Transcript Web Advances Continue: From Best Pedagogical Practices to Evaluation and Assessment Curt Bonk, Indiana University President, CourseShare.com [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com Vanessa Dennen, San Diego State University [email protected].

Web Advances Continue: From
Best Pedagogical Practices to
Evaluation and Assessment
Curt Bonk, Indiana University
President, CourseShare.com
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Vanessa Dennen, San Diego State University
[email protected]
Brains Before and After E-learning
Before
After
And when use synchronous
and asynchronous tools
Part I. Best Practices:
Who are some of the key
scholars and players…???
Southern
Hemisphere
Pedagogy…
Karen Lazenby, Instructor Qualities,
Deputy-Director, Telematic Learning and Education Innovation (now
Director, Client Service Center)
(University of Pretoria, Nov., 2001, [email protected])
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Flexible (ability to shift between roles)
Patient, responsive
Friendly, positive, supportive
Limit lecture
Publish best student work
Set clear rules for posting and
interaction
• Involve outside experts
Guy Kemshal-Bell
Technical & Further Education (TAFE) in Australia
([email protected])
(Had Instructors Rate 21 Online Teaching
Competencies From TAFE Questionnaire)
Online Teaching Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• Technical: email, chat, Web development
• Facilitation: engaging, questioning, listening,
feedback, providing support, managing
discussion, team building, relationship building,
motivating, positive attitude, innovative, risk
taking
• Managerial: planning, reviewing, monitoring,
time management
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– From provider to content to designer of learning experiences.
– From oracle to guide and resource provider
– From solitary teacher to member of team
Key Skills or Attributes (scale 0-3)
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Ability to provide effective online fdbk (2.86)
Ability to engage the learner (2.84)
Ability to provide direction and support (2.82)
Skills in online listening (2.76)
Ability to use email effectively (2.70)
Ability to motivate online learners (2.66)
Positive attitude to online teaching (2.66)
Skills in effective online questioning (2.65)
Less Impt Skills or Attributes (scale 0-3)
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Higher-level Web page development (.606)
Use of video/audioconferencing (1.06)
Ability to develop simple Web pages (1.45)
Skills in using online chat (1.84)
Ability to build online teams (2.10)
Skills in planning, monitoring trng (2.20)
Ability to say dumb things.
Ability to offend people.
Ability to sleep.
Three Most Vital Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Ability to engage the learner (30)
Ability to motivate online learners (23)
Ability to build relationships (19)
Technical ability (18)
Having a positive attitude (14)
Adapt to individual needs (12)
Innovation or creativity (11)
Let’s brainstorm comments
(words or short phrases) that
reflect your overall attitudes and
feelings towards online teaching…
Feelings Toward Online Teaching
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
(Note: 94 practitioners surveyed.)
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Exciting (30)
Challenging (24)
Time consuming (22)
Demanding (18)
Technical issue (16); Flexibility (16)
Potential (15)
Better options (14); Frustrating (14)
Collab (11); Communication (11); Fun (11)
Ron Oliver: Edith Cowan
University in Australia
http://elrond.scam.ecu.edu.au//oliver/;
[email protected]
Professor of Interactive Multimedia, and the Director of the Centre
for Research in Information Technology and Communications
Collaborative and
Constructivist Web Tasks
(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999))
1. Apprenticeship: Q&A; Ask an Expert (chats & async).
2. Case-Based and Simulated Learning: exchange
remote views; enact events online.
3. Active Learning: Design Web pages and project
databases.
4. Reflective/Metacognitive Learning: Reflect in online
journals, bulletin boards
5. Experiential Learning: Post (articulate ideas) to
discussion groups
6. Authentic Learning: PBL, search current databases
John Hedberg, Univ of Wollongong
Research centre for Interactive Learning Environments (RILE),
Co-Director of the Educational Media (em) Lab, Professor,
School of Educ; [email protected]
Built multi-award winning CD-ROM products Investigating Lake Iluka, Exploring the Nardoo and
StageStruck
John Hedberg, Univ of Wollongong
Chapter: Cybereducation
RILE Monograph 2001: Online Learning Environments:
Research and Teaching
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Learner must be active in learning process
Provide variety of contexts and viewpoints
Learning is a process of construction
Immerse learners in authentic contexts
Reflective thinking is the ultimate goal
Learning involves social negotiation
Need to develop realistic strategic,
pedagogical, & commercial models for
online learning
Portal/Hub
(Stuckey, Hedberg, & Lockyer, in press)
1.
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6.
7.
Users as passive consumers
Varied membership
May not need to register
No ties between or access to other members
Links to resources and indexed sites
Database driven
Success = # of hits
Factors in Developing Online
Community
(Stuckey, Hedberg, & Lockyer, in press)
1. Users are producers, consumers, and builders
2. Strong reciprocal ties – real names used (members
might even seek F2F contact
3. Shared or team projects/activities; joint artefacts
4. Access to experts and mentoring
5. Commitment from developers and members
6. Varied roles for members (moderators, facilitators,
mentors, etc.)
8. Success = engagement, ideas, development, trends
European
Pedagogy…
E-Moderating
E-Moderating: The Key to Teaching and Learning Online,
(Gilly Salmon, (1999) Kogan Page;
[email protected])
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Know when to stay silent for a few days.
Close off unused or unproductive conferences.
Provide a variety of relevant conference topics.
Deal promptly with dominance, harassment, etc.
Weave, summarize, and archive often.
Be an equal participant in the conference.
Provide sparks or interesting comments.
Avoid directives and right answers.
Acknowledge all contributions.
Support others for e-moderator role.
Robyn Mason’s (1991) 3 Roles
(The Open University; [email protected])
http://iet.open.ac.uk/pp/r.d.mason/main.html
• Organizational—set agenda, objectives,
timetable, procedural rules
– Patience, vary things, spur discussion, invites
• Social—welcome, thank, provide feedback, and set
generally positive tone
– Reinforce good things, invite to be candid
• Intellectual—probe, ask q’s, refocus, set goals,
weave comments, synthesize comments
– Know when to summarize and to leave alone
Robyn Mason (Models of Online Courses)
http://www.aln.org/alnweb/magazine/vol2_issue2/Masonfinal.htm
ALN Magazine Volume 2, Issue 2 - October 1998
• The Web often acts as the resource
around which the activities are
designed …Students are often asked
to construct a group Web site as the
focus for their joint work.
Alternatively they could be asked to
work through problems, experiments
or simulations presented online and
to compare their solutions.
Robyn Mason’s (1998)
http://www.aln.org/alnweb/magazine/vol2_issue2/Masonfinal.htm
ALN Magazine Volume 2, Issue 2 - October 1998
• Computer conferencing ideal medium to break
down distinction between teacher and taught
• Online resources, places, and people make
possible online learning communities
• Need to motivate students to participate
actively, providing some synchronous events to
maintain their interest and enthusiasm
• Need to design activities for nonparticipators
• Lack of time is a challenge for DL (learners want
short courses, learning objects, and just-in-time
teaching)
Pedagogical Techniques of CMC
(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication; [email protected])
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Collective databases, Access to Online Resources
Informal socializing (online cafes)
Seminars (read before going online)
Public tutorials
Peer counseling, learning partnerships
(Online Support Groups)
6. Simulations, games, and role plays
7. Free Flowing Discussions/Forums
8. Email interviews
9. Symposia or speakers on a theme
10. The notice board (class announcements)
Framework for Pedagogical CMC Techniques
(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
1. One-alone Techniques: Online journals,
online databases, interviews, online
interest groups.
2. One-to-one Techniques: Learning
contracts, internships, apprenticeships.
3. One-to-many Techniques: Lectures,
symposiums, skits.
4. Many-to-many Techniques: Debates,
simulations, games, case studies,
discussion groups, brainstorming,
Delphi techniques, nominal group
process, forums, group projects.
PROF. DR. BETTY COLLIS
University of Twente (UT) , Faculty of Educ Science &
Technology (TO); [email protected]
Lead successful development and implementation
of the TeleTOP (http://teletop.edte.utwente.nl)
Web-based course-management system (1997),
now in use throughout university and beyond.
• Learning is active, collaborative, construction,
and contribution (i.e., learner-centered)
• Learning environment should stimulate
different forms of collab and communication
• Give the learner support tools and options
• Built based on extensive research and wide
experiences
PROF. DR. BETTY COLLIS
University of Twente (UT) , Faculty of Educ Science &
Technology (TO)
1. Use technology to extend good teaching,
not replace teachers
2. Learners have varied backgrounds that
we need to adapt to (i.e., allow flexible
access)
3. Skill acquisition is important but content
is not the main focus of the learning
environment
4. Instructors can restructure the
environment (they should control not the
instructional designer)
5. Envir must be simple for instructors and
students
North American
Pedagogy…
Jennifer Hoffman, InSync
Training
([email protected])
Ideal Environment of
Synchronous Trainer
Jennifer Hoffman, Online Learning Conference (2001, Oct.)
 A private, soundproof room.
 High-speed connection; telephone;
powerful computer; additional computer;
tech support phone #
 Studio microphone and speakers
 A “Do Not Disturb” sign
 Near restroom; pitcher of water
Pedagogical Recommendations
(Berge, 1995, The role of the online instructor/facilitator;
[email protected])
• Draw attention to conflicting views
• Don’t expect too much/thread
• Do not lecture (Long, coherent sequence
of comments yields silence)
• Request responses within set time
• Maintain non-authoritarian style
• Promote private conversations
Managerial Recommendations
(Berge, 1995, The role of the online instructor/facilitator)
• Distribute lists of participants
• Provide timely administrative info—books,
enrollment, counseling, etc.
• Change procedures that are not working
• Change misplaced subject headings
• Decisively end discussion sessions
• Don’t overload
Linda Harasim’s Model of Online
Collaborative Learning
Simon Fraser University, [email protected]
In 1985, Dr. Harasim was one of the first
to teach a totally online graduate
course. The following year, she and
her colleagues at the Ontario
Institute for Studies in Education
delivered the first professional
development courses taught online.
Harasim, L. (2001). Shift Happens: Online Education as a New Paradigm in
Learning. The Internet and Higher Education, 3(1). Elsevier Science, New
York, NY
Harasim, L.. The Virtual University: A State of the Art. Advances in Computers,
Book Series - Volume 54. Academic Press, London, UK.
Linda Harasim, Simon Fraser and
TeleLearning Centres of Excellence
(Quote: June 4, 2002, Global Educators’ Network))
“Bruffee (1999) argues that knowledge is a
construct of the community’s form of
discourse, maintained by local
consensus and subject to endless
conversation. Learning is a social,
negotiated, consensual
process. Discourse is key…students
collaborate in small groups, then in larger
or plenary groups to increasingly come
to intellectual convergence.”
Linda Harasim’s Model of Online
Collaborative Learning
1. Idea Generating: implies divergent thinking,
brainstorming, verbalization and thus sharing of ideas
and positions.
2. Idea Linking: involves evidence of conceptual
change, intellectual progress and the beginning of
convergence as new or different ideas become clarified
and identified and clustered into various positions.
3. Intellectual Convergence: is typically reflected
in shared understanding (including agreeing to disagree)
and is especially evident in co-production, whether a
theory, a publication, an assignment, a work of art.
But how to determine the
pedagogical quality of courses and
course materials you develop?
The Sharp Edge of the Cube:
Pedagogically Driven Instructional
Design for Online Education
Syllabus Magazine, Dec, 2001, Nishikant Sonwalkar
• five functional learning styles—
apprenticeship, incidental, inductive,
deductive, discovery.
•
http://www.syllabus.com/syllabusmagazine/article.asp?id=5858
New Methodology for Evaluation: The
Pedagogical Rating of Online Courses
Syllabus Magazine, Jan, 2002, Nishikant Sonwalkar
The Pedagogical Effectiveness Index:
(1) Learning Styles: (see previous page)
(2) Media Elements: text, graphics, audio,
video, animation, simulation
(3) Interaction Elements: feedback,
revision, e-mail, discussion, bulletin
http://www.syllabus.com/syllabusmagazine/article.asp?i
d=5914
For more info, e-mail: [email protected]
New Methodology for Evaluation: The
Pedagogical Rating of Online Courses
Syllabus Magazine, Jan, 2002, Nishikant Sonwalkar
Summative evaluation instrument for
rating online courses:
(1) Content Factors: quality, media, authentic
(2) Learning Factors: interactivity, testing & feedback,
collaboration, ped styles
(3) Delivery Support Factors: accessible, reporting, user
management, content
(4) Usability Factors: clarity, chunk size, layout
(5) Technological Factors: bandwidth, database
connectivity, server capacity,browser
Dennen’s Research on Nine
Online Courses (sociology, history,
communications, writing, library science,
technology, counseling)
Poor Instructors
• Little or no feedback
given
• Always authoritative
• Kept narrow focus of
what was relevant
• Created tangential
discussions
• Only used “ultimate”
deadlines
Good Instructors
• Provided regular
qual/quant feedback
• Participated as peer
• Allowed perspective
sharing
• Tied discussion to grades,
other assessments.
• Used incremental
deadlines
Common Instructor Complaints
a) Students don’t participate
b) Students all participate at the last
minute
c) Students post messages but don’t
converse
d) Facilitation takes too much time
e) If they must be absent, the
discussion dies off
f) Students are confused
Reasons why...
Students don’t participate
– Because it isn’t required
– Because they don’t know what is
expected
Students all participate at last minute
– Because that is what was required
– Because they don’t want to be the first
Instructor posts at the last minute
Solutions
I.
A well-designed discussion
prompt, followed by
II. Clear guidelines
III. Clear modeling
IV. Regular feedback
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
Pedagogical Tips
(Bonk 1998; Indiana University)
• Build peer interactivity
• Design Interaction to extend
beyond class
• Embed choices on tasks
• Simplify (everything!!!)
• Scheduling something due early
• Create Variety: tasks, topics,
participants, accomplishments,
etc.
Just a Lot of Bonk
• Make learners also the teachers
• Provide multiple ways to succeed
• Provide clear & easy to navigate course
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Market/Share what do
Archive work, repurpose it, use it
Take a course online—be a student
Find a tech mentor
Be flexible
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...," “This is a
difficult task, so you might start
with..."
Sure…but Cat Herder???