Transcript II. Best Pedagogical Practices for Online Learning Curt Bonk, Indiana University President, CourseShare.com [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com.

II. Best Pedagogical Practices
for Online Learning
Curt Bonk, Indiana University
President, CourseShare.com
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Who are some of the key
players…
Online Strategies
(Karen Lazenby, University of Pretoria, Nov., 2001)
• Limit lecturing online—promote selfdirected learning
• Set clear rules for posting and interaction
• Explain tasks and overlooked info.
• Let learners synthesize key points.
• Publish best work of students (with
permission)
• Involve participation from outside experts
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)
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)
E-Moderating
E-Moderating: The Key to Teaching and Learning Online,
(Gilly Salmon, (1999) Kogan Page)
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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.
Pedagogical Recommendations
(Berge, 1995, The role of the online instructor/facilitator)
• 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
Research on Nine Online Courses
(Vanessa Dennen, San Diego State Univ)
• 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
Poor Instructors
• Little or no feedback
given
• Always authoritative
• Kept narrow focus of
what was relevant
• Created tangential
discussions, fact
questions
• Only used “ultimate”
deadlines
Good Instructors
• Provided regular
qual/quant feedback
• Participated as peer
• Allowed perspective
sharing
• Tied discussion to
grades, other tasks.
• Used incremental
deadlines
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
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.
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
Considerations: The Event
Jennifer Hoffman, ASTD, Learning Circuits, (2001, March)
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Log on early; students come 15 minutes early.
Do tech checks of microphones (sound check).
Check to see if students brought needed items
Perhaps call or send notes to missing students
Vary your instructional strategies; maximize
interactivity
• Make it visual—color, sound, animation
• Design 10-minute breaks every 90 minutes
Pedagogical Tips
(Bonk 1998; Indiana University)
• Build peer interactivity
• Utilize multiple forms of
assessment
• Provide feedback cues (dots)
• Embed choices (avatars, tasks,
etc.)
• Simplify (everything!!!)
• Offer early feedback
• Scheduling something due early
Just a Lot of Bonk
• Variety: tasks, topics, participants,
accomplishments, etc.
• Interaction extends beyond class
• Learners are also teachers
• Multiple ways to succeed
• Personalization and choice
• Clarity and easy to navigate course
• Find tech mentor, be student b4 teacher
But how to determine the
pedagogical quality of courses and
course materials you develop?
Quality on the Line: Benchmarks for
Success in Internet-Based Distance Ed
(Blackboard & NEA, 2000)
Teaching/Learning Process
• Student interaction with faculty is facilitated
through a variety of ways.
• Feedback to student assignments and questions
is provided in a timely manner.
• Each module requires students to engage
themselves in analysis, synthesis, and
evaluation as part of their course assignments.
• Course materials promote collaboration among
students.
–
http://www.ihep.com/Pubs/PDF/Quality.pdf
Quality on the Line: Benchmarks for
Success in Internet-Based Distance Ed
(Blackboard & NEA, 2000)
Other Benchmark Categories:
• Institutional Support: incentive, rewards, plans
• Course Development: processes, guidelines,
teams, structures, standards, learning styles
• Course Structure: expectations, resources
• Student Support: training, assistance, info
• Faculty Support: mentoring, tech support
• Evaluation and Assessment: review process,
multiple methods, specific standards
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.
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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
What do we need???
FRAMEWORKS!
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
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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
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.
Personal Learning Trainer
• Learners need a personal trainer
to lead them through materials
and networks, identify relevant
materials and advisors and ways
to move forward (Mason, 1998;
Salmon, 2000).
E-Police
• While one hopes you will not call
yourself this nor find the need to
make laws and enforce them,
you will need some Code of
Practice or set procedures, and
protocols for e-moderators (Gilly
Salmon, 2000).
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Sure…but Cat Herder???
Activity: Pick a Online Instruction
Metaphor from 40 Options
Reality:
Ideal World:
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___________
___________
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2. Questioning:
What is the name of this
concept...?," "Another reason
for this might be...?," "An
example of this is...," "In
contrast to this might be...,“,
"Who can tell me....?,“ "What
is the real problem here...?,"
"How is this related to...?,“,
"Can you justify this?"
8. Push to Explore:
"You might want to write
to Dr. ‘XYZ’ for...," "You
might want to do an
ERIC search on this
topic...," "Perhaps there
is a URL on the Web that
addresses this topic..."
What About
Student Roles???
Role 5: Idea
Squelcher/Biased/Preconceiver
• Squelches good and bad ideas of
others and submits your own
prejudiced or biased ideas during
online discussions and other
situations. Forces others to think.
Is that person you really hate to
work with.
Role 8: Idea Generator Creative
Energy/Inventor
• Brings endless energy to
online conversations and
generates lots of fresh
ideas and new
perspectives to the
conference when
addressing issues and
problems.
Who do you think invented the
Internet???
Alt Role: Connector/Relator/Linker/Synthesizer
Funny thing is that Al thinks he
invented e-learning as well!!!
INFORMATION TECHNOLOGY
(June 26, 2002) *AL GORE IS TEACHING a distance-education course
on the role of families in discussions about community
development. Videotapes of the two-semester course, made this past
year, are available for other institutions to use.
SEE http://chronicle.com/free/2002/06/2002062601t.htm
Role 11: Controller/Executive
Director/CEO/Leader
• In this role, the
student oversees the
process, reports
overall findings and
opinions, and
attempts to control the
flow of information,
findings, suggestions,
and general problem
solving.
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.
What are your best
practices???