e-learning: myths, magic, and motivational opportunities dr. curtis j. bonk indiana university and...
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e-Learning: Myths, Magic, and Motivational Opportunities
Dr. Curtis J. Bonk Indiana University and CourseShare.com
http://php.indiana.edu/~cjbonk
I. E-Learning Myths II. E-Learning Magic
III. E-Learning Motivational Opportunities
I. E-Learning Myths….
Myth #1.Instructors can just teach the same
way they always have.
10 Myths of Technology Integration
• Little or no feedback given• Always authoritative• Kept narrow focus of what
was relevant• Created tangential
discussions• Only used “ultimate”
deadlines
• Provided regular qual/quant feedback
• Participated as peer• Allowed perspective sharing• Tied discussion to grades,
other assessments.• Used incremental deadlines
Poor Instructors Good Instructors
Vanessa Dennen’s (2001) Research on Nine Online Courses
(sociology, history, communications, writing, library science, technology, counseling)
Myth #2.I must have a technology
background to use effectively.
You Just Need a Different Mindset
Myth #3.My college or university
cannot afford the technology.
Nicenet is Free!
Myth #4.Learning is not improved when
using technology.
Brains Before and After Technology Integration
BeforeAfter
Basic Distance Learning Finding?
• Research since 1928 shows that DL students perform as well as their counterparts in a traditional classroom setting.
Per: Russell, 1999, The No Significant Difference Phenomenon (5th Edition), NCSU, based on 355 research reports.
http://cuda.teleeducation.nb.ca/nosignificantdifference/
Myth #8.If I wait long enough, it will
go away.
-5
5
15
25
35
45
55
E-Mail InternetResources
WWW Pages ComputerSimulations or
Exercises
PresentationHandouts
Multimedia CD-ROM BasedMaterials
1994
1995
1996
1997
1998
The Rising Use of Technology in Instruction(percentage of courses)
Let’s brainstorm comments (words or short phrases) that reflect your overall attitudes
and feelings towards online teaching…
Feelings Toward Online TeachingThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
(Note: 94 practitioners surveyed.)
• 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)
II. E-Learning Magic….
Magical Technology Ideas
• Represent knowledge with graphing tools• Take to lab for group collaboration or a Web
search.• Use e-mail minute papers for formative
feedback on the class.• Have students do technology demos.• Put syllabus on the Web.
Inspiration
More Magical Technology Ideas
• Experts via video/computer conferencing• Teleconferencing talks to tchrs & experts• Collaborate with students in other
campuses or countries• Have students generate Web pages/pub
work• Students make Web link suggestions
It Works!!!
Videoconferencing at IU
Can a community magically occur online?
How Facilitate Online Community?• Safety: Establish safe environment• Tone: Flexible, inviting, positive, respect• Personal: Self-disclosures, open, stories telling• Sharing: Share frustrations, celebrations, etc• Collaboration: Camaraderie/empathy• Common language: conversational chat space• Task completion: set milestones & grp goals• Other: Meaningful, choice, simple, purpose...
The Center for Research on Learning and Technology, Indiana University
Learning to Teach with Technology Studio
Overview of TICKIT
•In-service teacher education program
•Rural schools in southern Indiana
•Yearlong, 25 teachers from 5 schools
•Primarily school-based
•Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University
III. E-Learning Motivational Opportunities
FRAMEWORKS!
1. Models of Technology in Teaching and Learning
(Dennen, 1999, Bonk et al., 2001)
• Enhancing the Curriculum– computers for extra activities: drill and practice CD
• Extending the Curriculum– transcend the classroom with cross-cultural collaboration, expert
feedback, virtual field trips and online collaborative teams.
• Transforming the Curriculum– allowing learners to construct knowledge bases and
resources from multiple dynamic resources regardless of physical location or time.
2. Reflect on Extent of Integration:The Web Integration Continuum
Level 1: Course Marketing/Syllabi via the WebLevel 2: Web Resource for Student ExplorationLevel 3: Publish Student-Gen Web ResourcesLevel 4: Course Resources on the WebLevel 5: Repurpose Web Resources for Others======================================Level 6: Web Component is Substantive & GradedLevel 7: Graded Activities Extend Beyond ClassLevel 8: Entire Web Course for Resident StudentsLevel 9: Entire Web Course for Offsite StudentsLevel 10: Course within Programmatic Initiative
3. Instructor HatsAssistantDevil’s advocateEditorExpertFilterFirefighterFacilitator
GardenerHelperLecturerMarketerMediatorPriestPromoter
4.
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..."
But there problems…
Problems FacedAdministrative:• “Lack of admin vision.”
• “Lack of incentive from admin and the fact that they do not understand the time needed.”
• “Lack of system support.”
• “Little recognition that this is valuable.”
• “Rapacious U intellectual property policy.”
• “Unclear univ. policies concerning int property.”
Pedagogical:• “Difficulty in performing
lab experiments online.”• “Lack of appropriate
models for pedagogy.”
Time-related:• “More ideas than time to
implement.” • “Not enough time to
correct online assign.”• “People need sleep; Web
spins forever.”
How Avoid Shovelware?
“This form of structure… encourages teachers designing new products to simply “shovel” existing resources into on-line Web pages and discourages any deliberate or intentional design of learning strategy.” (Oliver & McLoughlin, 1999)
Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
How Bad Is It?“Some frustrated Blackboard users who say
the company is too slow in responding to technical problems with its course-management software have formed an independent users’ group to help one another and to press the company to improve.”
(Jeffrey Young, Nov. 2, 2001, Chronicle of Higher Ed)
Intrinsic Motivational Terms?
1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10. Goal Driven: Product-Based, Success, Ownership
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 self-determination in human behavior. NY: Plenum Press.
1. Tone/Climate: Social Ice BreakersA. Readiness Checklist
1. The amount of time I can devote to this class is…
2. I am a self-motivated individual.
3. I am a good “time-manager.”
4. I complete whatever I start.
5. I am not a procrastinator--I like to get things done today and not put off for tomorrow.
1. Tone/Climate: Ice Breakers
B. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings
C. Two Truths, One Lie (Kulp, IBM)
1. Tell 2 truths and 1 lie about yourself2. Class votes on which is the lie
2. Feedback:A. Learner-Content Interactions
2. Feedback:B. Anonymous Suggestion Box
George Watson, Univ of Delaware, Electricity and Electronics for Engineers:
1. Students send anonymous course feedback (Web forms or email)
2. Submission box is password protected3. Instructor decides how to respond4. Then provide response and most or all of suggestion
in online forum5. It defuses difficult issues, airs instructor views, and
justified actions publicly.6. Caution: If you are disturbed by criticism, perhaps do
not use.
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 view3. Discuss with majority pt of view4. Repoll students after class(Or Delphi or TimedDisclosure Technique) anonymous input till a due date and then post results and
reconsider until consensus Rick Kulp, IBM, 1999)
3. EngagementB. Annotations and Animations:
MetaText (eBooks)
4. Meaningfulness:A. Job or Field Reflections
1. Instructor provides reflection or prompt for job related or field observations
2. Reflect on job setting or observe in field3. Record notes on Web and reflect on
concepts from chapter4. Respond to peers5. Instructor summarizes posts
5. Choice: A. Web Resource Reviews
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 chat4. Pose questions5. Discuss and debrief (i.e., did anyone
change their minds?)(Alternatives: B. Email Interviews with experts; C. Assignments with expert reviews)
8. Tension: A. Role Play
• List possible roles or personalities (e.g., coach, questioner, optimist, devil’s advocate, etc.)
• Sign up for different role every week (or for 5-6 key roles during semester)
• Reassign roles if someone drops class• Perform within roles—try to refer to
different personalities in peer commenting
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 7: 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.
Role 8: 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 10: 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.
9. Interactive: A. 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.
10. Goal Driven and Products:A. Gallery Tours
1. Low Risk <-------> High RiskJob Risk Continuum
2. Low Time <-------> High TimeTime Continuum
3. Low Reality <-------> High RealityAuthenticity Continuum
4. Low Cost <-------> High CostExpense Continuum
Final advice…whatever you do…