1. Integrating Active, Individualized Learning

Through Web-based Technologies

Dr. Curtis J. Bonk Professor, Indiana UniversityPresident, CourseShare.com

http://php.indiana.edu/~cjbonk, cjbonk@indiana.edu

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 Data2. Student Autonomy/Inquiry3. Relevant/Meaningful/Interests4. Link to Prior Knowledge5. Choice and Challenge6. Teacher as Facilitator and Co-Learner7. Social Interaction and Dialogue8. Problem-Based & Student Gen Learning9. Multiple Viewpoints/Perspectives10. Collab, Negotiation, & Reflection

7 Fundamental Principles of Learning(Kahn, 1993)

1. Learning is social2. Knowledge is integrated into life of

community3. Learning is an act of membership4. Knowing in engagement in practice5. Engagement & empowerment are

linked6. Failure to learn results from

exclusion from practice7. 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 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.

#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 computers for extra activities: drill and

practice CD

Extending the Training 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 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

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 pre-existing 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 Web-based 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 TeacherThe 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. 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

E-ModeratingE-Moderating: The Key to Teaching and Learning Online, (Gilly Salmon, (1999) Kogan Page)

1. Know when to stay silent for a few days.2. Close off unused or unproductive conferences.3. Provide a variety of relevant conference topics.4. Deal promptly with dominance, harassment,

etc.5. Weave, summarize, and archive often.6. Be an equal participant in the conference.7. Provide sparks or interesting comments.8. Avoid directives and right answers.9. Acknowledge all contributions.10. Support others for e-moderator role.

Pedagogical Techniques of CMC(Paulsen, 1995, The Online Report on Pedagogical Techniques for Computer-Mediated Communication)

1. Collective databases, Access to Online Resources

2. Informal socializing (online cafes)3. Seminars (read before going online)4. Public tutorials5. Peer counseling, learning partnerships

(Online Support Groups)6. Simulations, games, and role plays7. Free Flowing Discussions/Forums8. Email interviews9. Symposia or speakers on a theme10. 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

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

Dennen’s Research on Nine Online Courses(sociology, history, communications, writing, library science,

technology, counseling)

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) Students don’t participateb) Students all participate at the

last minutec) Students post messages but

don’t conversed) Facilitation takes too much timee) If they must be absent, the

discussion dies offf) Students are confused

Reasons why...Students don’t participate

Because it isn’t required Because they don’t know what is

expectedStudents all participate at last minute

Because that is what was required Because they don’t want to be the

firstInstructor 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 self-determination in human behavior. NY: Plenum Press.

Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others:

Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)

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

1. Tone/Climate: Ice Breakers

A. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

B. Coffee House Expectations1. Have everyone post 2-3 course expectations2. 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/cartooncoll.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 Hunt1. Create a 20-30 item online

scavenger hunt (e.g., finding information on the Web)

2. Post scores

H. Two Truths, One Lie1. Tell 2 truths and 1 lie about

yourself2. Class votes on which is the lie

2. FeedbackRequiring 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. 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.

2. Feedback:e. Double-Jeopardy Quizzing

Gordon McCray, Wake Forest University, Intro to Management of Info Systems

1. Students take objective quiz (no time limit and not graded)

2. Submit answer for evaluation3. 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

4. Students must commit to a response but can use reference materials

5. Correct answer and explanation are presented

2. Feedback (Instructor)f. Reflective Writing

Alternatives:1. Minute Papers, Muddiest Pt Papers2. PMI (Plus, Minus, Interesting), KWL3. Summaries4. 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 view3. Discuss with majority pt of view4. Repoll students after class

(Option B: Delphi or Timed Disclosure Technique: anomymous input till a due date

and then post results andreconsider until consensus

Rick Kulp, IBM, 1999)

4. Meaningfulness: A. Professional/E-mail

Interviews

1. Field Definition Activity: Have student interview (via e-mail, 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. 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 peers5. Instructor summarizes posts

5. Choice:A. Discussion: Starter-

Wrapper

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).

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. 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.

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

1. Find article or topic that is controversial2. 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: Email Interviews with

expertsAssignments with expert reviews)

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

personalitiesB. 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. Assign a critical friend (perhaps based on commonalities).

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.

4. Reflect on experience.

9. Interactive:B. Symposia, Press Conference, or

Panel of Experts

1. Find topic during semester that peaks interest2. Find students who tend to be more controversial3. Invite to a panel discussion on a topic or theme4. Have them prepare statements5. Invite questions from audience (rest of class)6. 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. Input learner names into a Web site.2. When learners arrive, it randomly assigns

them a secret protégé for a meeting.3. Tell them to monitor the work of their

protégé but to avoid being obvious by giving feedback to several different people.

4. Give examples of comments.5. At end of mtg, have proteges guess

coaches.6. 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, expectations2. Feedback: require fdbk, templates, e-papers

contests3. Engagement: polling, voting, timed disclosure4. Meaningfulness: e-mail interviews, field observations5. Choice: starter-wrapper, multiple tracks/topics6. Variety: just-in-time-teaching7. Curiosity: seances, electronic guests/mentors8. Tension: role play, assume persona of a scholar9. Interactive: e-pals, symposia, expert panels10. Goal Driven: gallery tours

Pick one you can use…??? (circle one)

Some Final Advice…

Or Maybe Some Questions???