due Dates, Times, and Points
Constantly Monitor, Converse not Dictate
Assign Buddies/Pals or Include Mentoring
Extend Beyond Class with Peers/Practitioners
Online Mentoring and
Assistance Online
Twelve forms of electronic learning
mentoring and assistance
(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)
1. Social (and cognitive)
Acknowledgement: "Hello...," "I
agree with everything said so far...,"
"Wow, what a case," "This case
certainly has provoked a lot of
discussion...," "Glad you could join
us..."
2. Questioning: "What is the name of this
concept...?," "Another reason for this might
be...?," "An example of this is...," "In contrast
to this might be...,""What else might be
important here...?," "Who can tell me....?,"
"How might the teacher..?." "What is the real
problem here...?," "How is this related to...?,“,
"Can you justify this?"
3. Direct Instruction: "I think
in class we mentioned that...,"
Chapter ‘X’ talks about...,"
"Remember back to the first week of
the semester when we went over ‘X’
which indicated that..."
4. Modeling/Examples: "I think I
solved this sort of problem once when
I...," "Remember that video we saw on
‘X’ wherein ‘Y’ decided to...," "Doesn't
‘X’ give insight into this problem in case
‘Z’ when he/she said..."
5. Feedback/Praise: "Wow, I'm
impressed...," "That shows real insight
into...," "Are you sure you have
considered...," "Thanks for responding
to ‘X’...," "I have yet to see you or
anyone mention..."
6. Cognitive Task Structuring:
"You know, the task asks you to do...,"
"Ok, as was required, you should now
summarize the peer responses that you
have received...," "How might the
textbook authors have solved this case."
7. Cognitive
Elaborations/Explanations:
"Provide more information here that explains
your rationale," "Please clarify what you
mean by...," "I'm just not sure what you mean
by...," "Please evaluate this solution a little
more carefully."
8. Push to Explore: "You might
want to write to Dr. ‘XYZ’ for...,"
"You might want to do an ERIC
search on this topic...," "Perhaps
there is a URL on the Web that
addresses this topic..."
9. Fostering Reflection/Self Awareness:
"Restate again what the teacher did here,"
"How have you seen this before?," "When
you took over this class, what was the first
thing you did?," "Describe how your teaching
philosophy will vary from this...," "How
might an expert teacher handle this situation?"
10. Encouraging Articulation/Dialogue
Prompting: "What was the problem solving
process the teacher faced here?," "Does
anyone have a counterpoint or alternative to
this situation?," "Can someone give me three
good reasons why...," "It still seems like
something is missing here, I just can't put my
finger on it."
11. General
Advice/Scaffolding/Suggestions:
"If I were in her shoes, I would...," "Perhaps
I would think twice about putting these
people into...," "I know that I would first...,"
"How totally ridiculous this all is; certainly
the “person” should be able to provide
some..."
12. Management (via private e-mail or
discussion): "Don't just criticize....please be
sincere when you respond to your peers," "If
you had put your case in on time, you would
have gotten more feedback." "If you do this
again, we will have to take away your
privileges."
Which of these 12 do
you think are the most
prevalent on the Web?
____________________
____________________
TICKIT Staff Mentoring (IU Study)
(direct instruction and explanations = 0)
3%
6%
24%
5%
Ack nowledge
Question
Examples
14%
Feedback
Task Structure
Push to Explore
9%
4%
Foster Reflection
Enourage Dialogue
Scaffold
Manage
1%
7%
3%
24%
(Bonk, Ehman, & Hixon, 2000)
Weave
The Internet is a
Gigantic Writing
Tool!!!
Why Write Online???
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For current reflection
For later reflection
Foster depth…to think!!!
Integrate information
Nurture interaction on ideas
Communicate or problem solve
Share ideas
The Starter-Wrapper
Activity
Surface vs. Deep Posts
Surface Processing
In-depth Processing
• making judgments without
justification,
• stating that one shares
ideas or opinions already
stated,
• repeating what has been
said
• asking irrelevant questions
• i.e., fragmented, narrow,
and somewhat trite.
• linked facts and ideas,
• offered new elements of
information,
• discussed advantages and
disadvantages of a
situation,
• made judgments that were
supported by examples
and/or justification.
• i.e., more integrated,
weighty, and refreshing.
Level of Cognitive Processing:
All Posts
Both
12%
Surface
33%
Deep
55%
Surface
Deep
Both
What Writing Tasks
Will You Use?
Sample Online Writing Tasks
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Minute Papers, Pros and Cons
Starter-Wrapper
Coffee Shops and Cafes—8 nouns…
Electronic Seances
Critical Friend Reflections
Structured Controversy or Role Play
• Case-Based Discussions
• Other: Debates, Discussions & Reading
Reactions
What About
Student Roles???
Participant Categories
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Web Resource Finder
Starter-Wrapper
Researcher
Online Journal Editor
Expert Resource Gatherer
Technology Reviewer
Mentor/Expert
Instructor
Seeker/Questioner
Role 1: Starter/Mediator
Reporter/Commentator
• Summarizes the key terms, ideas, and issues in
the chapters, supplemental instructor notes,
journal articles, and other assigned readings and
asks thought provoking questions typically
before one’s peers read or discuss the concepts
and ideas. In effect, the starter is a reporter or
commentator or teacher of what to expect in the
upcoming readings or activities. Once the
“start” is posted, this student acts as a mediator
or facilitator of discussion for the week.
Role 2: Wrapper/Summarizer
Synthesizer/Connector/Reviewer
• Connects ideas, synthesizes discussion,
interrelates comments, and links both explicit
and implicit ideas posed in online discussion or
other activities. Here, the student looks for
patterns and themes in online coursework
while weaving information together. The
wrapping or summarizing is done at least at the
end of the week or unit, but preferably two or
more times depending on the length of the
activity.
Role 3: Conqueror or
Debater/Arguer/Bloodletter
• Takes ideas into action, debates with
others, persists in arguments and
never surrenders or compromises
nomatter what the casualties are
when addressing any problem or
issue.
Role 4: Devil's Advocate or
Critic/Censor/Confederate
• Takes opposite points of view for
the sake of an argument and is an
antagonist when addressing any
problem posed. This might be a
weekly role that is secretly
assigned.
Role 5: Idea
Squelcher/Biased/Preconceiver
• Squelches good and bad ideas of
others and submits your own
prejudiced or biased ideas during
online discussions and other
situations. Forces others to think.
Is that person you really hate to
work with.
Role 6: Optimist/Openminded/Idealist
• In this role, the student notes what
appears to be feasible, profitable,
ideal, and "sunny" ideas when
addressing this problem. Always sees
the bright or positive side of the
situation.
Role 7:
Emotional/Sensitive/Intuitive
• Comments with the fire and
warmth of emotions, feelings,
hunches, and intuitions when
interacting with others, posting
comments, or addressing problems.
Role 8: Idea Generator Creative
Energy/Inventor
• Brings endless energy to
online conversations and
generates lots of fresh
ideas and new perspectives
to the conference when
addressing issues and
problems.
Role 9:
Questioner/Ponderer/Protester
• Role is to question, ponder,
and protest the ideas of others
and the problem presented
itself. Might assume a radical
or ultra-liberal tone.
Role 10: Coach
Facilitator/Inspirer/Trainer
• Offers hints, clues, supports,
and highly motivational
speeches to get everyone firedup or at least one lost individual
back on track when addressing
a problem or situation.
Role 11: Controller/Executive
Director/CEO/Leader
• In this role, the student
oversees the process,
reports overall findings
and opinions, and
attempts to control the
flow of information,
findings, suggestions,
and general problem
solving.
Role 12:
Slacker/Slough/Slug/Surfer Dude
• In this role, the student does little or
nothing to help him/herself or his/her
peers learn. Here, one can only sit
back quietly and listen, make others do
all the work for you, and generally
have a laid back attitude (i.e., go to the
beach) when addressing this problem.
Activity: Pick a Role
Or Role Taking Task
Name a role missing from
this sheet and discuss how
you might use it
(see Bonk’s 28 roles)
Many Other Roles
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Questioner
Mediator
Sage
Planner
Comic
Pessimist
Commentator
Optimist
Devil’s Advocate
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Slacker
Judge
Summarizer
Advisor
Mentor
Coach
Organizer
Debater/Bloodletter
Activity: Pick a Role
Or Role Taking Task
Name a role missing from
this sheet and discuss how
you might use it
(see Bonk’s 28 roles)
So What Happens to
Instructors and
Students in the
Future???
“We are evolving out of the era of the
Lone Rangers…faculty members
can choose to be involved in the
design, development, content
expertise, delivery, or distribution of
course…” (Richard T. Hezel)
Sarah Carr, (Dec 15, 2000, A47), A Day in the Life of a New Type of
Professor, The Chronicle of Higher Education
Faculty Member in 2020
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Track 1: Technical Specialist
Track 2: Personal Guide
Track 3: Online Facilitator
Track 4: Course Developer
Track 5: Course or Program Manager
Track 6: Work for Hire Online Lecturer
Track 7: High School Teacher
Track 8: Unemployed
Track 1: Technical Specialist
• Help critique technical aspects of media
and materials built into online courses.
Here one would be part of a course
development team or instructional design
unit. Freelance learning object evaluator.
Here one would likely operate alone or as
part of a consulting company.
Track 2: Personal Guide
• Provide program or course guidance to
students on demand or preplanned.
Becomes more of a generalist across
university offerings. For example, one
might help students see how different
learning objects or modules fit together
into a degree.
Track 3: Online Facilitator
• Offers timely and informed support to
students struggling to complete an online
course or inserting questions and
nudging development of students who are
successfully completing different
modules. This is the most similar to
college teaching positions today.
Track 4: Course Developer
• Help develop specific courses or topic
areas for one or more universities. In
many institutions, this will move beyond
a course royalty system to a paid position.
Track 5: Course or Program
Manager
• Supervisor or manager of an entire new
program or courses, most often leading to
certificates or master’s degrees. Similar
in stature to a development head or
chairperson.
Track 6: Work for Hire Online
Lecturer
• Is a freelance instructor for one course or
a range of course. May work on just one
campus or on a range of campuses
around the world. While this will be
highly popular and rejuvenate careers,
institutional policies are yet to be sorted
out.
Track 7: High School Teacher
• As universities begin to offer secondary
degrees, some college faculty with online
teaching experience and teaching degrees
will find positions in those classes. Some
may view such positions as being
demoted to the minor leagues.
Track 8: Unemployed
• If one does not find a niche in one
or more of the above tracks or
roles, he or she will likely be
unemployed or highly unsuccessful.
Student Differences in 2020
• Live Longer
• More Educated
– Multiple Degrees
– Accustomed to Multiple Learning Formats
– Design own programs and courses
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Specialists AND Generalists
Courses/Degrees for unknown occupations
Expect to Take Courses Where Live
Cyber-students (various digital aids attached to appendages)
So Where is Nebraska Headed?
So,
what
to do
now?