1. Integrating Active, Individualized Learning Through Web-based Technologies Dr. Curtis J. Bonk Professor, Indiana University President, CourseShare.com http://php.indiana.edu/~cjbonk, [email protected].
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1. Integrating Active, Individualized Learning Through Web-based Technologies Dr. Curtis J. Bonk Professor, Indiana University President, CourseShare.com http://php.indiana.edu/~cjbonk, [email protected] Traditional Teachers 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 Consultative Teachers Co-learner, mentor, tour guide, facilitator Student and problem-centered Learner is a growing tree and on a journey Knowledge is constructed and intertwined Many resources (including texts & teachers) Authentic, collaborative, real-world tasks Subjective, continual, less formal assess Display student ideas--proud and motivated 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 7 Fundamental Principles of Learning (Kahn, 1993) 1. 2. 3. 4. 5. 6. 7. Learning is social Knowledge is integrated into life of community Learning is an act of membership Knowing in engagement in practice Engagement & empowerment are linked Failure to learn results from exclusion from practice We have a society of lifelong learners Connections New Theories Situated Learning--asserts that learning is most effective in authentic, or real world, contexts with problems that allow students to generate their own solution paths (Brown, Collins, & Duguid, 1989). Connections New Theories Constructivism--concerned with learner's actual act of creating meaning (Brooks, 1990). The constructivist argues that the child's mind actively constructs relationships and ideas; hence, meaning is derived from negotiating, generating, and linking concepts within a community of peers (Harel & Papert, 1991). Sociocultural Ideas Shared Space and Intersubjectivity Social Dialogue on Authentic Problems Mentoring and Teleapprenticeships Scaffolding and Electronic Assistance Group Processing and Reflection Collaboration and Negotiation in ZPD Choice and Challenge Community of Learning with Experts and Peers Portfolio Assessment and Feedback Assisted Learning (e.g., task structuring) Social Constructivism and Learning Communities Online (SCALCO) Scale. (Bonk & Wisher, 2000) ___ 1. The topics discussed online had real world relevance. ___ 2. The online environment encouraged me to question ideas and perspectives. ___ 3. There was a sense of membership in the learning here. ___ 4. Instructors provided useful advice and feedback online. ___ 5. I had some personal control over course activities and discussion. Social Constructivism and Learning Communities Online (SCALCO) Scale. (Bonk & Wisher, 2000) ___ 6. The online forum offered multiple perspectives. ___ 7. I received useful mentoring and feedback from others. ___ 8. I liked collaborating with others online. ___ 9. I had a voice within the discussion forum. ___ 10. I could count on others to reply to my needs. What do we need??? FRAMEWORKS! #1. Four Key Hats of Instructors: Technical—do students have basics? Does their Managerial—Do students understand the Pedagogical—How are students interacting, Social—What is the general tone? Is there a equipment work? Passwords work? assignments and course structure? summarizing, debating, thinking? 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. #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. #3. Models of Technology in Training and Education (Dennen, 1999, Bonk et al., 2002) Enhancing the Training Extending the Training computers for extra activities: drill and practice CD 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. #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 Levels 1-5: Information Provider Level 1: Marketing/Syllabi Via Web Instructors use the Web to promote course and teaching ideas via electronic fliers and syllabi Level 2: Student Exploration of Web Resources Students use the Web to explore preexisting resources, both in and outside of class Level 3: Student-Generated Resources Published on the Web Students use the Web to generate resources and exemplary products for the class Level 4: Course Resources on Web Instructors use the Web to create and present class resources e.g., handouts, prior student work, class notes, and PowerPoint presentations Level 5: Repurpose Web Resources Instructors take Web resources and course activities from one course and, making some adjustments, use them in another Levels 6-10: Course Provider Level 6: Substantive and Graded Web Activities Students participate with classmates in Web-based activities, e.g., weekly article reactions or debates as a graded part of their course requirements Level 7: Electronic Conferencing Course Activities Extending Beyond Class Students are required to use electronic conferencing to communicate with peers, practitioners, teachers, and/or experts outside of their course Level 8: Web as Alternate Delivery System for Resident Students Local students with scheduling or other conflicts use the Web as a primary means of course participation, with the possibility of a few live course meetings Level 9: Entire Course on the Web for Students Located Anywhere Students from any location around the world may participate in a course offered entirely on the Web Level 10: Course Fits within Larger Programmatic Web Initiative Instructors and administrators embed Webbased course development within larger programmatic initiatives of their institution Level 11” Entire University or Institute is Online Virtual university or institute is created to solely offer online certificates, courses, programs, and degrees. Level 12: Consortia of Online Universities Higher education institutions and corps band together to offer courses or programs within a district or state as well as across states or countries What level are you at??? Level 0??? Best Practices: Who are some of the key scholars and promoters…??? Changing Role of the Teacher The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) From oracle to guide and resource provider From providers of answers to expert questioners From solitary teacher to member of team From total control of teaching environment to sharing as a fellow student From provider of content to designer of learning experiences. Collaborative & Constructivist Web Tasks (McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999) 1. 2. 3. 4. 5. 6. Apprenticeship: Q&A; Ask an Expert (chats & async). Case-Based and Simulated Learning: exchange remote views; enact events online. Active Learning: Design Web pages and project databases. Reflective/Metacognitive Learning: Reflect in online journals, bulletin boards Experiential Learning: Post (articulate ideas) to discussion groups Authentic Learning: PBL, search current databases E-Moderating E-Moderating: The Key to Teaching and Learning Online, (Gilly Salmon, (1999) Kogan Page) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 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. Pedagogical Techniques of CMC (Paulsen, 1995, The Online Report on Pedagogical Techniques for Computer-Mediated Communication) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Collective databases, Access to Online Resources Informal socializing (online cafes) Seminars (read before going online) Public tutorials Peer counseling, learning partnerships (Online Support Groups) Simulations, games, and role plays Free Flowing Discussions/Forums Email interviews Symposia or speakers on a theme The notice board (class announcements) Research on Nine Online Courses 9 case studies of online classes using asynchronous discussion Topics: sociology, history, communications, writing, library science, technology, counseling Range of class size: 15 - 106 Level: survey, upper undergraduate, and graduate Tools: custom and commercial Private, semi-public, and public discussion areas 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 Deadlines Deadlines motivated participation Message counts increased in the days immediately preceding a deadline Deadlines inhibited dialogue Students posted messages but did not discuss Too much lag time between initial messages and responses Modeling Instructor modeling increased the likelihood of student messages meeting quality and content expectations Modeling was more effective than guidelines Common Instructor Complaints a) b) c) d) e) f) Students don’t participate Students all participate at the last minute Students post messages but don’t converse Facilitation takes too much time If they must be absent, the discussion dies off 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 Online Learning Boring? From Forrester, Michelle Delio (2000), Wired News. (Interviewed 40 training managers and knowledge officers) 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. Motivational Terms? See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Tone/Climate: Psych Safety, Comfort, Belonging Feedback: Responsive, Supports, Encouragement Engagement: Effort, Involvement, Excitement Meaningfulness: Interesting, Relevant, Authentic Choice: Flexibility, Opportunities, Autonomy Variety: Novelty, Intrigue, Unknowns Curiosity: Fun, Fantasy, Control Tension: Challenge, Dissonance, Controversy Interactive: Collaborative, Team-Based, Community Goal Driven: Product-Based, Success, Ownership 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 (or make public commitments of how they will fit into busy schedules!) 1. Tone: B. Thiagi-Like Ice Breakers C. Introductions: require not only that students introduce themselves, but also that they find and respond to two classmates who have something in common (Serves dual purpose of setting tone and having students learn to use the tool) D. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other. 1. Tone/Climate: Thiagi-Like Ice Breakers E. Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductionsor stories to a particular cartoon URL. Storytelling is a great way to communicate. http://www.curtoons.com/cartoonc oll.htm F. Favorite Web Site: Have students post the URL of a favorite Web site or URL with personal information and explain why they choose that one. 1. Tone/Climate: B. Social Ice Breakers G. Scavenger Hunt 1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web) 2. Post scores H. Two Truths, One Lie 1. Tell 2 truths and 1 lie about yourself 2. Class votes on which is the lie 2. Feedback Requiring Peer Feedback Alternatives: A. Require minimum # of peer comments and give guidance (e.g., they should do…) B. Peer Feedback Through Templates—give templates to complete peer evaluations. C. Have e-papers contest(s) 2. Feedback (Instructor) D. Anonymous Suggestion Box George Watson, Univ of Delaware, Electricity and Electronics for Engineers: 1. 2. 3. 4. 5. 6. Students send anonymous course feedback (Web forms or email) Submission box is password protected Instructor decides how to respond Then provide response and most or all of suggestion in online forum It defuses difficult issues, airs instructor views, and justified actions publicly. Caution: If you are disturbed by criticism, perhaps do not use. 2. Feedback: e. Double-Jeopardy Quizzing Gordon McCray, Wake Forest University, Intro to Management of Info Systems 1. 2. 3. 4. 5. Students take objective quiz (no time limit and not graded) Submit answer for evaluation Instead of right or wrong response, the quiz returns a compelling probing question, insight, or conflicting perspective (i.e., a counterpoint) to force students to reconsider original responses Students must commit to a response but can use reference materials Correct answer and explanation are presented 2. Feedback (Instructor) f. Reflective Writing Alternatives: 1. Minute Papers, Muddiest Pt Papers 2. PMI (Plus, Minus, Interesting), KWL 3. Summaries 4. Pros and Cons 1. Email instructor after class on what learned or failed to learn… (David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18) 3. Engagement: 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 (Option B: Delphi or Timed Disclosure Technique: anomymous input till a due date and then post results and reconsider until consensus Rick Kulp, IBM, 1999) 4. Meaningfulness: A. Professional/E-mail Interviews 1. Field Definition Activity: Have student interview (via email, if necessary) someone working in the field of study and share their results As a class, pool interview results and develop a group description of what it means to be a professional in the field 4. Meaningfulness: B. Field Observation Reflections 1. 2. 3. 4. 5. Instructor provides reflection or prompt for job related or field observations Reflect on job setting or observe in field Record notes on Web and reflect on concepts from chapter Respond to peers Instructor summarizes posts 5. Choice: A. Discussion: Starter-Wrapper 1. 2. Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate). Alternative: Facilitator-Starter-Wrapper 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. 2. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate. 6. Variety: B. Just-In-Time Syllabus (Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htm Syllabus is created as a "shell" which is thematically organized and contains print, video, and web references as well as assignments. Goal = critical thinking (analysis, evaluation), developing student interests, collaboration, discussion e.g., To teach or expand the discussion of supply or elasticity, an instructor would add new links in the Just-in-Time Syllabus to breaking news about gasoline prices or the energy blackouts in California 7. Curiosity: A. Electronic Seance Students read books from famous dead people Convene when dark (sync or asynchronous). Present present day problem for them to solve Participate from within those characters (e.g., read direct quotes from books or articles) Invite expert guests from other campuses Keep chat open for set time period Debrief 7. Curiosity: B. Electronic Guests & Mentoring 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) 1. 7. Curiosity: D. Threaded Discussion plus Expert Chat 8. Tension: Role Play A. Role Play Personalities List possible roles or personalities (e.g., coach, optimist, devil’s advocate, etc.) Sign up for different role every week (or 5-6 key roles) Perform within roles—refer to different personalities B. Assume Persona of Scholar Enroll famous people in your course Students assume voice of that person for one or more sessions Enter debate topic, respond to debate topic, or respond to rdg reflections 9. Interactive: A. Critical/Constructive Friends, Email Pals, Web Buddies 1. 2. 3. 4. Assign a critical friend (perhaps based on commonalities). Post weekly updates of projects, send reminders of due dates, help where needed. Provide criticism to peer (i.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening. Reflect on experience. 9. Interactive: B. Symposia, Press Conference, or Panel of Experts 1. 2. 3. 4. 5. 6. Find topic during semester that peaks interest Find students who tend to be more controversial Invite to a panel discussion on a topic or theme Have them prepare statements Invite questions from audience (rest of class) Assign panelists to start (Alternative: Have a series of press conferences at the end of small group projects; one for each group) 9. Interactive: C. Secret Coaches and Proteges 1. 2. 3. 4. 5. 6. Input learner names into a Web site. When learners arrive, it randomly assigns them a secret protégé for a meeting. Tell them to monitor the work of their protégé but to avoid being obvious by giving feedback to several different people. Give examples of comments. At end of mtg, have proteges guess coaches. Discuss how behavior could be used in other meetings. 10. Goal Driven: Gallery Tours Assign Topic or Project (e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers) Students Post to Web Experts Review and Rate Try to Combine Projects Motivational Top Ten 1. Tone/Climate/Ice Breakers: 8 nouns, expectations 2. Feedback: require fdbk, templates, e-papers contests 3. Engagement: polling, voting, timed disclosure 4. Meaningfulness: e-mail interviews, field observations 5. Choice: starter-wrapper, multiple tracks/topics 6. Variety: just-in-time-teaching 7. Curiosity: seances, electronic guests/mentors 8. Tension: role play, assume persona of a scholar 9. Interactive: e-pals, symposia, expert panels 10. Goal Driven: gallery tours Pick one you can use…??? (circle one) Some Final Advice… Or Maybe Some Questions???