Transcript Ideas for Videoconferencing and the New Roles of Instructors and Students Dr. Curtis J.

Ideas for Videoconferencing and
the New Roles of Instructors and
Students
Dr. Curtis J. Bonk
Indiana University
CourseShare.com
http://php.indiana.edu/~cjbonk
[email protected]
How do you use
videoconferencing?
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
Jim Seymour, PC Magazine, Nov 27, 2001
“…in the wake of the terrorist attacks,
videoconferencing is suddenly hot—very
hot. No one wants to get on planes now,
least of all for a semi-meaningful twohour meeting four hours away. But meet
we must, so we're doing more and more
of it via video. And I confess that I've
found my dislike for videoconferencing
softening.”
Pacific Bell’s Education First Initiative
http://www.kn.pacbell.com/wired/vidconf/description.html
• Videoconferencing technology allows two
or more people at different locations to
see and hear each other at the same time.
Types of Systems
(Pac Bell Videoconferencing Guide, 1995-2002)
• ISDN: has standards, uses regular phone
lines, bandwidth is connected to your call
and can increase it from 112 kbps to 384
• Desktop (e.g., CuSee-Me): is Internetbased, can be located anywhere, anytime,
cheap, more informal and relaxed,
typically has document sharing, equal
participation, many to many.
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
“…many universities…have a main
campus and one or more satellite
campuses that are connected through
ISDN. However, only a limited number
of dedicated conferencing rooms connect
the two sites, enabling face-to-face
meetings for faculty and board meetings,
cross-campus lectures, and thesis defense
meetings.”
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
Problems with traditional methods:
• System controlled by university
• Procedure is tedious and time-consuming
• Have to call in and reserve the room
• Room must be available
• Room availability not promoted well and
seldom used
Carla Schutte, Tech Specialist, Nov. 1998
http://www.fi.edu/fellows/fellow6/nov98/index.html
“Desktop videoconferencing is
synchronous two-way
communication using real-time
digitized video. It is also called
"video chat" in some reference
materials. Taking advantage of
the internet and low-cost or free
software, users can use their
computers and a camera to
connect to others.”
Jim Seymour, PC Magazine, Nov 27, 2001
“Polycom moved into videoconferencing
three years ago through the acquisition of
ViaVideo Communications; the midprice
Polycom ViewStation unit (under $4,000)
now has more than 100,000 installed
systems. (Polycom also recently bought
PictureTel, the leading "room"
videoconferencing firm.)”
Jim Seymour, PC Magazine, Nov 27, 2001
“Compared with little videocams meant for
PC use, the ViaVideo (from Polycom)
delivers somewhat to much better
pictures at faster frame rates in larger
windows with clearer sound. This is not
network television…but it is good
enough.”
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
Advantages to university for IP Systems:
• No cost of audio and video data transfer
• Do not require large investments in
equipment or networks
• Easier to use and less training time (more
focus on content and student interaction)
• Do not need a specialist to maintain
system
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
• “The big and overriding advantage is
that (PC-based) systems are easy to setup, easy to operate, and easy to
maintain.”
• Software solution over network solution
or telephone solutions.
• Do not have to configure IP addresses or
remember phone numbers.
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
Advantages to Users:
• Available to anyone with Internet access
– (no longer have to be in the org on same network)
– Collaborate on documents (with students around the
world)
• Online access detection (in newer systems)
– Push Web pages to each other
– Participate in voice and video chat (perhaps on
homework)
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
“…at ABC University, where students
attend classes during the day on campus,
students can collaborate in the evenings
on group projects from their dorm rooms
and homes. While working on papers,
students can consult online with a
professor face-to-face who may be in
their office or at home.”
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
“With online presence detection, they
simply click on a conference session name
or on their colleague or professor’s
username to get connected—instantly
being able to exchange data, collaborate
on documents, and participate in voice
and video chat.”
Moving to IP Networks
(Khan & Hirata, Nov 2001, e-learning mag)
“As people endeavor to keep up with
changes in technology and advancements
in their education, it is critical for
corporations and academic institutions to
provide globally open access to education
over the Internet.”
My History with
Videoconferencing and DE
• 1987-1988. Helped create a one-way
telecourse
• 1989-1996. Worked with computer
conferencing and collab writing tools
• 1995. Picture-Tel & CU-SeeMe (Interactive TV)
• 1997-1999. Videoconferencing to Finland
• 1996-2000. Project Athena-Multicampus Tech
Proj
• 1998-Present. TICKIT project for rural
teachers
Videoconferencing Used to
Support Web Class (or live class)
Video Meant to Be Key, but
Discussion Takes Over
Videoconferencing
Advice
Videoconferencing is hard
(Managerial Skills)
•
•
•
•
•
•
Plan for resources, syllabus, and books
Consider developing a Web support site
Visit remote sites (and announce it)
Call on students who are talking
Have an agenda, sequence materials
Contact site coordinator(s)
Focus on Managing Learning
(Pac Bell Videoconferencing Guide, 1995-2002)
•
•
•
•
•
•
•
Limit the number of sites to 3 or 4
Get phone or email of participants
Bring a cell phone to the event
Plan a practice session
Make sure sites call in 30 minutes early
A wireless mic can be passed around
Have back-up tech plan--conference call
Classroom Management
(A Guide to Vidoconferencing, The World Bank, 2002)
• Vary speaking tempo
• Avoid monotone and hasty presentations
• Send background materials and slides to
students to limit presentation time
• Maintain low voice tone and enunciate
clearly
• Keep in mind that microphones are
sensitive to volume
Focus on Managing Learning
(Pac Bell Videoconferencing Guide, 1995-2002)
•
•
•
•
All sites should mute their mics
Set ground rules on speaking protocols
Site facilitators preset camera settings
Main facilitator should start with
purpose, agenda, protocols, etc.
Internet-Based Advice
(Hazel Jobe, 1999)
• Plan it for morning when there is less congestion
• Decide on placement or students on camera as
well as placement of mics
• Plan for the worst. If server if down, postpone
it.
• Have students do research then share via video
• Mentoring is a great option in videoconferencing
• Beware of unexpected incoming hook-up
requests
Videoconferencing is hard
(Technological Skills)
• Test out the equip 30 minutes prior to
class
• Test room 1-2 weeks b4 teaching in it.
• Set camera presets
• Assistant to help b4 teach and for admin
(faxing, troubleshooting)
• Get some training
Videoconferencing is Fun
(Social Hat)
• Order pizza for remote site and see who is
willing to pay.
• Introduce students to each other who normally
would never meet.
• Wear tennis shoes and see if anyone notices.
• Ask for mailbox, office space, and parking spot
at remote site and do not go back to work.
• Try stretching exercises.
Videoconferencing Requires
Pedagogy (Pedagogical Hat)
•
•
•
•
Use document camera for sharing
Call on students at remote site first
Vary the activities
Change activity or break into small
groups every 15-30 minutes
Active Learning is Important!
Focus on Learning
(Pac Bell Videoconferencing Guide, 1995-2002)
• Maintain interest with novel activities
• Make materials and learning relevant
• Explain differences from passive TV
watching
• Consider pace; slow for new material
• Alternate lecture and activities
Focus on Learning
(Pac Bell Videoconferencing Guide, 1995-2002)
Techniques:
• Participant presentations
• Role play and debates
• Case studies
• Semantic maps to minimize text
• Brief video clips with discussion
Focus on Learning
(Pac Bell Videoconferencing Guide, 1995-2002)
• Maintain eye contact (look directly at
camera, not TV or students in your
room).
• Use names
• Repeat questions before answering
• See if someone else has answer first
Why Select Videoconferencing?
•
•
•
•
•
•
•
•
Reel Em In!!! (new students)
Bring in a Dose of Reality (real world)
I always wanted to teach at XYZ.
It was requested!
It's Cool! It’s New! It’s a Challenge!
Can be in two places at one time.
My students count too!
7-11/Village Pantry Thinking.
What Worked?
•
•
•
•
•
•
Group Discussion
Small Group Activities
Experts
Final Presentations
Variety, Breaks, Acting, Zaniness
Food and drinks
Preparing to Teach With
Videoconferencing
(A Guide to Vidoconferencing, The World Bank, 2002)
•
•
•
•
Consider learner prior knowledge
Consider learner technology resources
Incorporate charts and outlines
Use both audio and visuals to increase
attention
• Organize main points and present them
progressively
Preparing Slides for
Videoconferencing
(A Guide to Vidoconferencing, The World Bank, 2002)
• Leave 1.5 inch blank frame on edges
• Create all page layouts in landscape or
horizontal format
• Font size 24 to 36
• Max 9 lines and 35 characters/line
• Minimum line thickness: 2 pt.
Preparing Slides for
Videoconferencing
(A Guide to Vidoconferencing, The World Bank, 2002)
• Keep diagrams simple
• Video makes all print hard to see, so
make slides twice as large as think
• Medium blue to light green backgrounds
work best
• Limit use of animation
The Presentation (tale of “disco Jim”)
• Avoid intense colors—they bleed on
screen
– Avoid bright green, orange, and busy
patterns, striped clothes
• Avoid all dark or all light clothing
• Pastel colors look better than bright
white
– Blue and medium gray look good on camera
The Presentation
•
•
•
•
•
Image looks best from waste up
Be natural and maintain eye contact
Pause for delays in transmission
Do not move about too quickly
Avoid gum, rocking back and forth,
chewing gum, dangling jewelry, overt
hand gestures, tinted glass lenses
When using Document Camera
(A Guide to Vidoconferencing, The World Bank, 2002)
• Convert all transparencies to paper copy
with background
• Avoid touch or moving items under
document camera
• Use a pen or other type of pointing device
• Again, print in landscape format
• Print in light card stock, if possible
When using Control Panel
(A Guide to Vidoconferencing, The World Bank, 2002)
• Become familiar with basic functions
prior to first session
• Ask questions of producers if present
• Consider temporary labels for camera
presets
• Consider training a student as a helper
• Contact student at remote sites to help
Atmosphere and Interaction Tips
(A Guide to Vidoconferencing, The World Bank, 2002)
• Break lesson into segments and build in
interaction sequences
• Delegate part of presentation to others
• Remind to ask questions
• Perhaps have discussion at start of next
session to recap last topic
Pedagogical Strategies:
Videoconferencing
1. Human Graphs, Stand and Share, Present
2. Mock Trials with Occupational Roles
3. Tell Tall Tales, Creative Writing
4. Think-Pair-Share, Cooperative Scripts
5. Phillips 66/Buzz Groups, Roundrobins
6. Pruning the Tree, Bingo Quizzes
7. Numbered Heads Together
8. Three Stay, One Stray
9. Swami Questions
10. Double Fishbowl.
Pedagogical Strategies:
Videoconferencing
1. Human Graphs, Stand and Share, Present
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
Pedagogical Strategies:
Videoconferencing
1. Human Graphs, Stand and Share, Present
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.
Pedagogical Strategies:
Videoconferencing
1. Human Graphs, Stand and Share, Present
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.
Pedagogical Strategies:
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.
Pedagogical Strategies:
Videoconferencing
3. Tell Tall Tales, Creative Writing
a. Start a topic of discussion perhaps with
an interesting scenario or “just imagine”
if this happened or an object obituary.
b. Pass on the story to a student to continue
it at another location or have volunteers.
c. Continue with story.
d. Perhaps combine with a Stand and Share
activity.
Pedagogical Strategies:
Videoconferencing
4. Think-Pair-Share, Cooperative Scripts
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.
Pedagogical Strategies:
Videoconferencing
4. Think-Pair-Share, Cooperative Scripts
Cooperative Scripts
• Assign a short reading passage and pairs
of students.
• Have one person summarize passage and
the other listen and ask questions or add
to it.
• Share what learned with class (consider
perhaps assigning a different passage to
each group or to each individual).
Pedagogical Strategies:
Videoconferencing
4. Think-Pair-Share, Cooperative Scripts
Three Step Interview
• Assign pairs of students who interview
each other.
• Pairs introduce each other to another
group.
• Then they introduce members or another
group to entire videoconference.
Pedagogical Strategies:
Videoconferencing
5. Phillips 66/Buzz Groups, Roundrobins
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.
Pedagogical Strategies:
Videoconferencing
5. Phillips 66/Buzz Groups, Roundrobins
Roundrobin
• Select a topic
• Respond to it
• Pass answer(s) to next person in group
• Keep passing until everyone contributes
or ideas are exhausted
• Summarize and/or report or findings
Pedagogical Strategies:
Videoconferencing
6. Pruning the Tree, Bingo Quizzes
Pruning the Tree
• Have a recently learned concept or
answer in your head.
• Students can only ask yes/no types of
questions.
• If guess and wrong they are out and can
no longer guess.
• The winner guesses correctly.
Pedagogical Strategies:
Videoconferencing
6. Pruning the Tree, Bingo Quizzes
Bingo Quizzes
• Have questions with answers that complete a
Bingo card. Put course related questions or
statements on a slip of paper with each #.
• Pull numbers from a hat.
• Read question and number and students have
to put answer in that box if their Bingo card
has it.
• First one to think she has Bingo reads her card.
If anything is incorrect, keep going.
Pedagogical Strategies:
Videoconferencing
7. 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.
Pedagogical Strategies:
Videoconferencing
8. Three Stay, One Stray
a. Assign task.
b. Designate one person as a spy who from
time-to-time travels about room and
looks at solutions and answers of other
groups.
c. Spy reports back to group.
d. Group reports to larger
videoconferencing group.
Pedagogical Strategies:
Videoconferencing
8. One Stay, Three Stray
a. Assign task.
b. Once completed, post results on wall in a
poster session (e.g., showcase model, list
of questions, final product, etc.).
c. One person stays behind to present
product and others tour the room.
d. Report back to videoconferencing group.
Pedagogical Strategies:
Videoconferencing
9. 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.
Pedagogical Strategies:
Videoconferencing
9. Alternative Swami Questions
a. Tell them you are out of time today.
b. take questions home and come up with
creative answers (put in sealed envelopes)
c. Next time start class dressed as a swami and
put answers and answer questions before
opening envelopes.
d. Come to session in costume and have some
fun.
Pedagogical Strategies:
Videoconferencing
10. Double Fishbowl.
a. Assign groups via 1’s and 2’s. The 1’s are
considered inside the fishbowl; 2’s are outside.
b. Give a topic to discuss.
c. Only 1’s are allowed to talk.
d. After 5-10 minutes 1’s find a 2’s at their site to
talk to about the conversation.
e. Switch roles and only 2’s are allowed to talk.
f. All talk and come to compromise.
Pedagogical Ideas (Carla Schutte, 1998)
• Multiple locations work on a project or
research
• Learn customs of another country
• Sharing or informal chats on writing or articles
read
• Show current events as they happen
(cyberevents, NASA flights, etc.)
• Plan events (conferences, work, lessons,
workshops, interviews)
Pedagogical Ideas (Carla Schutte, 1998)
• Guest experts (e.g., scientists, politicians) for
mtg or panel
• Guest visitors (costumed as historical or
literary figures) thru presentation & Q&A
• Training in software or techniques
• Virtual field trips (e.g., zoos, hospitals, etc.)
• Team teaching and learning
• Student competitions across sites
Videoconferencing Benefits
(Hazel Jobe, 1999)
• Appeals to diff learning styles
• Allows multiple classrooms to collaborate
• Improves presentation, communication,
graphing, and research skills
• University and other feedback
• Cheaper
To Cope with the Explosion, We
Need Instructor E-Learning
Support!!!
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)
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.”
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
Certified Online Instructor Program
• Walden Institute—12 Week
Online Certification (Cost
= $995)
• 2 tracks: one for higher ed
and one for online
corporate trainer
– Online tools and purpose
– Instructional design theory
& techniques
– Distance ed evaluation
– Quality assurance
– Collab learning communities
http://merlot.org
http://www.utexas.edu/world/lecture/
Inside Support…
•
•
•
•
•
•
•
Instructional Consulting
Mentoring (strategic planning $)
Small Pots of Funding
Help desks, institutes, 1:1, tutorials
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, other
professional development
Technology Professional
Development workshop
participants practice their
new skills.
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?
Study of Four Classes
(Bonk, Kirkley, Hara, & Dennen, 2001)
• Technical—Train, early tasks, be flexible,
orientation task
• Managerial—Initial meeting, FAQs, detailed
syllabus, calendar, post administrivia, assign email pals, gradebooks, email updates
• Pedagogical—Peer feedback, debates, PBL, cases,
structured controversy, field reflections, portfolios,
teams, inquiry, portfolios
• Social—Café, humor, interactivity, profiles,
foreign guests, digital pics, conversations, guests
How to Combine
these Roles?
E-Moderator
• Refers to online teaching and facilitation role.
Moderating used to mean to preside over a
meeting or a discussion, but in the electronic
world, it means more than that. It is all roles
combined—to hold meetings, to encourage, to
provide information, to question, to
summarize, etc. (Collins & Berge, 1997; Gilly
Salmon, 2000); see
http://www.emoderators.com/moderators.shtml.
Other Hats
Personal Learning Trainer
• 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
• 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 emoderators (Gilly Salmon, 2000).
Other Hats
•
•
•
•
•
•
•
Weaver—linking comments/threads
Tutor—individualized attention
Participant—joint learner
Provocateur—stir the pot (& calm flames)
Observer—watch ideas and events unfold
Mentor—personally apprentice students
Community Organizer—keep system going
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Sure…but Cat Herder???
Activity: Pick a Online Instruction
Metaphor from 40 Options
Reality:
Ideal World:
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
Web Facilitation???
Berge Collins Associates
Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
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: "Another reason for this
might be...?," "An example of this is...," "In
contrast to this might be...,""What else might
be important here...?," "How might the
teacher..?." "What is the real problem
here...?," "How is this related to...?,“, "Can
you justify this?"
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."
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..."
Which of these 12 do
you think are the most
prevalent on the Web?
____________________
____________________
What About
Student Roles???
Participant Categories
•
•
•
•
•
•
•
•
•
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,
he/she points out 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. The learner
looks for 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 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.
Who do you think invented the
Internet???
Alt Role: Connector/Relator/Linker/Synthesizer
Funny thing is that Al thinks he
invented e-learning as well!!!
INFORMATION TECHNOLOGY
(June 26, 2002) *AL GORE IS TEACHING a distanceeducation course on the role of families in discussions about
community development. Videotapes of the two-semester
course, made this past year, are available for other institutions
to use.
SEE http://chronicle.com/free/2002/06/2002062601t.htm
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)
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
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.
So,
which track
is Australia
on?