Transcript Navigating the Myths and Monsoons of eLearning with Learner Centered Pedagogy: Business Classes and Beyond Dr.

Navigating the Myths and Monsoons of eLearning with Learner Centered Pedagogy:
Business Classes and Beyond
Dr. Curtis J. Bonk
Professor, Indiana University
President, CourseShare
http://php.indiana.edu/~cjbonk
[email protected]
Talk Subtitle: How to avoid
Mickey Mouse Courses
Speaker: Curt Bonk
Alias: Mickey Mouse
There’s a Storm Brewing!!!
The Perfect Storm!
I. Better
Technology
II. Learner
Demands
III. Better
Pedagogy
Changes in College
Campuses
More Active Students Gain More
During College
(Kuh, in press)
National Survey of
Student Engagement
(pronounced “nessie”)
NSSE Benchmarks
Level of
Academic
Challenge
Student
Faculty
Interaction
Enriching
Educational
Experiences
Active &
Collaborative
Learning
Supportive
Campus
Environment
What about online students?
Indiana University Oncourse Adoption (8 Campuses)
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
Spr99
Fal99
Spr00
Fal00
Spr01
Fal01
Spr02
Sem es ters
Cours es
facultyX2
Students X2
Fal02
IVC Online Enrollments
Illinois Virtual Campus
•45000
68 Illinois institutions (public and private,
40000
2-year and 4-year) providing online courses
35000
and programs
30000
25000
Fall
•
(2652)
2700
different
online
course
titles
Number
Spring
20000
•15000
107 degree and certificate programs Summer
10000
5000
0
AY99-00
AY00-01
AY01-02
AY02-03
http://www.ivc.illinois.edu/ (Burks Oakley, April 2003)
Karen Lazenby (2003), Univ of Pretoria
E-Learning Myths….
College E-Learning Myths
1.
2.
3.
4.
5.
Either-or decision
Good tools exist
Web no different
College owns course
Put FTF on Web
Figure 18. Online Teaching Experiences
Partially and
Completely
18%
None
24%
Completely Online
19%
Partially Online
39%
6. Cheaper
7. Better/Improved
8. Profit is the key
9. Need to create tools
10. High dropouts
College Myth #2.
Pedagogical tools exist to teach online.
Percent of Respondents
Online Instructional Activities
70
60
50
40
30
20
10
0
Scientific
Simulations
Data Analysis
Actual Use
Lab
Performance
High Usability
Critical and
Creative Thinking
College Myth #7.
Learning is improved.
Before elearning
After elearning
Instructor E-Learning Myths
1.
2.
3.
4.
5.
They are young
Use latest tech
Teach same
Just more training
Time equal
6. Will not share
7. Are loyal
8. Not affected by this
9. Can wait it out
10. Teach for free online
Instructor Myth #1: They are Young
Respondent's Age
2%
7%
20-35
36-50
47%
44%
51-65
66+
N=218
Instructor Myth #3. Instructors can
teach the same way they always have.
Poor Instructors
• Little or no feedback given
• Always authoritative
• Narrow focus of what was
relevant
• Used “ultimate” deadlines
Good Instructors
•
•
•
•
Provided regular feedback
Participated as peer
Allowed perspective sharing
Tied discussion to grades.
Vanessa Dennen (2001) Research 9 Online Courses
(sociology, history, communications, writing, library
science, technology, counseling)
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.
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Instructor Myth #7.
College Instructors are Loyal.
Freelance or Adjunct Web-Based Teaching
100%
Percent of Respondents
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
0%
Past Experience
Interest in Next 5 Years
Student E-Learning Myths
1.
2.
3.
4.
5.
Anytime, anywhere
Easy
Can cram
Procrastinate ok
Less social
6. Can hide
7. To many off-task
8. Domination
9. Don’t care
10. More excuses ok
Let’s brainstorm comments (words or short
phrases) that reflect your overall attitudes
and feelings towards online teaching…
Student Myth #2 It’s Easy
Student comments from “The Online Teacher,” TAFE, Guy KemshalBell (April, 2001)
Positive Side: intense, challenging,
emotional, dynamic, addictive, fun,
stimulating, flexible, empowering,
intellectually stimulating.
Less-Positive Side: Time-consuming,
frustrating, little feedback, isolating,
bewildering, a lot to grapple with.
Professors say: exciting, fun, challenging,
demanding, time consuming
Reflect for a moment on
your e-learning myths???
3 E-learning Storms are
Approaching
Storm 1: Technology
“Many faculty members are still concerned
whether the technology is simple and
reliable enough to use for moresophisticated learning tasks. Increasingly,
however, better software is emerging that
engages students in more effective learning.”
Online Technology Pushes Pedagogy to the Forefront
Frank Newman & J. Scurry, Chronicle of Higher Ed, July 13,
2001, B7.
E-Learning Technologies of Future?
1.
2.
3.
4.
5.
6.
7.
Assistive Technologies
Learning Communities
Digital Portfolios
Electronic Books
Instructor Portals
Intelligent Agents
Online Exams and
Grade Books
8. Online Games and
Simulations
9. Online Language
Learning
10. Online Mentoring
11. Pedagogical
Courseware
12. Peer-to-Peer
Collaboration
13. Reusable Learning
Objects
14. Virtual Worlds/Reality
15. Wearable Computing
16. Wireless Technology
and Handheld Devices
4. Electronic Books
15. Wearable Computing
16. Wireless Technology
Timeout for a break from
our sponsors…
Storm 2:
E-Learner Demands
Student Hated Ed Psych Online
Indiana Daily Student, March 5, 2003
• Mainly technology problems, somewhat
lack of interaction and bored
So What Do Students Want?
1. Relevant Information
2. Organization and Structure
3. Clear Expectations
4. Modeling and Guidance
5. Prompt and Informative Feedback
6. Personal Touch and Caring
7. Address Diverse Needs & More Visual Lrng
8. Application to Their Job Setting
9. Choice and Challenge
10. Success
Storm 3: Pedagogy
There are many
problems online…
Traditional Teaching will
NOT Work Online!!!
•
•
•
•
•
•
•
•
Supposed sage, manager, conveyer
King of the mountain, sets the agenda
Learner is a sponge
Passive learning & discrete knowledge
Objectively assess, competitive
Text- or teacher-centered, transmission model
Lack interconnections & inert
Squash student ideas
Too Often Shovelware
is encouraged!
“This form of structure… encourages
teachers designing new products to
simply “shovel” existing resources into
on-line Web pages and discourages any
deliberate or intentional design of
learning strategy.”
(Oliver & McLoughlin, 1999)
Learner-Centered on Web (Bonk & Cummings, 1998)
1. Safe Lrng Community: 6, 11
2. Foster Engagement: 1- 6, 11.
3. Give Choice:
8, 9, 12
4. Facilitate Learning:
2, 9, 11.
5. Offer Feedback:
3, 6, 8, 11, 13.
6. Apprentice Learning: 3, 6, 7-9, 11, 13.
7. Use Recursive Tasks:
8. Use Writing & Reflection:
9. Build On Web Links:
10. Be Clear & Prompt Help:
11. Evaluate Dimensionally:
12. Personalize:
1, 3, 8-9, 10, 13.
3, 8, 12-13.
2-4, 8-9, 12-14.
2, 9, 11, 14.
1-5, 14.
6, 8, 10-13.
Active Learning Principles:
1. Authentic/Raw Data
2. Student Autonomy/Inquiry
3. Relevant/Meaningful/Interests
4. Link to Prior Knowledge
5. Choice and Challenge
6. Teacher as Facilitator and Co-Learner
7. Social Interaction and Dialogue
8. Problem-Based & Student Gen Learning
9. Multiple Viewpoints/Perspectives
10. Collab, Negotiation, & Reflection
Three Most Vital Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
•
•
•
•
•
•
•
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)
Intrinsic Motivational Terms?
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
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 selfdetermination in human behavior. NY:
Plenum Press.
1. Tone/Climate: Ice Breakers
A. Eight Nouns Activity:
1. Introduce self using 8 nouns
2. Explain why choose each noun
3. Comment on 1-2 peer postings
B. Coffee House
Expectations
1. Have everyone post 2-3 course
expectations
2. Instructor summarizes and
comments on how they might be met
2. Feedback: A. Critical/Constructive Friends
1. Assign a critical friend (based on interests?).
2. Post weekly updates of projects, send reminders
of due dates, help where needed.
3. Provide criticism to peer (i.e., what is strong
and weak, what’s missing, what hits the mark)
as well as suggestions for strengthening.
In effect, critical friends do not slide over weaknesses,
but confront them kindly and directly.
4. Reflect on experience.
2. Feedback
B. 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)
3. Engagement:
A. 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
3. Engagement:
B. Double-Jeopardy Quizzing
Gordon McCray, Wake Forest University, Intro to
Management of Info Systems
1. Students take objective quiz (no time limit;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)--forces reflection!
4. Students must commit to a response but can use
reference materials
5. Correct answer and explanation are presented
4. Meaningfulness
A. Job interviews & Internships
1. Learners interview someone about
their job and post to the Web or
Instructor provides reflection or
prompt for job related or field
observations
2. Reflect on job setting or observe in
field
3. Record notes on Web and reflect
on concepts from chapter
4. Respond to peers
5. Instructor summarizes posts
5. Choice:
A. Multiple Topics or Tasks
• Generate multiple
discussion prompts &
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
5. Choice:
B. 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).
C. Alternative: Facilitator-Starter-Wrapper
(Alexander, 2001)
Instead of starting discussion, student acts as moderator
or questioner to push student thinking and give
feedback
6. Variety:
A. Just-In-Time-Teaching
Gregor Novak, IUPUI Physics Professor
(teaches teamwork, collaboration,
and effective communication):
1. Lectures are built around student
answers to short quizzes that have
an electronic due date just hours
before class.
2. Instructor reads and summarizes
responses before class and weaves
them into discussion and changes
the lecture as appropriate.
7. Curiosity:
A. Synchronous Chats
1. Find article or topic that is
controversial
2. Invite person associated with that
article (perhaps based on student
suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief
B. Alternative: Séance
8. Tension: Role Play
A. Assume Persona of Scholar (or
famous personality)
– Enroll famous people in your course
– Students assume voice of that person for
one or more sessions
– Post a 300-700 word debate to one or more
of the readings as if you were that person.
Enter debate topic or Respond to debate
topic
– Respond to rdg reflections of others or react
to own
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 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.
9. Interactive:
A. Symposia of Experts or Press Conference
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
10. Goal Driven
A. Team Products and Gallery Tours
• Team or Course White Paper, Business
Plan, Study Guide, Glossary, Journal:
Have students work in teams to produce
a product and share with other groups
• Post work to online gallery. Expert
Review and rate projects (authentic
audience)
The Perfect Storm….
1. Innovative Technology
2. Demanding Learners
3. Creative Pedagogy
So, which direction do we go?