Transcript 303 E-Learning Myths, Magic, and Motivational Strategies Curt Bonk, Professor, Indiana University President, CourseShare and SurveyShare [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com.

303 E-Learning Myths, Magic, and
Motivational Strategies
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]
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
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
Types of Asynchronous Activities
1.
2.
3.
4.
5.
Introductory Activities and Ice Breakers
Online Testing
Learner-Content Interactions
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. Virtual Debates
10. Annotations and Animations in E-Books
1. More Intro/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!)
2. Online Testing
3. Learner-Content Interactions (Option 6)
3. Learner Content Interaction
from Option 6
3. More Learner Content Interaction
from Option 6
3. Even More Option 6 (Option 7?)
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. Online Games and Simulations
Online Jeopardy Game
www.km-solutions.biz/caa/quiz.zip
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.”
4a. eDrama (Front Desk Hiring)
4b. Intermezzon: MoneyMaker Sales Training
4c. SimuLearn’s Virtual Leader
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
4d. Wisdom Tools: Time-Revealed
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.
4f. 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
Training and Learning Innovations
April 2003
4g. Army AC3-DL Simulation Tools
4h. 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.
5. 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.
5. Job interviews or
Field Reflections
1.
2.
3.
4.
5.
Learners interview someone
about their job and post to the
Web or 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
6. Collaborative Writing
Groove.net
7. Case-Based
Learning
8. Web Resource Reviews
9. Virtual Debates (instructor or
student generated)
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.
Part III. Motivational Strategies:
Synchronous E-Learning
Types of Synchronous
Activities
1. Webinar, Webcast
2. Guest speaker or expert moderated (or open)
Q&A forum
3. Expert Chats and Online Communities
4. Wearable and Wireless Technologies
5. Complex Virtual Worlds/Virtual Reality
6. Brainstorming ideas, What-Ifs, Quick reflections
7. Peer Dialogue or Team activities or meetings
8. Online Role Play or 6 Hats Technique
9. Quick Polls/Quizzes, Voting Ranking, Surveys
10. Graphic Organizers in Whiteboard (e.g., Venn)
1. Webinar
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)
3. Expert Chats and
Communities
John Seely Brown
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
4. Wireless and Wearable Computing
5. Complex Virtual Worlds/Virtual
Reality
Avatars--representations
of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence
6. 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
7. Peer Questions & Team
Meeting: Moderated
8. 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!
Role: 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: 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.
9a. 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
(Note: Delphi or Timed
Disclosure Technique:
anomymous input till a due date
and then post results and
reconsider until consensus
Rick Kulp, IBM, 1999)
9b. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
10a. Graphic Organizers (e.g., Digital
Whiteboards)
10b. Visual with Chat:
Learningbydoing.net
Questions?
Comments?
Concerns?