Transcript Part III. There’s Always Hope! Strategies for New and Emerging Online Resources Curt Bonk, Ph.D. Professor, Indiana University President, CourseShare and SurveyShare [email protected] http://php.indiana.edu/~cjbonk http://SurveyShare.com.

Part III. There’s Always Hope!
Strategies for New and Emerging
Online Resources
Curt Bonk, Ph.D.
Professor, Indiana University
President, CourseShare and
SurveyShare
[email protected]
http://php.indiana.edu/~cjbonk
http://SurveyShare.com
What will we be doing
online in 100 years?
Framework #2. Matrix of Web
Interactions
(Cummings, Bonk, & Jacobs, 2002)
Instructor to Student: Syllabus, notes, feedback.
to Instructor: Course resources, syllabi, notes.
to Practitioner: Tutorials, articles, news.
Student to Student: Comments, sample work, links.
to Instructor: Votes, tests, papers, evals.
to Practitioner: Web links, resumes, reflections
Practitioner to Student: Internships, jobs, e-fieldtrips
to Instructor: Opinion surveys, fdbk, listservs
to Practitioner: Forums, listservs, prof devel.
Framework #3. Models of
Technology in Training and
Education
(Dennen, 1999, Bonk et al., 2002)
• Enhancing the Training
– computers for extra activities: drill and practice CD
• Extending the Training
– transcend the classroom with virtual field trips and
Online Collaborative Teams.
• Transforming the Training
– allowing learners to construct knowledge bases
and resources from multiple dynamic resources
regardless of physical location or time.
Framework #4. 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
Scientists: Internet speed record smashed,
Jeordan Legon, CNN, March 7, 2003
• Scientists at the Stanford
Linear Accelerator Center
used fiber-optic cables to
transfer 6.7 gigabytes of
data -- the equivalent of
two DVD movies -across 6,800 miles in
less than a
minute…That's about
3,500 times faster than a
typical Internet
broadband connection.
Timeline for Internet II
Internet2 at the Crossroads
Chronicle of HE, May 16, 2003, Florence Olsen
• 203 research institutions in consortium
• 26 state education networks have
connected to Abilene backbone
• 526 four year colleges and 551
community colleges access it
Web Technology Growing in Importance
Tuesday, June 17, 2003, Syllabus News
• McGraw-Hill 4 year study
• Web-based technology is helping instructors achieve
teaching objectives and has a positive impact on
student attitudes and achievement.
– 1999, only 22 percent of faculty viewed technology as very or
extremely
– 2002, 57 percent found it extremely important to success
• 68 percent of respondents rating training and
professional development as very or extremely
important
• 60 percent assigning a high level of importance to
course Web site use in achieving teaching
objectives.
Teaching in Your Pajamas:
Lessons of Online Classes
Peggy Minnis, 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.”
1. Blogs
College professors across the nation join
the latest internet phenomenon: Weblogs,
Linda Evarts, The Brown Daily Herald, Jan 30, 2003.
Web logs — blogs for short — are the
surprise wedding of the informational
capacity of journalism and the speed of
instant messenging. According to
blogger.com, two new blogs are created
every second, and more than a million have
been made using the Web site's software.
Composed of short and frequently updated
postings arranged in chronological order,
blogs are Web sites similar to online
journals, offering information on topics
ranging from foreign policy to poetry.
Scholars who Blog, Chronicle of Higher
Ed, June 6, 2003. Blogs range from 3 word
bursts of sarcasm to 5,000-word treatises, range
from 200 hits/day to 100,000 hits/day
(instapundit.com)
Sample Blogs
Uses of Blogs
• Blogging pioneer Peter Merholz adds, "the power of
Weblogs is their ability to immediately put form to
thought. I can get an idea in my head--however
[half] baked it might be--and, in seconds, share it
with the world. Immediately, I get feedback,
refinement, stories, and so forth spurred by my little
idea. Never before was this possible."
College professors across the nation join the
latest internet phenomenon: Weblogs, Linda
Evarts, The Brown Daily Herald, Jan 30, 2003.
• Policy studies analyst at the University of
California at Los Angeles and blogger Mark
Kleiman said that blogs provide the most
up−to−date information in the shortest time
possible.
• Kleiman, noting the possibility that blogs might
be a passing trend, forecasted that "twenty
years from now (we) all will be getting most
information from" blogs.
Sample Blog Tools
2. Video Papers
3. Online Performances
(e.g., Teaching Music Online)
4. Complex Virtual Performances
Virtuals Worlds/Virtual Reality
Avatars--representations
of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence
4. Online Performances
(e.g., Cyber Fashion Shows)
5. Virtual Labs
Web Site with Bugs!
(Chronicle of HE, May 29, 2003, Brock Read)
• Interactive timeline that details beetle’s
introduction into U.S.
• Video footage of beetle laying eggs
• View beetles from all sides (rotating views)
• Examine and discriminate from
photographs
• Examine fragile specimens without
harming them
The Virtual Lab Experiment
Chronicle of Higher Education, January 31, 2003,
Dan Carnevale
• “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.”
Virtual Physics Lab (free to world)
(UC-Greensboro, Syllabus, June 2003, p. 26)
Students test their models, design experiments, select
instruments, gather and analyze data, distributed over
the Web, is tutored, exposed to a 3-D environment with
physics content.
The Virtual Lab Experiment
Chronicle of Higher Ed, January 31, 2003, Dan Carnevale
• Mr. Woodfield says the online lab allows students to
experiment more than they would be able to in a real
lab. Because of time and safety constraints, students
usually cannot freely experiment with real
chemicals…the computer simulations in the Virtual
ChemLab encourage students to experiment and
have some fun. "We try to minimize the technical
aspects and try to maximize the open-endedness and
discovery aspects," he says. "We're teaching them
that creative process, that problem-solving process."
The Virtual Lab Experiment
Chronicle of Higher Education, January 31, 2003,
Dan Carnevale
• The software presents 2,500 photographs
and 220 video clips of real lab results.
Because different combinations of
chemicals can have similar results, he says,
the same photographs and videos can
sometimes be used to represent the
outcomes of different experiments. "Muck
looks like muck, so we show them muck,"
Mr. Woodfield says.
Professor’s Online Museum Explores the
Hidden History of Perpetual-Motion Schemes
Chronicle of Higher Ed, Brock Read, June 13, 2003
ePsych: An Online Teaching Tool
Designed by Gary Bradshaw, Mississippi State
Chronicle of Higher Ed: Feb 28, 2003, Brock Read.
PsychExperiments from Ole Miss
Visual Attention, Decision Making,
and Letter String Experiment
6. Observe Data and Make Predictions with
3-D Visualization & Collaboration Software
(Intro to Weather and Climate at Wisconsin, May 16, 2003,
Chronicle of Higher Ed)
7. Quantitative Simulations
8. Virtual Tours
9. Enhanced Lectures
9. Enhanced Lectures
Making Digital Video Recording of Lectures,
Chronicle of Higher Ed, June 4, 2003, Florence Olsen
• Adi Mayan, a sophomore majoring in
business at City University of New York’s
Bernard M. Baruch College, attends
lectures in her macroeconomics class and
later watches a digital-video recording of
the lecture “just to make sure I understand
the material.”
• “It’s always good to hear it a second time.”
9. Enhanced Lectures
Outside Video Mentoring
Audiology Professor, Univ of Florida
1. Course instructor invites national known
experts to lecture in specific content areas.
2. Lectures are videotaped in a recording
studio, edited, duplicated, and distributed
to each student. (digitize and put on Web?)
3. Average of ten hours of lectures from 3-5
experts are prepared for each class.
4. Visual aids are added to each tape and a
transcript is prepared for hearing-impaired
students.
10. Repurposing Speeches
10. Repurposing Expert Presentations
at Conferences and Institutes
In April, Harvard Business School professor Dorothy
Leonard brought leading experts on education together
at the Adult Learning Workshop to answer this
fundamental question: To what extent should the
traditional face-to-face classroom experience serve as
the model for online programs? Participants included
MIT Senior Lecturer Peter Senge, a Founding Chair of
the Society for Organizational Learning; John Seely
Brown, Chief Scientist of Xerox Corporation; and Chris
Dede, Timothy E. Wirth Professor of Learning
Technologies at Harvard's Graduate School of
Education.
11. Supplemental Material
from Book Publishers
11. Supplemental Material from
Book Publishers (Xanedu)
13. Exploration Activities and Problem Cases:
Supplemental Material from Other Instructors
12. Exploration Activities and Problem Cases:
Supplemental Material from Other Instructors
12. Exploration Activities and Problem Cases:
Supplemental Material from Other Instructors
(Careo Repository and Portal)
12. Exploration Activities and Problem Cases:
Supplemental Material from Other Instructors
(MERLOT Repository and Portal)
12. Exploration Activities and Problem Cases:
Supplemental Material from Other Instructors
(Engineering Repository and Portal--NEEDS)
12. Exploration Activities and Problem Cases
3,000 pages of Einstein’s notes viewable, Chronicle
(Einstein Digital Manuscript Repository, May 20, 2003)
13. Free IP Based Videoconferencing
Using Internet II (May 16, 2003, Chron of HE)
(Here linking Singapore and MIT engineering students)
“Under best
conditions, the
voice of a student
speaking on the
Singapore side of
the virtual
classroom is heard
in less than a
second on the MIT
side.”
Add More Bandwidth
One-way Videoconferencing in Saudi Arabia
(they see him, but he cannot see them)
Chronicle of Higher Ed, March 28, 2003
• He finds these restrictions “stifling,
restrictive, and byzantine.”
Online Technologies and SARS Dilemma
Visual, Auditory, or
Tactile/Kinesthetic Learners
• Tactile/kinesthetic senses can be
engaged in the learning process are
role play, dramatization, cooperative
games, simulations, creative
movement and dance, multi-sensory
activities, manipulatives and handson projects.
Interactive Videoconferencing
1. Human Graph:
•
•
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
Interactive Videoconferencing
2. 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.
Interactive
Videoconferencing
3. 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.
Interactive Videoconferencing
4. Think-Pair-Share
• Assign a topic for reflection or
writing.
• Have share their responses with
someone next to them.
• Ask to share with class.
• Alternatively, ask students to
volunteer something they heard from
a peer.
Interactive Videoconferencing
5. Phillips 66/Buzz Groups
• Assign a topic at the start or end of
class.
• Assign students to groups of 6
students to discuss that topic for 6
minutes.
• Summarize that discussion with
videoconferencing class.
Interactive Videoconferencing
6. Numbered Heads Together
a. Assign a task and divide into groups
(perhaps 4-6/group).
b. Perhaps assign group names across
videoconferencing sites or perhaps
some competition between them.
c. Count off from 1 to 4.
d. Discuss problem or issue assigned.
e. Instructor calls on groups &
numbers.
Interactive Videoconferencing
7. Swami Questions
a. Have all sites send in questions
during break time.
b. At end of session go thru as many of
them as you can in last 5-10 minutes.
14. Electronic Portfolios
E-Portfolio Tools
•
•
•
•
•
•
iWebfolio from Nuventive.com
Folio from ePortaro
E-Portfolio from Chalk & Wire
FolioLive from McGraw-Hill
Web Folio Builder from TaskStream
ePortConstorium from IUPUI and UCLA
E-Portfolios: Education
(Format: CD, Web, videotape,
combination, etc.)
• Digital pictures of
student activities
• Handouts from
coursework
• Philosophy
statements
• Videotapes of
teaching
• Audio recordings
• Lesson plans
•
•
•
•
Letters of rec
Letters to parents
Sample writing
Newspaper clippings
of their activities
• Work from students
• Student evaluations
• Self-evaluations
15. Visual with Chat:
Learningbydoing.net
Participants: a facilitator of online therapy,
students at all levels, a doctoral candidate in
DE, administrators, teachers, lecturers,
researchers, a physicists, a professor of
Psychology, a professor of Mathematics, a
consultant in training, an HR trainer, and a
psychotherapist. We were located in
Herzelia, a beach town north of Tel Aviv,
Stanford California, Baltimore, Montreal, and
Ismir, Turkey.
Feedback on Session
• The feedback tools were introduced: “It's
great that participating and attendance can be
tracked” “The chart is meaningful and
revealing to me ... being an observer myself”
• And some summary comments, “This seems
much more ''connecting'' than other programs
I've used” “The recording aspect of this
environment is Intriguing” “these statistics
could be very helpful to participants in
understanding their interactions within the
group...” “Possibly could supplant f to f
meetings.”
16. Adventure Blogging
Instead, Mr. Saunders, 25, sat down at a table, pulled
out his palm-size iPaq digital assistant, his pocketsize Global Positioning System locator, his satellite
phone and his digital camera and began updating his
Web site, www.northpole2003.com.
ICEMAN - A belt-mounted
computer with a headmounted display enabled Tom
Sjogren to transmit pictures
wirelessly in Antarctica; By
ANDREW C. REVKIN, June
5, 2003, The New York Times
BE PREPARED Tina Sjogren
carried a palmtop
device, satellite
phone and custom
battery pack to
Antarctica in 2001.
Taking Technology to Extremes
(NY Times, June 5, 2003, Andrew Revkin)
“Mr. Sanders is…using a custom-designed
communications kit…and relying on their
Web sites as well as his to post daily logs.
He and dozens of other adventurers now
routinely use the Internet to promote their
exploits and the products of sponsors that
provide gear and financial backing. It has
become something of a competition to see
who can transmit the most information and
imagery the most quickly…”
Mark Fennell, June 5, 2003, North Pole
(Pictures, maps, movies, audio)
17. Interactive Adventure Content
(Andrew Revkin, New York Times, May 25, 2003)
Sequenced Pictures with voice
over…
18. Learning Communities
and Communities of Practice
A learning community as defined by
Kowch & Schwier (1997 pp.1) ‘is a
group of individuals engaged
intentionally and collectively in the
transaction, or transformation of
knowledge’. Communities are not built
they grow through personalisation,
member participation, contribution
and most importantly ownership (van
der Kuyl, 2001).
(Stuckey, Hedberg, & Lockyer, in press)
Factors in Creating any Community
(Stuckey, Hedberg, & Lockyer, in press)
A community of practice is a
refinement of the concept of
community defined by Amy Jo
Kim as ‘a group of people with
shared interest, purpose, or goal,
who get to know each other better
over time.’ (Kim, 2000 p.28).
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...
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)
Communities of Practice
• Awareness of who is in the space
– Roster of who belongs
– Roster of who is currently viewing materials;
• Customization of the space for the group
– a customized identifying banner
• Ability to interact in multiple synchronous
and asynchronous ways.
• Place for a community to identify who they
are
– charter, principles, membership, goals, etc.
Common Principles and Technologies
(Bonk & Wisher, in press)
1. Shared goals, mission, norms:
calendars, schedules, archives,
announcements, team logos, goals.
2. Trust and respect: email, profiles,
sharing links, social ice breakers,
testimonials
3. Shared spaces and idea exchanges:
annotations, brainstorming,
videoconferencing, whiteboards, site
glossaries, work galleries
Common Principles and Technologies
(Bonk & Wisher, in press)
4. Member collaboration, team products:
annotations, application sharing,
collab writing, drop boxes, virtual
workspaces, announcements
5. Sense of identity, membership,
expertise, growth: mentoring
exchanges, sync group meetings,
knowledge management
Common Principles and Technologies
(Bonk & Wisher, in press)
6. Influence member participation:
member surveys and polls
7. Sense of autonomy: course choices,
work teams meet by interest
8. Shared history, sense of belonging,
emotional connections: buddy lists,
chat rooms, discussion forums, IM,
MUDS, newsgroups, portals, listservs,
email, memorable events
Common Principles and Technologies
(Bonk & Wisher, in press)
9. Fulfill personal needs, rewards, post
member accomplishments
acknowledgements: breakout rooms,
intelligent agents, profiles, surveys,
mentoring exchanges
10. Embedded in practice, integration in
real world: applic sharing, online
cases, simulations, sync conferencing,
translation tools, job and internship
reflections, guest chats, PBL
18. Building Learning Communities
18. Building Learning Communities
19. Augmented Reality
20. Multi-User Online Gaming
• As the mutant Thedeacon (holding staff), Mr. Stenlund
led a group of Meta-Physicists on a virtual protest
march on Sunday. June 11, 2003
WARRIOR - Accompanied by three minions, Thedeacon, with gun,
prepares to attack a monster, left, in the game Anarchy Online.
Anarchy Online
• The deacon is also a kind mutant, a leader and
beacon. Among Rubi-Ka's weaker citizens, he is
revered for his generosity of mind, for sharing
the information others need to prosper. Among
the planet's elite, he is respected for his
generosity of spirit, for comforting the lovesick
and the lonely.
• The deacon does not physically exist, of
course. In the year 2003, at the blue-collar end
of Madison, Wis., he is a struggling, frustrated
27-year-old computer repairman called Richard
L. Stenlund.
“There” you are!
Possibilities for Schools
• Virtual seminars and
presentations, with distant
colleagues interacting within a
virtual conference hall
• Demonstration of new building
designs that people can explore,
discuss and modify
• Demonstrations of processes or
models that are difficult to
understand with static
graphs/charts
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
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
Assistive Technologies
(includes disability compliance software codings)
Close your eyes and imagine what is like to
be visually impaired and reliant on the Web!
(http://www.rit.edu/%7Eeasi/)
Peer-to-Peer Collaboration
(Global Knowledge Centers--Peer Shared Document Sites)
Possibilities:
1. Data Sharing
(www.napster.com)
2. Resource Sharing
(www.intel.com/cure/overvi
ew.htm)
3. Workgroup Collaboration
(www.groove.net)
Intelligent Agents
The future of e-learning is learner-centric
(Adler & Rae, Jan., 2002, e-learning mag)
“You could also choose to have an intelligent,
interactive mentor who pops up anytime you
choose when you need a little performance
support. For example, you may be writing a
technical brief when you realize you need more
in-depth information on the topic. You could
then click on a mentor icon on your desktop to
bring up the intelligent mentor. The mentor
would gather the learning objects necessary
and deliver them to the environment, which
would assemble them for an immediate
learning experience.”
Handheld Devices
Smart Personal Object Technology???
Computers that Talk to You ($595)
USA Today, June 18, 2003
What can SoundAdvice do?
•
•
•
•
•
•
How is the weather?
What is the score of the Yankees game?
What time is it in London?
Give me a recipe for chicken.
How did the market do today?
What is 16 degrees in Celsius, in
Fahrenheit?
• Where is Finding Nemo playing?
What
might
you
add?
Any final advice???
Ok, who wants a TICKIT?
And, who has a TICKIT?
http://www.iub.edu/~tickit