Transcript Active Learning with Technology: Myths, Magic, or Just a Lot of Bonk Dr.

Active Learning with Technology:
Myths, Magic, or Just a Lot of Bonk
Dr. Curtis J. Bonk
Professor, Indiana University
President, CourseShare
http://php.indiana.edu/~cjbonk
[email protected]
How can you integrate
technology in your classes?
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Take to lab for group collaboration or search.
Take to an electronic conference.
Put syllabus or resources on the Web.
Experts via video/computer conferencing
Teleconferencing talks to tchrs & experts
Require students sign up for a listserv.
Use e-mail minute papers & e-mail admin.
Have students do technology demos.
Faculty Perceptions and Uses of
Instructional Technology
Warren Wilson, Educause Quarterly, Number 2, 2003
• 3 Most Common Barriers:
– Time, Funding, and Faculty Reward
Systems
• 2 Challenges of Most Impact:
– Technical expertise and unrealistic
expectations
How support faculty?
• Show and Tell, Tech Fair, Share, Brown
Bags,
• Design Web pages to support teaching
• Faculty technology mentor program
• Create resident experts for faculty dev
• Modeling from deans and chairs
• Incentives: hardware, software upgrades,
new equip priority
More Support (IU) (Rogers, 2000)
• Internal Support:
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IC, help desk, tech support onsite,
small pots of funding, active learning grants
summer workshops, colloqs, faculty institutes
laptop programs,
salient on annual reports, encourage research on
teaching
• External Support: tech training, courses,
certificates resources, conferences, newsletters,
join network (e.g., GEN), consortia
II. Magic….
A Revolution in Distance Learning
Students scurry to online courses as colleges
respond to demand by adding offerings
Newsday.com, Shawna VanNess, October 19, 2003
• US: 3 million college students in 2001
• US: 118,000 online courses in 2002
• Univ of Maryland: 40,578 online
– 17 of 22 undergraduate programs online
• Univ of Phoenix: 72,000 of 163,000 online
Indiana Univ (8 campuses): Fall 2003
Students: 99,693 loaded; 77,407 logged in
Faculty: 7,461 loaded; 5,532 logged in
Courses: 22,974 loaded; 7332 active
Enterprise Oncourse Growth
90%
80%
73%
70%
65%
Percentage
60%
58%
50%
44%
40%
27%
29%
72%
65%
47%
32%
30%
21%
20%
0%
79%
38%
30%
10%
43%
62%
77%
26%
28%
20%
16%
11%
7%
4%
3%
Spr99
Fal99
Spr00
Fal00
Spr01
Fal01
Spr02
Fal02
Semesters
Courses
facultyX2
StudentsX2
Sp03
Fa03
Illinois Virtual Campus (Fall 2003 Newsletter);
Ivan Lach, [email protected]
http://www.ivc.illinois.edu/Newsletter/03_10/enrollment.htm
• 68 Illinois institutions
(public and private, 2year and 4-year)
• 3,951 course sections
in spr ‘03
• 50,125 students, spring
’03 (24% inc.)
• 125,074 online students
during year (54%
increase)
• 34,399 for summer ’03
(45% increase)
See also: http://www.ivc.illinois.edu/ (Oakley, 2003)
E-Learning Technologies of Future?
1. Assistive Technologies
& Talking Computers
2. Blogs and Online
Diaries
3. Digital Portfolios
4. Electronic Books
5. Online Communities
and Learning Portals
6. Intelligent Agents
7. Online Exams and
Assessment
8. Online Games and
Simulations (Massive
Multiplayer Gaming)
9. Online Translation Tools
& Language Lrng
10. Pedagogical Courseware
11. Peer-to-Peer
Collaboration
12. Reusable Learning
Objects
13. Videostreaming, IP
Videoconferencing
14. Virtual Worlds/Reality
15. Wearable Computing
16. Wireless Tech: Tablet
PCs, Handheld Devices
1. Computers that Talk to You ($595)
USA Today, June 18, 2003
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How is the weather this morning?
What is the score of the Cubs game?
What time is it in Helsinki?
Give me a recipe for chicken.
How did the market do today?
What is 16 degrees in Celsius, in
Fahrenheit?
• Where is Finding Nemo playing?
4. Electronic Books
October 11th, 2003
11. Peer-to-Peer Collaboration (Groove.net)
12. Reusable Learning Objects
• “Learning Objects are small
or large resources that can be
used to provide a learning
experience. These assets can
be lessons, video clips, images,
or even people. The Learning
Objects can represent tiny
"chunks" of knowledge, or
they can be whole courses.”
Claude Ostyn, Click2Learn
13. Videostreaming and Videoconferencing
(to take off in next several years …$4.5 billion in 2007
(Sept 23, 2003, Stephanie Olsen, CNet News.com).
• “I quickly found the standard productionbased methods for creating and delivering
engaging e-learning content were not
sufficient…we discovered the Tegrity
WebLearn solution for on-demand and live
e-learning.”
• “…once they are recorded, the lectures can
be reused in subsequent classes or stored as
reference materials…I now have 100% of
my lectures ready for the next time I teach
this class.” (On Demand Lectures Create an
Effective Distrib Ed Experience, T.H.E.
Journal, Nov, 2003, Stanley D. Lindsey).
15. Wearable Computing
16. Wireless Technology
16. Tablet PCs Finally Taking Off
(Wired News, Sept 28, 2003)
• “And while Promisel said there will be a consumer
market for tablet PCs -- such as college students taking
them to class for note-taking -- what really needs to
happen for the tablet PC to take off is the development
of new software applications for corporate customers.
…predicts that in 2003, a total of 500,000 tablet PCs
will be sold around the globe, which represents about 1
percent of the total portable PC market…But, by 2007,
IDC forecasts that the tablet PC could account for well
over 20 percent of the portable market.”
III. Just a Lot of Bonk….
Blended Learning
The Sloan Consortium
(2003). Sizing the Opportunity: The Quality and Extent
of Online Education in the U.S., 2002 and 2003
http://www.sloan-c.org/resources/sizing_opportunity.pdf
81% offer at least one fully
online or blended course
97% of public institutions do
Why the term blended?
(Osguthorpe & Graham, 2003, Blended Learning Environments:
Definitions and Directions)
• “Hybrid is the interbreeding of two different
species of animals or plants to create a new
species” (i.e., a mongrel)
• “Blended focuses on the mingling together in
ways that lead to a well-balanced
combination” (i.e., to mix)
Ok, Million Dollar Question: Where is
blended learning beneficial?
Examples of Blended Learning, Margaret
Driscoll, e-Learning, March 2002
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Put assessments/reviews online
Follow-up in community of practice
Put reference materials on Web
Deliver pre-work online
Provide office hours online
Use mentoring/coaching tool
Access experts live online
Use e-mail and instant messaging
10 Blended Learning Examples in
Higher Education
#1: Internally Built Web Links
(Human Intelligence Homepage, Jonathan Plucker, IU)
#2. My Class; Discussion Forums, Surveys, Word
Docs, Web Links, Presentations
#3. Online Course Portals and Digital
Libraries for Exploration Activities (e.g.,
Einstein Digital Manuscript Repository, May 20, 2003)
#4. Online Grammar Practice on
Spanish (Pew course)
#5. Divide Online and Class Experiences:
English Classes Online
Graham, Ure, & Allen (2003, July). Blended Learning Environments
A Literature Review and Proposed Research Agenda
• Freshman English at BYU: Students
are required to meet F2F once a
week instead of three times a week.
Online modules provide writing
instruction and teaching assistants
use online and F2F contact to
provide feedback and guidance on
writing (Waddoups et al., 2003).
#6. CPA Exam Review (June 14, 2003)
and
Web Videos in Accounting (July, 2003)
• Texas A&M University–Corpus Christi combines
CPA courseware with bi-monthly class meetings
to prep for CPA Exam. (study text, proficiency
questions, electronic flashcards and practice
exams, scheduled assignments, goals, online
grading, progress reports, tailored discussion
groups, and personalized assistance from leading
professors at the nation’s top accounting schools.)
#7. TICKIT Program
(Teacher Professional Development, IU)
#8. Professional Development Learning
Communities
#9. Math Emporium of Online Tutorials
and Testing (Virginia Tech, Robert Olin)
• In the Math Emporium, students can take advantage
of diagnostic quizzes, an electronic hyperlinked
textbook and interactive, self-paced tutorials. There
are armies of tutors, GTAs and faculty in the
emporium to give students personal help when they
do not understand the tutorials or quizzes…Some
traditional lectures by professors are also available
along with help from a conventional tutor lab.
#10: Web for Live Mentoring MBA Program
(Harvi Singh and Chris Reed (2001), Achieving Success with
Blended Learning, Centra)
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University of Tennessee Physicians
Executive MBA program showed
blended learning (physical and virtual
live eLearning) students completed
program in half the time and less than
half the cost and with 10% more
learning
But how might blended learning
address student learning styles?
Why Address Learning Styles?
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Promotes reflection on teaching
Move from just one mode of delivery
View from different viewpoints
Offer variety in the class
Might lower drop-out rates
Fosters experimentation
Kolb (1984)
• According to Kolb, effective learning involves
four phases:
– from getting involved (Concrete Experience) to
– listening/observing (Reflective Observation) to
– creating an idea (Abstract Conceptualization) to
– making decisions (Active Experimentation).
• A person may become better at some of these learning
skills than others; as a result, a learning style develops.
1. Read
4. Do
2. Reflect
3. Display
The R2D2 Method
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Read (Auditory and Verbal Learners)
Reflect (Reflective Learners)
Display (Visual Learners)
Do (Tactile, Kinesthetic, Exploratory
Learners)
1. Auditory or Verbal Learners
• Auditory and verbal learners
prefer words, spoken or written
explanations.
1a. Videostreamed Lectures and
Expert Commenting
• Video streaming
subscription services
will take off in the next
several years,
according to a new
study, which estimates
that the market's
value will reach $4.5
billion in 2007 (Sept 23,
2003, Stephanie Olsen, CNet
News.com).
1b. Read and React to Documents in Foreign
Language (Fraser & Liu, IU)
• Have students
receive enewsletters from a
foreign magazine as
well as respond to
related questions.
1c. Blogs (diaries, writing)
2. Reflective and
Observational Learners
• Reflective and observational learners
prefer to reflect, observe, view, and watch
learning; they make careful judgments
and view things from different
perspectives
2a. Job interviews & Internships
1.
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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
2b. Online Testing
2c. Learner-Content Interactions
(Sun Microsystems)
2d. Conferences with Live Video Feeds
(Internet Time Group, 6/23/03
http://www.internettime.com/visual/gallery6.htm)
2e. Electronic Portfolios
3. Visual Learners
• Visual learners prefer diagrams,
flowcharts, timelines, pictures,
films, and demonstrations.
3a. Concept Mapping and
Visualization Software
3b. Flash Visuals and Animations
(e.g., Statistics, Cash Flow, etc.)
eCollege Wales, Univ. of Glamorgan
3c. Video Library of Concepts,
Cases, or Experts
3d: Video Papers
3e. Online Performances
(e.g., Cyber Fashion Shows)
3f. Interactive Adventure Content
(Andrew Revkin, New York Times, May 25, 2003)
3g. Visual with Chat:
Learningbydoing.net
Participants: a facilitator of online therapy,
students at all levels, a doctoral candidate in DE,
administrators, teachers, lecturers, researchers, a
physicists, a professor of Psychology, a professor
of Mathematics, a consultant in training, an HR
trainer, and a psychotherapist. We were located in
Herzelia, a beach town north of Tel Aviv, Stanford
California, Baltimore, Montreal, and Ismir,
Turkey.
4. Tactile/Kinesthetic Learners
• Tactile/kinesthetic senses can be
engaged in the learning process are
role play, dramatization, cooperative
games, simulations, creative movement
and dance, multi-sensory activities,
manipulatives and hands-on projects.
4a. Authentic Data: Interactive News and
Exploratives
4b Learner Content Interaction:
Business & Healthcare Examples (Option 6)
4c. Business Case Simulations and
Manipulations
4d. Meaningful: Case-Based Learning:
My Patient.com and SimTeacher
4e. Meaningful: Online Simulations and
Resources (manipulate variables)
4f. Online Simulations:
National Budget Dissection
4g. Posting Oral Histories and
Interviews
Have learners relate the course material to
a real-life experience. (Create, edit, and
post digital movies)
Example: In a course on Technology & Culture,
students freely shared experiences of visiting
grandparents on rural farms.
4h. Group Brainstorming and Decision
Making Using GroupSystems
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
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
1. Tone: Social 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. Scavenger Hunt (Surf Web)
1. Create a 20-30 item online scavenger hunt (e.g.,
finding information on the Web)
2. Post scores
2. Feedback.
A. Annotations in Word: Track
Changes and Commenting
2. Feedback:
B. Critical/Constructive Friends, Email Pals…
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
Requiring Peer Feedback
Alternatives:
2C. Require minimum # of peer comments
and give guidance (e.g., they should do…)
2D. Peer Feedback Through Templates—
give templates to complete peer
evaluations.
2E. 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
(Note: Delphi or Timed Disclosure Technique:
anonymous input till a due date
and then post results and
reconsider until consensus
Rick Kulp, IBM, 1999)
4. Meaningfulness:
A. Field Reflections
1. 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
4. Meaningfulness:
B. Case-Based Learning: Student Cases
1. Model how to write a case
2. Practice answering cases.
3. Generate 2-3 cases during semester based on
field experiences.
4. Link to the text material—relate to how how
text author or instructor might solve.
5. Respond to 6-8 peer cases.
6. Summarize the discussion in their case.
7. Summarize discussion in a peer case.
5. Choice: A. Multiple Topics
• Generate multiple discussion prompts and 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
• List possible topics and have students vote
(students sign up for lead diff weeks)
• Have students list and vote.
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 (i.e., did anyone
change their minds?)
(Alternative:
B. Email Interviews with experts)
7. Curiosity: B. Games
Online Jeopardy Game www.km-solutions.biz/caa/quiz.zip
Games2Train: The Challenge; Thiagi.com
8. Tension: Role Play
A. Role Play Personalities
• List possible roles or personalities (e.g., coach,
optimist, devil’s advocate, etc.)
• Sign up for diff role every week (or 1 main one)
• Reassign roles if someone drops class
• Perform within roles: refer to diff personalities
B. Assume Persona of Scholar (Enroll famous people
in your course
– Students assume voice of that person for one or more
sessions
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 4: Devil's Advocate or
Critic/Censor/Confederate
• Takes opposite points of view for
the sake of an argument and is an
antagonist when addressing any
problem posed. This might be a
weekly role that is secretly
assigned.
9. Interactive:
A. Thoughtful Team Reflection
10. Goal Driven
A. Team Product
• 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)
• Students generate products for the class
Circle Best Three Ideas
• 3 Definitely Will Use:
___________________________
• 3 May Explore:
___________________________
• 3 No Way:
___________________________
Don’t Give Up!!!
Questions and
Answers…???