Technology Integration for Learner Centered Learning: Asynchronous and Synchronous Possibilities

Curt Bonk, Professor, Indiana University President, CourseShare [email protected]

http://php.indiana.edu/~cjbonk http://CourseShare.com

What do we need???

FRAMEWORKS!

1. Models of Technology in Teaching and Learning

(Dennen, 1999, Bonk et al., 2001)

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Enhancing the Curriculum

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computers for extra activities: drill and practice CD

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Extending the Curriculum

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transcend the classroom with cross-cultural collaboration, expert feedback, virtual field trips and online collaborative teams.

Transforming the Curriculum

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allowing learners to construct knowledge bases and resources from multiple dynamic resources regardless of physical location or time.

My Technology Use

• • • • • •

Stand Alone Computer Presentations School and University Computer Labs Distance Education: Web

(WebCT, Blackboard) and

Videoconferencing Courses Electronic Mail Computer Conferencing & Collab Writing Specific Technology Equipment

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Document Camera, Fax, CD-ROM, Scanner, Digital Camera, camcorders, Videotape, Stereos, Scanner, Telephone, Audiotape.

2. Reflect on Extent of Integration: The Web Integration Continuum (Bonk et al., 2000) Level 1: Course Marketing/Syllabi via the Web Level 2: Web Resource for Student Exploration Level 3: Publish Student-Gen Web Resources Level 4: Course Resources on the Web Level 5: Repurpose Web Resources for Others ====================================== Level 6: Web Component is Substantive & Graded Level 7: Graded Activities Extend Beyond Class Level 8: Entire Web Course for Resident Students Level 9: Entire Web Course for Offsite Students Level 10: Course within Programmatic Initiative

3.

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..."

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."

4. 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.

Personal Learning Trainer

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Learners need a personal trainer to lead them through materials and networks, identify relevant materials and advisors and ways to move forward (Mason, 1998; Salmon, 2000).

E-Police

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While one hopes you will not call yourself this nor find the need to make laws and enforce them, you will need some Code of Practice or set procedures, and protocols for e moderators (Gilly Salmon, 2000).

Other Hats

Assistant Devil’s advocate Editor Expert Filter Firefighter Facilitator Gardener Helper Lecturer Marketer Mediator Priest Promoter

1.What do you currently do with technology? What hats do you wear?

2.What hats do you want to wear? What do you want to do?

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

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. (UW-Milwaukee)

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 self determination in human

behavior. NY: Plenum Press.

More students get MBAs online Programs suit busy executives; many schools remain aloof.

By Del Jones, USA TODAY, Feb 11, 2003 “The faculty at Duke worried about the lack of networking until its first batch of semi online students gathered for graduation in 1997. Those students who had conversed by e-mail and over bulletin boards seemed to be better friends at graduation than traditional students, says Nevin Fouts, associate dean of the Fuqua School of Business.”

Web Facilitation???

Berge Collins Associates Mauri Collins and Zane L. Berge

http://www.emoderators.com/moderators.shtml#mod

Teaching in Your Pajamas: Lessons of Online Classes , Peggy Minnis, New York Times, Teacher’s Journal, Feb 12, 2003 One of my favorite parts of college teaching is dressing up and putting on a good show. I plan my outfits, apply makeup, coordinate accessories, even rework my lecture cue cards.

But here I sit on a Friday night, lecturing 25 students in my lavender pajamas. I'm teaching online.

Teaching online also required rethinking how I deliver the subject matter. For 17 years, I've taught chemistry and environmental science standing in front of students.

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

More Blended Ideas

(Bonk, 2003)

• • • • • • • •

Take to lab for online group collaboration.

Take to computer lab for Web search.

Take to an electronic conference.

Put syllabus on the Web.

Create a class computer conference.

Require students sign up for a listserv.

Use e-mail minute papers & e-mail admin.

Have students do technology demos.

My Technology Use

• • • • • •

Stand Alone Computer Presentations School and University Computer Labs Distance Education: Web

(WebCT, Blackboard) and

Videoconferencing Courses Electronic Mail Computer Conferencing & Collab Writing Specific Technology Equipment

–

Document Camera, Fax, CD-ROM, Scanner, Digital Camera, camcorders, Videotape, Stereos, Scanner, Telephone, Audiotape.

More Technology Tools

• • • • • • • •

Cognitive Tools:

graphing tools, spreadsheets, word processors, and databases

Class Management:

Gradebooks, track students

Presentation/Integration:

Smart lecturns

Testing:

Essay grade, computer adaptive testing

Classroom Assessment:

Digital portfolios

MBL

--sensors, probes, microphones, motion det

Hand held Devices:

Graphing calculators, palm pilots

Assistance Technology:

screen magnifiers, speech synthesizers and digitizers, voice recognition devices, touch screens, alternative keyboards

Online Exams and Gradebooks

Technology Ideas

• • • • • • •

Bring in experts via video/computer conferencing Teleconferencing talks to tchrs & experts Reflect on field & debate cases on the Web Make Web resources accessible Collab with Students in other places/countries Have students generate Web pages/pub work Represent knowledge with graphing tools

More Technology Ideas

• • • • • •

Take to lab for group collaboration.

Take to computer lab for Web search.

Take to an electronic conference.

Put syllabus or class pic on the Web.

Create a class computer conference.

Have students do technology demos.

Post Syllabus is Important!

Still More Technology Idas

• • • • • • •

Find Free Concept Clips on Internet.

Show Web site glossary--let explore & eval.

Final project presentations with technology Scavenger hunt (including items on Web).

Explore simulations and Web sites.

Create electronic portfolios (CD, Web, video) Peer Mentoring sign up.

Web Resource and Tool Reviews

Teacher E-Portfolios

• • • • • •

Digital pictures of student activities Handouts from coursework Philosophy statements Videotapes of teaching Audio recordings Lesson plans

• • • • • • •

Letters to parents Letters of rec Sample writing Newspaper clippings of their activities Work from students Student evaluations Self-evaluations

Blended Learning: Sample Synchronous and Asynchronous Activities

(David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18)

10 Blended Asynchronous Activities 1. Social Ice Breakers: intros, favorite Web sites 2. Learner-Content Interactions: self-testing 3. Scenario-Based Simulations 4. Starter-Wrapper Discussion, Other Forums 5. Anonymous Suggestion Box 6. Role Play, Debate, Assume Persona of a Scholar 7. Online Experiments and Demonstrations 8. Case-Based Learning and Authentic Data Analysis 9. Online Reflection or Polling 10. Perspective Taking, Gallery Tour of Work

1. Social Ice Breakers

a. 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) b. 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: Social Ice Breakers c. Scavenger Hunt

1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web) 2. Post scores

d. Two Truths, One Lie

1. Tell 2 truths and 1 lie about yourself 2. Class votes on which is the lie

2a. Learner-Content Interactions: Self Testing

2b. Students Play Online Jeopardy Game www.km-solutions.biz/caa/quiz.zip

2c.

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

3. Scenario-Based Simulations

4a. 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

4b. Multiple Discussion 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.

4c. Discussion and 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 .

5a.

Web-Supported Group Reading Reactions and Feedback 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)

5b. Critical Friend Feedback

5c. 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)

5d. Formative Feedback

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.

6a. Role Play: Assume Persona of Scholar

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Enroll famous people in your course

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Students assume voice of that person for one or more sessions

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Enter debate topic or Respond to debate topic

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Respond to reading reflections of others or react to own

6b. Role Play Personalities : Idea Generator Creative Energy/Inventor

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Brings endless energy to online conversations and generates lots of fresh ideas and new perspectives to the conference when addressing issues and problems.

Slacker/Slough/Slug/Surfer Dude

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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.

6c. 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!

6d. 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.

6.

Rebut person in one’s pair Reply to 2+ positions with comments or q’s 7. Formulate and post personal positions.

6e. Symposia of Experts

1. Find topic during semester that peaks interest 2. Find students who tend to be more controversial 3. Invite to a panel discussion on a topic or theme 4. Have them prepare statements 5. Invite questions from audience (rest of class) 6. Assign panelists to start

Panels of Experts

6f. Be an Expert/Ask an Expert: Have each learner choose an area in which to become expert and moderate a forum for the class. Require participation in a certain number of forums (choice) 6g. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

6h. Secret Coaches and Proteges

1. Input learner names into a Web site.

2. When learners arrive it randomly assigns them a secret protégé for a meeting.

3.

Tell them to monitor the work of their protégé but to avoid being obvious by giving feedback to several different people.

4. Give examples of comments.

5. At end of mtg, have proteges guess coaches.

6. Discuss how behavior could be used in other meetings.

7. Online Co-laborative Psych Experiments PsychExperiments (University of Mississippi)

• • • • •

Contains 30 free psych experiments Location independent Convenient to instructors Run experiments over large number of subjects Can build on it over time Cross-institutional Ken McGraw, Syllabus, November, 2001

8a. Case-Based Learning: Student Cases 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)

8b. Instructor or Text Generated Cases

8c. Cases from News Authentic Data Analysis

• • •

Jeanne Sept, IU, Archaeology of Human Origins; Components: From CD to Web A set of research questions and problems that archaeologists have posed about the site (a set of Web-based activities) A complete set of data from the site and background info (multimedia data on sites from all regions and prehistoric time periods in Africa) A set of methodologies and add’l background info (TimeWeb tool to help students visualize, analyze, interpret, and explore space/time dimensions)

9. Analyzing Cases with Wireless Technology

9a. 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)

9b. Thoughtful Reflections on Web

9c. 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)

Student Generated Polls

9d. Survey Student Opinions

(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

10a. Perspective Taking: Foreign Languages Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU: 1.

2.

3.

Have students receive e-newsletters from a foreign magazine as well as respond to related questions.

Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.

Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

10b. Job or Field Reflections

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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

10c. Share Work in Gallery Tour

Blended Synchronous Activities?

(Sheinberg, April 2000, Learning Circuits)

Synchronous WBT Products

Jennifer Hoffman, ASTD, Learning Circuits, (2000, Jan)

• • •

Deluxe (InterWise, LearnLinc, Centra)

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2-way audio using VOIP, one-way or two-way video, course scheduling, tracking, text chat, assessment (requires thick client-side software) Standard (HorizonLive, PlaceWare)

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One-way VOIP or phone bridge for two-way audio, text chat, application viewing, (requires thin client-side app or browser plug-ini) Economy (Blackboard, WebCT)

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Browser-based, chat, some application viewing (Requires Java enabled browsers, little cost, free)

Web Conferencing Features

• • • • • •

Audio (VOIP, bridge) and Videostreaming Application Sharing or Viewing (e.g., Word and PowerPoint) Includes remote control and emoticons Text (Q&A) Chat (private and public) Live Surveys, Polls, and Reports Synchronous Web Browsing File Transfer

10 Synchronous Activities

1. Webinar, Webcast 2. Synchronous Testing and Assessment 3.

Sync Guests or Expert Forums, Séance 4. Threaded Discussion Plus Expert Chat 5. Moderated Online Team Meeting 6. Collaborative Online Writing 7. Online Mentoring 8. Graphic Organizers in Whiteboard (e.g., Venn) 9. Human Graphs (videoconferencing) 10. Stand and Share (videoconferencing)

1. Webinar

2. Synchronous

Testing & Assessment (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.

3a. Electronic Guests & Mentoring

3b. 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

4. Threaded Discussion plus Expert Chat

(e.g., Starter-Wrapper + Sync Guest Chat)

5. Moderated Online Team Meeting

6. Collaborative Online Writing: Peer-to-Peer Document Collaboration

7. Online Mentoring (e.g., GlobalEnglish)

8. Graphic Organizers (e.g., Digital Whiteboards)

• •

9. Human Graph (formative Feedback) When Videoconferencing Have students line up on a scale (e.g., 1 is low and 5 is high) on camera according to how they feel about something (e.g., topic, the book, class).

Debrief

• • •

10. Stand and Share (Interaction) when Videoconferencing 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.

Look for Tech Champions 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. Web resources: white papers, reports, projects

Pick an Idea

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Definitely Will Use: ___________________________

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May Try to Use: ___________________________

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No Way: ___________________________

What About Instructor Sharing and Support???

Research Results

• • • • • •

9 case studies of online classes using asynchronous discussion Topics: sociology, history, communications, writing, library science, technology, counseling Range of class size: 15 - 106 Level: survey, upper undergraduate, and graduate Tools: custom and commercial Private, semi-public, and public discussion areas

Guidelines and Feedback

• • •

Qualitative discussion guidelines and feedback helped students know what their participation should look like Quantitative discussion guidelines and feedback comforted students and was readily understood by them Feedback of both varieties was needed at regular intervals, although the qualitative feedback need not be individualized

Deadlines

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Deadlines motivated participation

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Message counts increased in the days immediately preceding a deadline

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Deadlines inhibited dialogue

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Students posted messages but did not discuss

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Too much lag time between initial messages and responses

Modeling

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Instructor modeling increased the likelihood of student messages meeting quality and content expectations

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Modeling was more effective than guidelines

Facilitating Electronic Discussion

(see also: Mauri Collins and Zane L. Berge http://www.emoderators.com/moderators.shtml#mod)

• • • • • • • • •

Have Students Initiate Discussion Provide Guidelines and Structure Sign Up for Roles Foster Role Play, Debate, and Interaction Assign Due Dates, Times, Points Converse, don’t dictate, be flexible Constantly Monitor Weave and summarize weekly Assign Buddies/Pals or Mentors

Faculty Support for Online learning???

Training Outside Support

• • • • • •

Training (FacultyTraining.net) Courses & Certificates (JIU, e-education) Reports, Newsletters, & Pubs Aggregators of Info (CourseShare, Merlot) Global Forums (FacultyOnline.com; GEN) Resources, Guides/Tips, Link Collections, Online Journals, Library Resources

Distance Ed Certificate Program (Univ of Wisconsin-Madison)

• • • • •

12-18 month self-paced certificate program, 20 CEUs, $2,500-$3,185 Integrate into practical experiences Combines distance learning formats to cater to busy working professionals Open enrollment and self-paced Support services

Online Sharing is Key!!!

(Course Aggregators: MERLOT.org, WLH, HungryMinds.com, UniversalClass.com, CourseShare.com) “E-learning is revolutionizing the way people learn and share information.” Elsa Schelin, (2001, April), e-learning, 2(4), pp. 26 & 28.

“Reduce, reuse, recycle.”

Chris Jones, (2001, Jan.), OnlineLearning, 5(1), p. 62.

Administrators and faculty members at the Massachusetts Institute of Technology are debating what could become a $100-million effort to create extensive World Wide Web pages for nearly every course the university offers.

Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed

• Also See: MIT Cheered from a Distance, Wired News, http://www.wired.com/news/culture/0,1284,42841,00.html

University Resource Partnership

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3/3/02 DSpace Archive: MIT and HP to create a LT sustainable digital repository

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“Instead of submitting the paper to a print commercial journal and waiting months for the results to be published, the researcher can simply pull up MIT’s Center of Teleportation Research Web page and instandly submit the paper and data online, for all his cohorts to review.”

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Kendra Mayfield Wired News, College Archives ‘Dig’ Deeper.

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http://www.wired.com/news/culture/0,1284,54229,00.html

National Resource Partnership

http://www.utexas.edu/world/lecture/

What is a Learning Object?

•

“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

Technology ISDN MPEG/DVI Photo CD HDTV QuickTime OS/2 Windows “Publishers” Software Developers Book Publishers Hollywood Producers Newspapers On-Line Services USERS Distribution Cable Companies Broadcasters Telephone Cos.

Computer Nets Retail Stores

ADL Functional Requirements

(Bob Wisher, 2001) Accessible: access instructional components from one location and deliver them to many other locations Interoperable: use instructional components developed in one location with a different platform in another location Reusable: incorporate instructional components into multiple applications Durable: operate instructional components when base technology changes, without redesign or recoding Affordable: increase learning effectiveness significantly while reducing time and costs

Overhaul of Basic Practices

Vita will mainly be about learning objects created for teaching; research is secondary

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Conferences will emerge on learning objects and sharing best practices

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Learning object forums on college campuses

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Instructors will be equated with objects There will be a black market of learning objects

Overhaul of Basic Practices

All pay based on learning objects generated

– –

Object exchange sites and programs Instructors form teams to generate content

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Lawsuits between text publishers and universities

– –

Instructor base pay and royalties From diploma mills to object bills

Overhaul of Basic Practices

Universities no longer exist; replaced by objectories

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New types of universities emerge

– •

New definitions of what a teacher/teaching is: Skills: find and filter information, flexible scheduling, individualization of content, match needs to content, question students on learning, organize guest experts to comment on information

– –

New consortia form Reuse university space

“At one university, (the Univ of North Texas) royalties entice professors to design Web courses”

(to spend on professional dev, research, grading, teaching help, or pocket as a bonus)…however, the department had to add an extra fee —about $8.50 per students —to cover the professor’s royalty.” Jeffrey Young, March 30, 2001, Chronicle of Higher Education

“Before creating or teaching a course, professors sign a contract outlining who owns what, and how much of any future revenue from the course the professor will get if the university offers the course without his or her involvement.” (contract copies are at: http://www.unt.edu/cdl/approval_procedures/intelle ctual.htm) Jeffrey Young, March 30, 2001, Chronicle of Higher Education

Training Inside Support…

• Instructional Consulting • Mentoring (strategic planning $) • Small Pots of Funding • Facilities • Summer and Year Round Workshops • Office of Distributed Learning • Colloquiums, Tech Showcases, Guest Speakers –

Newsletters, guides, active learning grants, annual reports, faculty development, brown bags

Technology and Professional Dev: Ten Tips to Make it Better

(Rogers, 2000)

1. Offer training, mentors, tutorials 2. Give technology to take home 3. Provide on-site technical support 4. Encourage collegial collaboration 5. Send to professional development 6. Stretch the day 7. Encourage research 8. Provide online resources 9. Lunch bytes, faculty institutes 10. Celebrate success

Final advice…whatever you do…