Transcript II. The Magic of Synchronous and Asynchronous Tools and Techniques Curt Bonk, Professor, Indiana University President, CourseShare and SurveyShare [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com.

II. The Magic of Synchronous and
Asynchronous Tools and Techniques
Curt Bonk, Professor, Indiana University
President, CourseShare and SurveyShare
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Ten Minnie-Myths of E-Learning and
the Data to Dispel Them (Corporate)
Dr. Curtis J. Bonk
Alias: Mickey Mouse
President, CourseShare.com
Associate Professor, Indiana University
http://php.indiana.edu/~cjbonk, [email protected]
With supporting Help from:
Ms. Minnie Mouse
Orlando, Florida
[email protected]
Corporate ELearning Myths
For full report, see:
http://PublicationShare.com
Myth #1.
E-learning will soon go away.
Figure 42. Percent of Instructional Time spent
training via the Web in the next decade
100%
80%
76-100%
51-75%
26-50%
1-25%
0%
60%
40%
20%
0%
1 Year
2
Years
5
Years
10
Years
Myth #2.
E-learning can now take place
at home and on the road.
Figure 49. Location Where Learners Access WebBased Training
Other
Road
Home
Office
0
10
20
30
40
50
Percent of Respondents
60
70
80
Myth #3. Everyone is
evaluating e-learning but us.
Percent of Respondents
Figure 26. How Respondent Organizations Measure
Success of Web-Based Learning According to the
Kirkpatrick Model
90
80
70
60
50
40
30
20
10
0
Learner satisfaction
Change in
knowledge, skill,
atttitude
Job performance
Kirkpatrick's Evaluation Level
ROI
Myth #4.
Learner completion rate has
magical importance.
Percent of Respondents
Figure 53. Learner Completion Rate in Web-Based
Courses
25
20
15
10
5
0
0-25% 26-50% 50-59% 60-69% 70-79% 80-89% 90-99%
Learner Completion Rate
99100%
Myth #5.
Work-related incentives are
important in motivating elearners.
Figure 55. Incentives for Successful Completion of WebBased Learning
Promotion
Salary
Inc Job Security
Awarding Credits to Degree
Public Recognition
Inc Job Responsibility
None
0
10
20
30
40
Percent of Respondents
50
60
Myth #6.
Thiagi has convinced the world
of the need for interactivity and
social ice-breakers.
Figure 41. Activities Learners Would Deem Highly
Engaging and Useful
Ice Breakers/Social
Display Products
Article Discussion/Critique
Role Play/Debates
E-mail Pals/Peer Review
Voting/Polling
Symposia/Panels
Students Leading Discussion
Electronic Guests/Mentoring
Group Projects/Teams
Brainstorming
Cases or Job Reflections
0
10
20
30
40
50
Percent of Respondents
60
70
Myth #7.
Watch out…trainers will
soon be out of a job.
Percenrt of Respondents
Figure 19. Purpose of Web-Based Learning in
Organization
70
60
50
40
30
20
10
0
Sole source of
learning
Supplement
traditional
Follow-up to
traditional
Alternative to
traditional
Other
Myth #8.
Traditional instructional
strategies (e.g., lecture, role
play, etc.) will not work online.
Figure 38. Instructional Strategies Perceived as Fairly Equally
Supported by Online and Traditional Classroom Environments
80
Percent of Respondents
70
60
50
40
30
20
10
0
Exploration
Student
Generated
Content
Case-Based
Guilded
Learning
PBL
Modeling
Online
Traditional
Equal
Figure 39. Instructional Strategies Perceived as Better
Supported by Online than Traditional Classroom
Environments
Percent of Respondents
60
50
40
30
20
10
0
Group Prob
Solving &
Collab
Socratic
Questioning
Role Play &
Simulations
Discussion
Coaching or
Mentoring
Lecturing
Online
Traditional
Equal
Myth #9.
Trainers operate alone and do not
want to give away trade secrets.
Figure 56. Important Features of a Free CourseSharing Resource Community
Pre-Rated Web Resources
Pedagogical Ideas
Stories of instructional experiences
Answ ers to Teaching Problems
Courses, Catalogs, Products
Web Resource Sharing Tools
Expert Advice
Professional Links
Articles and New sletters
0
10
20
30
40
50
60
Percent of Respondents
70
80
Myth #10.
Trainers are loyal.
Figure 44. Freelance or Adjunct Instructor WebBased Training
100%
80%
60%
No
Yes
40%
20%
0%
Past Experience
Future Interest
Want a copy of the report???
See: PublicationShare.com
Free Reports!!!
What are your e-learning
myths???
II. E-Learning Magic….or
lack thereof…
Lack of Motivation or Incentive
to Complete!!!
Corporate Study
• 55% did not track or did not know their
completion rates
• Of those that did, 22% reported completion
rates of less than a fourth of students.
• Nearly half reported less than 50%
completion rates
• Only 2% reported 100% completion.
E-Learning: Harnessing the hype.
Cohen & Payiatakis (2002, Feb).
Performance Improvement, 41(7), 7-15.
…both instructional and graphic
(design)…must be compelling and engaging
enough to keep the learner involved,
interested, and stimulated…The ideal future
is a learning experience designed to be
memorable, motivational, and magical if it is
to make a lasting impact on the capabilities
of the learner.
Motivating Employees During
Down Times, Training Magazine, April 2002
“True motivation comes from within. Programs of
manipulation, incentive schemes and other
gimmicks never bring about the ongoing change
that is truly needed. Ultimately, we have to be
inwardly motivated and emotionally engaged
while doing it.”
R. Brayton Bowen, Author
of Recognizing and
Rewarding Employees.
Online Training
Boring?
From Forrester, Michelle Delio (2000),
Wired News. (Interviewed 40 training
managers and knowledge officers)
Six Types of E-learning Content
Clark Aldrich, A Field Guide to Educational
Simulations
1. Extended Books
2. Extended Lectures
3. Extended Communities
4. Extended Expert Access
5. Embedded Help
6. Simulations
Part III. Motivational Strategies:
Asynchronous E-Learning
Motivational Aspects of Web-Based Learning
Curiosity/Fun
Variety/Novelty
Interactive/Collab.
Choice/Flexibility
Personal Growth
Goal-Driven
Responsive Feedback
Relevant Materials
0
20
40
60
Percent of Respondents
80
100
Types of Asynchronous Activities
1.
2.
3.
4.
5.
Online Testing
Learner-Content Interactions
Scenarios
Games and Simulations
Sharing Perspectives from Cases, Internships,
Jobs, Field Experiences
6. Collaborative or Virtual Team Writing
7. Reflection on Online Cases
8. Web Resource Reviews
9. Concept Mapping
10. Annotations and Animations in E-Books
1. Online Testing
1. Online Exams and Gradebooks
Test Selection Criteria
(Hezel, 1999; Perry & Colon, 2001)
•
•
•
•
Easy to Configure Items and Test
Handle Symbols, Timed Tests
Scheduling of Feedback (immediate?)
Flexible Scoring and Reporting
– (first, last, ave, by individual or group)
• Easy to Pick Items for Randomizing
• Randomize Answers Within a Question
• Weighting of Answer Options
Web Resource: http://www.indiana.edu/~best/
Electronic Gradebooks
(Vockell & Fiore, 1993)
• Calculate scores, store info
• Weight scores
• Flag students with certain
characteristics
• Print reports by individual or group
• Provide prompt feedback
• But inflexible, impersonal, & can be
incorrect
2. Learner-Content Interactions (Option 6)
Clark Aldrich, A Field Guide to
Educational Simulations
• Multiple Choice Pros
– Simple to figure out
– Provides new info
– Cheap to create
• Multiple Choice Cons
–
–
–
–
Can lead the learner too much
Railroads people into a certain decision
May be too easy
May not be sufficiently rich to capture real
world
2. More Learner Content Interaction
from Option 6
2. Even More Option 6 (Option 7?)
3. Scenarios: Wisdom Tools: TimeRevealed Scenarios (TRS)
Strengths of Scenarios
per Marty Siegel (May, 2003)
• They take little time to build
• They are (in comparison) cheap to build and
implement; weeks vs. months (soon, even in
days!)
• They follow a fixed path (some may see this as a
flaw, but it's not); the designer controls the path
experience; thus, important
• Paths are always experienced.
• Because they describe a reality, like a good novel,
it can feel VERY realistic.
WisdomTools™ Scenarios
Scenarios…
• Incorporate case study
methodology, simulation and storytelling
• Occur in a rich context and are
authentic in form
• Allow exploration of multiple paths
from various perspectives
• Involve interactive real-world tasks
with no single, correct answer
Why Scenarios?
• Scenarios equip individuals or teams to
achieve results on mission critical or
complex issues
• Scenarios create a shared experience at
the learner’s convenience
• Learners can “see” failure, be challenged
by other viewpoints, reflect and apply new
learning, build community and culture
• Self and group assessment provided via
quizzes, surveys, and facilitators/coaches
• Scenarios lead to insight, judgment, and
strategic thinking
4. Games and Simulations
“There’s something new on the horizon,
though: computer-based soft skills
simulations, which let learners
practice skills such as negotiation and
team building.”
Clark Aldrich, The State of Simulations, Sept. 2001, Online
Learning
4. A. Simple Games (7-Down)
(see Thiagi.com
Or deepfun.com)
1.
2.
3.
4.
5.
Puzzle games
Solve puzzle against timer
Learn concepts
Compete
Get points
4. Games and Simulations
B. Online Jeopardy Game
www.km-solutions.biz/caa/quiz.zip
Simulation Based
Airline Flight Simulators
SimuLearn
Off-the-Shelf Flight Simulators
The Sims
Medal of Honor
Solitaire
Wheel of Fortune
Games2Train
You Don’t Know Jack
Game based
Accenture/Indeliq
Visual Purple
Cognitive Arts
Will Interactive
Choose-your-own Adventure
(Clark Aldrich, 2003)
Story Based
Simulation-Based:
Number of Calculations/Turn
(Clark Aldrich, 2003)
1000K
100K
10
100
1990
1995
1000
2000
10K
2005
2010
2015
Simu-game-story:
Development Budget
(Clark Aldrich, 2003)
2M
5K
1990
50K
1995
500K
2000
2005
Mark Brodsky, May 7, 2003
“Another business driver that will
ultimately perpetuate an important trend in
e-learning, specifically the greater use of
simulation-based e-learning, is the
migration of more and more services to
automated or "self-service" applications.
With the greater use of self-service
applications, the type of training
organizations provide their employees will
change.”
Marty Siegel, IU Professor, and
Founder of Wisdom Tools (May, 2003)
• Simulations are data driven. There's a model of
behavior that underlies them, simulating some
process or behavior.
• A simulation approximates reality. It is not reality.
• Simulations allow users to interact with
characters or events or processes and see what
happens.
• They're very interactive (most of the time) and
can include sophisticated graphics.
• Many computer games employ simulation
technology. MAXIS makes great games.
Marty Siegel, IU Professor, and
Founder of Wisdom Tools
• “If you're building a game and selling 10s of
thousands of copies, you can invest a lot to build
them and sell them for $50 a pop.”
• “If you're using them for training, they'll still cost
a bundle to build, and you'll need to charge a lot
to implement (that is, if the simulation is specific
to a company; if it's general, then you can sell it
for less; it still costs a bundled to produce).... And
it takes a lot of time to produce.”
4D. Turn Based Simulations (e.g.,
Chess)
Clark Aldrich, A Field Guide to
Educational Simulations
• Turn-Based Simulation Pros
– Promotes contemplation, thoughtfulness, and reflection
– Less expensive
– Sense of flow
• Turn-Based Simulation Cons
– Not real
– People get more manipulative
– Need to be highly positive experiences
4E. Complex Virtual Worlds/Virtual
Reality
Avatars--representations
of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence
The Sims: What will strike you?
Clark Aldrich, Simulations and the Future of
Learning, Jossey-Bass, Fall 2003
• Rudimentary and incomplete the game feels
– The Sims don’t talk, they mumble, cleaning the house is a drag
• The interface is confusing
• How much fun it is
– Earning money is rewarding, you can decorate your house,
flirt with the neighbor’s spouse, buy expensive tools, sleep
late, invite friends over instead of going to work
• You might even reflect on your own life
• Time is a precious commodity
Clark Aldrich, A Field Guide to
Educational Simulations
• Abstract Manipulation Pros
–
–
–
–
More options
Interface can help organize info
Responsive in real time
Intuitive
• Abstract Manipulation Cons
–
–
–
–
Very expensive
Need instructions to use; must be committed
As much art as science
Many are younger than age 35
4F. SimuLearn’s Virtual Leader
Virtual Leader Components
1. Power: explores the effects of informal (i.e.,
expertise and recognized alliances) and
formal (e.g., title) power
2. Ideas: explores effective strategies for
generating ideas
3. Tension: looking at how tension affects
performance
• Once the 3 ingredients are aligned and
balanced, the leaders commit to a course of
action.
Clark Aldrich, A Field Guide to
Educational Simulations
• Computer Graphics Pros
– Easy to tweak
– Taps creativity of user
– Explores uncharted territory
– Generalizes skills
– Good for high level business skills
• Computer Graphics Cons
– Expensive
– Requires significant processing power
– Skill base to produce is hard to find
4G. Ninth House Publishing
Clark Aldrich, A Field Guide to
Educational Simulations
• Video Based Pros
– Lots of details, nuances, & specific behaviors
– Feel serious and real
– Over-forty people are used to TV
– Works off dumb terminals
• Video Based Cons
– Expensive
– Huge bandwidth required
– Interaction with video has delays
– Hard to get just right
– Hard to make small changes
4H. eDrama (Front Desk Hiring)
4I. Intermezzon: MoneyMaker Sales Training
4J: Virtual University Adminstrator
4K. Indeliq
• Simulation: Perform Real-World Tasks
– Conduct analyses, make decisions, see
immediate results, model expert decisions and
behaviors
• Feedback: Evaluate and Coach
– Identify mistakes, reinforce best practices,
provide individualized coaching, offer
feedback unique to each learner
• Reference: Fill Knowledge Gaps
– Access expert war stories and perspectives,
read industry examples and cases consult rich
glossary, complete practice activities
4L. Florio: simulation to see
connection between individuals actions
and overall corporate performance
Clark Aldrich, A Field Guide to
Educational Simulations
• Branching Calculation Models Pros
– Adaptive
– You know how they got there, so can embed linear
instructional content
– Allows for more hand-holding
– Can be cost effective
– Consistency in assessment
– Good for story telling
• Branching Calculation Models Cons
– More of an assessment than an experience
– Feels manipulative if can’t do what want to do
– Feels confined to set space
Army Simulations
4M. Army AC3-DL Simulation Tools
4N. America’s Army
• A highly realistic and innovative PC video game
that puts you inside an Army unit.
• You’ll face your first tour of duty along with
your fellow Soldiers.
Differences
between Scenarios
and Simulations
Marty Siegel, 2003
1.
Scenarios are designed to ensure learners are
directed towards a specific outcome or “path”
whereas simulations can yield different results or
outcomes and important paths are often missed
2.
Simulations take significantly more time,
resources and money to develop than Scenarios
3.
People tend to try to “game” a simulation by
tweaking inputs vs. directly facing the types of
challenging situations they see on the job
4.
Simulations tend to be built for individuals instead
of encouraging collaboration amongst individuals
grappling with a complex challenge
5.
Collaborative simulations are very expensive and
time consuming to build and even then must be
operated in a synchronous environment
6.
Scenarios allow learners to build upon each
other’s experiences as they are reacting to the
story
7.
Scenarios provide necessary context around
available resources and ensure their proper use,
leveraging the prior investments made in these
resources
Simulation Issues
Clark Aldrich, A Field Guide to Educational
Simulations
• Harder to evaluate simulation content—no ID
theories
• Huge cultural shift from:
– Just-enough, just-in-time, fast, relevant, bite-sized content
•
•
•
•
Hard to know how much guidance to give learner
SME and designers difficult to identify
People may try beat to system rather than learn
Bandwidth an issue; especially on multiplayer
games
• Tough to evaluate what people learned
• No real standards
5. Case-Based
Learning: A. Business
5. Case-Based Learning:
B. Medical: My Patient.com
5. Case-Based Learning:
B. Medical: My Patient.com
5. Case-Based Learning:
C.Educational: SimTeacher
6. Sharing Perspectives
Experiences
Perspective sharing
discussions: Have learners relate
the course material to a real-life
experience. Real situations or cases.
• Example: In a course on
leadership development, have
learners share experiences where
they were all-of-a-sudden been put in
charge of some project or activity
and describe what happened as well
as what they would do differently.
7. Collaborative Writing
Groove.net
8. Web Resource Reviews
8. Perhaps Turn a Resource
Review into a Debate
9. Concept Mapping
• Visual, Auditory, or
Tactile/Kinesthetic Learners
prefer diagrams, flowcharts,
timelines, pictures, films, and
demonstrations.
Concept Mapping:
Inspiration Example
10. Annotations and Animations in
Electronic Books: MetaText (eBooks)
• June 2003, Page 4D
• E-books are getting a
boost at BookExpo Free
Adobe software helps
get word out
• By Jefferson Graham
USA TODAY
• LOS ANGELES -- Ebooks are still alive and
are getting a new sales
pitch, judging from the
weekend's BookExpo
America, the annual
booksellers' convention.
Pick an Idea
• Definitely Will Use:
___________________________
• May Try to Use:
___________________________
• No Way:
___________________________
Part III. Motivational Strategies:
Synchronous E-Learning
Growth in Live-eLearning (US$M)
(Cushing Anderson, 2002, IDC)
65% WW
6,000
5,000
4,000
3,000
United States and
Canada
Worldwide
54% growth in US
2,000
1,000
0
2001
2002
2003
2004
2005
2006
Online Learning Goes Synchronous
(see Tom Barron, ASTD, Learning Circuits, Jan 2000)
“Just when you were getting used to the
idea of Web-based training (WBT), with
its easy content distribution, electronic
bulletin boards, and self-paced learning
model, the Web’s technological
juggernaut has thrown the workplace
learning field a new curve:
synchronicity.”
Synchronous WBT Products
Jennifer Hoffman, ASTD, Learning Circuits, (2000, Jan)
• Deluxe (InterWise, LearnLinc, Centra)
– 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)
– One-way VOIP or phone bridge for two-way
audio, text chat, application viewing, (requires
thin client-side app or browser plug-in)
• Economy (Blackboard, WebCT)
– Browser-based, chat, some application viewing
(Requires Java-enabled browsers, little cost, free)
Web Conferencing Tools
(e.g., Meetings, events, seminars, application sharing;
see Tom Barron, Demo’ing Synchronous WBT—on the Skinniest
of Bandwidths, ASTD, Learning Circuits, Jan 2000)
•
•
•
•
•
•
•
•
•
Astound (Genysis)
Centra
HorizonLive
Interwise
LearnLinc (Mentergy)
Lotus LearningSpace (DataBeam)
NetPodium (Intervu)
PlaceWare
WebEx
“There are, say, 20 features that
encompass live e-learning, and all
the products have 17 of them.”
Jennifer Hofmann, quoted by Wendy Webb, Online
Learning, November, 2001, p. 44.
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
Web Conferencing Features
• Content Windows—HTML, PowerPoint
• Discussion Boards—post info, FAQs, post
session assignments
• Archive Meeting—record and playback
• Breakout Rooms
• Shared Whiteboards
• Hand-Raising and Yes/No Buttons
Web Conferencing Features
•
•
•
•
Assistant instructor options
Pre-session content distribution
Assessment/Testing—pre and post session
Button—for students to notify instructor they
are stepping away.
• Breakout Rooms—to share info or gossip
• Web Tours
Types of Synchronous
Activities
1. Webinar, Webcast
2. Guest speaker or expert moderated (or open)
Q&A forum
3. Peer and Expert Chats and Online Communities
4. Wearable and Wireless Technologies
5. Brainstorming ideas, What-Ifs, Quick reflections
6. Online Role Play or 6 Hats Technique
7. Quick Polls/Quizzes, Voting Ranking, Surveys
8. Graphic Organizers in Whiteboard (e.g., Venn)
9. Synchronous Course Training
10. Discuss Content and Invite Author in for Chat
1. Webinar
1. Live Application Sharing in
HorizonLive
2. Electronic Guests & Mentoring
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 (i.e., did anyone
change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)
2. Chat in HorizonLive
3. Peer and Expert Chats and
Communities
Some Expertise is Misleading!
LearnKey's e-learning model integrates all of the proven
products that LearnKey has developed and introduced
worldwide into the growing IT certification market. We call this
new product OnlineExpert™, a hybrid next generation delivery
infrastructure and e-learning platform.
March 2003, Chief Learning Officer
3. Expert and Peer Chat. Online Language
Support and Translation (pronunciation, communication,
vocabulary, grammar, etc.)
Typical Features (e.g.,
Englishtown (millions of users from over
100 countries)
•
•
•
•
•
•
•
•
•
Online Conversation Classes
Experienced Teachers (certified ESL)
Expert Mentors
Peer-to-Peer Conversation
Private Conversation Classes
Placement Tests
Personalized Feedback
University Certification
Self-Paced Lessons
4. Wireless and Wearable Computing
5. Brainstorming
• Come up with interesting or topic or
problem to solve
• Anonymously brainstorm ideas in a
chat discussion
• Encourage spin off ideas
• Post list of ideas generated
• Rank or rate ideas and submit to
instructor
• Calculate average ratings and
distribute to group
5. Group Brainstorming and Decision
Making with GroupSystems
5a. Group Brainstorming in
GroupSystems
1. GroupSystems:
Although each person has her own
computer, everyone is working on the
same list of ideas. If Mary from
Marketing enters an idea, everyone else
sees it.
5a. Group Brainstorming in
GroupSystems
2. GroupSystems:
However, all inputs are fully anonymous, so
each participant is free to be honest and
open. If Joe from Sales doesn't agree with
one of Mary's ideas, he can enter his opinion
without worrying about offending Mary.
Likewise, Mary can debate an issue without
even knowing who entered it. Ideas are the
focus, not their authors.
5a. Group Brainstorming in
GroupSystems
3. GroupSystems:
At the end of the session, Sally, the team
leader, creates a report that includes not only
the team's end result, but full documentation
of each step leading to that outcome. The
report is complete and in the participants'
own words.
5a. Sample Tool: Voting Tool
6. Role Play: 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!
7. Synchronous Tools Voting and
Polling During Webinar
8. Graphic Organizers (e.g., Digital
Whiteboards)
Mapedit Tool
The Mapedit program, was developed to
create map overlays, emulating plastic
sheets on which symbols are drawn that
are laid onto a map (like football
playbooks for the maneuver officer). And
if students want a whiteboard, they simply
have to open a blank overlay (no map
background).
Mapedit Tool
Mapedit allows multiple users to add,
delete, and move symbols and lines
on the map overlay. In Mapedit, the
driver chooses which file to open, and
names the file to save, but all users
can edit the contents.
8. Electronic Whiteboard in
HorizonLive
9. Synchronous Training (Coast Guard)
10. Asynchronous Discussion in
SiteScape Forum
10. Discussion plus Chat (e.g.,
Starter-Wrapper + Sync Guest Chat)
(Discuss books and invite authors in for a chat)
Questions?
Comments?
Concerns?