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3. Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration. Curt Bonk, Indiana University President, CourseShare.com [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com. - PowerPoint PPT Presentation

Text of 3. Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration

  • 3. Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology IntegrationCurt Bonk, Indiana UniversityPresident, [email protected]://php.indiana.edu/~cjbonkhttp://CourseShare.com

  • A Vision of E-learning for Americas Workforce, Report of the Commission on Technology and Adult Learning, (2001, June)A remarkable 84 percent of two-and four-year colleges in the United States expect to offer distance learning courses in 2002 (only 58% did in 1998) (US Dept of Education report, 2000)

    Web-based training is expected to increase 900 percent between 1999 and 2003. (ASTD, State of the Industry Report 2001).

  • The Market is Exploding!

    IDC expects the market to double in size every year through 2003 when the total e-learning market will reach $11.5 billion. Corporations are particularly interested in training their employees in soft skills (leadership, sales, etc.)growing at twice the rate of IT training.Steven McWilliam (2000), e-learning, 1(2), p. 48. (same numbers from Merrill Lynch)

  • Software and hardware customers e-learn the ropes, Scott Tyler Shafer, Red Herring, Feb. 13, 2001Since Cisco is looking to educate 800,000 people globally, the classroom model wasnt feasible. Cisco selected and certified 120 partner training companiesOracle says it has 1,000 developers signing up every day to take courses over the companys Web Oracle Network (OLN)estimates it will train 2.5 million engineers in 2001. (this was only 500,000 in 2000)

  • Timeout!!!What do you do with technology today?________________________________________What about 10 years ago??? _______________________________________

  • Active Learning Principles1. 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

  • Are your studentsmore active with technology?

  • Technology Goals at Purdue1. Experience with wide variety of technology2. Instructional opportunity for diverse learners.3. Link field to class and discuss/dialogue.4. Inquiry, reflection, journals, personal sums.5. Scaffolded learning opportunities.6. Encourage to create artifacts with tech.7. Some electronic assignments and portfolios.8. Link students & faculty-telecommunications.(e.g., bulletin boards and online discussions)9. Interactive simulations.10. Informal e-mail.

  • Technology ToolsMBL--sensors, probes, microphones, motion detHand held Devices: Graphing calculators, palm pilots, NewtonsExploratory Simulationsphysics, chemistry, etc.Telecommunications & Interpers Exchanges: e.g., keypals, ask expert, cross-age mentoring.Assistance Technology: screen magnifiers, speech synthesizers and digitizers, voice recognition devices, touch screens, alternative computer keyboards, and headpointing devices Writing: post-it notes, outlining aids, semantic webbing tools, prompting tools, word processors, grammar checks.

  • More Technology ToolsCognitive Tools: graphing tools, spreadsheets, word processors, and databasesIntelligent Tutors: Geometry, Algebra, StatisticsDistance Learning: Web and videoconferencingClass Management: Gradebooks, track studentsPresentation/Integration: Smart lecturnsTesting: Essay grade, computer adaptive testingClassroom Assessment: Digital portfolios

  • Technology IdeasExperts via video/computer conferencingTeleconferencing talks to tchrs & expertsReflect on field & debate cases on the WebMake Web resources accessibleCollab with Students in other places/countriesHave students generate Web pages/pub workRepresent knowledge with graphing toolsVideoconference with colleaguesMake Web link suggestions

  • More Technology IdeasTake to lab for group collaboration.Take to computer lab for Web search.Take to an electronic conference.Put syllabus on the Web.Create a class computer conference.Require students sign up for a listserv.Use e-mail minute papers & e-mail admin.Have students do technology demos.

  • Asynchronous Possibilities1. Link to peers and mentors.2. Expand and link to alternative resources. 3. Involve in case-based reasoning.4. Connect students in field to the class.5. Provide e-mail assistance6. Bring experts to teach at any time.7. Provide exam preparation.8. Foster small group work.9. Engage in electronic discussions & writing.10. Structure electronic role play.

  • Strategies:Videoconferencing 1. Human Graphs, Stand and Share, Present2. Tell Tall Tales, Creative Writing3. Think-Pair-Share, Three Step Interviews4. Swami Questions, Bingo Quizzes5. Numbered Heads Together6. Cooperative Scripts7. Three Stay, One Stray8. Phillips 66/Buzz Groups9. Pruning the Tree10. Double Fishbowl

  • Are you ready?

  • Isit thatsimple?NOPE!!!

  • To Cope with the Technology Explosion, We Need Instructor E-Learning Support!!!

  • 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.

  • There is a problem

  • Online Training Boring? From Forrester, Michelle Delio (2000), Wired News. (Interviewed 40 training managers and knowledge officers)

  • Motivation is critical to e-learning success. Would you rather go to the training room, sit with a friend and have a sweet roll while learning about the new inventory system, or stay in your cube and stare at your monitor all afternoon? Anything you do to motivate your students is good. Dont be afraid to entertain them. Good trainers do it all the time.Bob Burke (2000, Sept.), 10 e-learning lessons: Please the customer or fail the course. E-learning 1(4), 40-41.

  • Were Handing out degrees in electronic page turning!!!To get the certificate, learners merely needed to read (i.e. click through) each screen of material

  • But 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)

  • 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)

  • Must Online Learning be Boring?What Motivates Adult Learners to Participate?

  • Intrinsic Motivationinnate propensity to engage ones interests and exercise ones 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.

  • Extrinsic Motivationis motivation that arises from external contingencies. (i.e., students who act to get high grades, win a trophy, comply with a deadlinemeans-to-an-end motivation)See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon.

  • E-Learning Pedagogical Strategies

  • Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)Tone/Climate: Psych Safety, Comfort, BelongingFeedback: Responsive, Supports, EncouragementEngagement: Effort, Involvement, ExcitementMeaningfulness: Interesting, Relevant, AuthenticChoice: Flexibility, Opportunities, AutonomyVariety: Novelty, Intrigue, UnknownsCuriosity: Fun, Fantasy, ControlTension: Challenge, Dissonance, ControversyInteractive: Collaborative, Team-Based, CommunityGoal Driven: Product-Based, Success, Ownership

  • Encourage activities that motivate thinking.

    (Sheinberg, April 2000, Learning Circuits)

  • Tone:A. Instructor ModelingThe first week of a course is a critical If an instructor is personable, students will be personableIf formal, students will be formalToo little instructor presence can cause low levels of student involvementToo much presence can cause uninspired student involvement

  • Tone: B. Thiagi-Like Ice Breakers1. 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)2. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other.

  • 1. Tone/Climate:B. Thiagi-Like Ice Breakers3. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

    4. 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/Climate:B. Thiagi-Like Ice BreakersPair-Ups: Have pairs of students summarize the course syllabus for each other or summarize initial materials sent from the instructor.99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions.Chat Room Buds: Create a discussion prompt in one of X number of chat rooms. Introduce yourself in the chat room that interests you.

  • 1. Tone/Climate:B. Thiagi-Like Ice BreakersStorytelling 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.htmFavorite Web Site: Have students post the URL of a favorite Web site or URL with personal information and explain why they choose that one.Who Has Polls: During initial meeting, pool students on various interesting topics (e.g., who has walked on stilts, swam in the ocean, sat in a casket, flown a plane, etc.)

  • 1. Tone/Climate:B. Thiagi-Like Ice Breakers KNOWU Rooms:Create discussion forums or chat room topics for people with diff experiences (e.g., soccer parent, runner, pet lovers, like music, outdoor person). Find those with similar interests.Complete eval form where list people in class and interests. Most names wins. Public Commitments: Have students share how they will fit the coursework into their busy schedules.

  • Multiple Rooms for Chat

  • Tone/Climate: B. Thiagi-Like Ice Breakers13. Scavenger Hunt1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web)2. Post scores

    14. Two Truths, One LieTell 2 truths and 1 lie about yourselfClass votes on which is the lie

  • 2. FeedbackA. Requiring Peer FeedbackAlternatives:1. Require minimum # of peer comments and give guidance (e.g., they should do)2. Peer Feedback Through Templatesgive templates to complete peer evaluations.3. Have e-papers contest(s)

  • 2. Feedback:B. Web-Supported GroupReading ReactionsGive a set of articles.Post reactions to 3-4 articles that intrigued them.What is most impt in readings?React to postings of 3-4 peers.Summarize posts made to their reaction.(Note: this could also be done in teams)

  • 2. Feedback:C. Acknowledgement via E-mail, Live Chats, Telephone (Acknowledge questions or completed assignments)

  • 2. Feedback (Instructor)D. Anonymous Suggestion BoxGeorge Watson, Univ of Delaware, Electricity and Electronics for Engineers:Students send anonymous course feedback (Web forms or email)Submission box is password protectedInstructor decides how to respondThen provide response and most or all of suggestion in online forumIt defuses difficult issues, airs instructor views, and justified actions publicly.Caution: If you are disturbed by criticism, perhaps do not use.

  • 2. Feedback:E. Double-Jeopardy QuizzingGordon McCray, Wake Forest University, Intro to Management of Info SystemsStudents take objective quiz (no time limit and not graded)Submit answer for evaluationInstead 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 responsesStudents must commit to a response but can use reference materialsCorrect answer and explanation are presented

  • 2. Feedback:F. Async Self-Testing and Self-Assessments

  • 2. Feedback:G. Synchronous Testing & Assessment(Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ, Syllabus, January 2002)Post times when will be available for 30 minute slots, first come, first serve.Give 10-12 big theoretical questions to study for.Tell can skip one.Assessment will be a dialogue.Get them there 1-2 minutes early.Have hit enter every 2-3 sentences.Ask qs, redirect, push for clarity, etc.Covers about 3 questions in 30 minutes.

  • 2. Feedback (Instructor)H. Reflective WritingAlternatives:Minute Papers, Muddiest Pt PapersPMI (Plus, Minus, Interesting), KWLSummariesPros and ConsEmail instructor after class on what learned or failed to learn(David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18)

  • 3. Engagement:A. Questioning(Morten Flate Pausen, 1995; [email protected])

    Shot Gun: Post many questions or articles to discuss and answer anystudent choice.

    Hot Seat: One student is selected to answer many questions from everyone in the class.

    20 Questions: Someone has an answer and others can only ask questions that have yes or no responses until someone guesses answer.

  • 3. EngagementA. Questioning: XanEdu Coursepacks

  • 3. EngagementB. Annotations and Animations: MetaText (eBooks)

  • 3. Engagement:C. Electronic Voting and Polling1. 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

    (Note: Delphi or Timed Disclosure Technique: anomymous input till a due date and then post results andreconsider until consensus Rick Kulp, IBM, 1999)

  • 3. EngagementD. Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

  • 4. Meaningfulness: A. Perspective Taking: Oral Histories and Interviews1. Perspective sharing discussions: Have learners relate the course material to a real-life experience.

    Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms. The discussion led to a greater interest in the readings.

  • 4. Meaningfulness: B. Perspective Taking: Foreign LanguagesKaty Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU:Have students receive e-newsletters from a foreign magazine as well as respond to related questions.Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

  • 4. Meaningfulness: C. Knowledge Construction & Virtual Models (Ken Hay, Univ of Georgia)Introduction to Astronomy ProfessorUses Celestial Construction Kit: A 3-D modeling environment where learners can construct models of the solar system.Uses a variety of resources: NASA data, textbooks, and Web resourcesLearners construct models through direct manipulation interface and explore fundamental scientific concepts (e.g., elliptical orbits and the physics underlying them).

  • 4. Meaningfulness: D. Simulations and Perspective TakingNick Cullather, History Professor at IU:Students play roles in a Vietnam War simulation called Escalation to rethink notions of war, force, and victory as well as improve decision making.

  • 4. Meaningfulness: E. Expert Job Interviews1. 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:F. Job or Field ReflectionsInstructor provides reflection or prompt for job related or field observationsReflect on job setting or observe in fieldRecord notes on Web and reflect on concepts from chapterRespond to peersInstructor summarizes posts

  • 4. Meaningfulness:G. Case-Based Learning: Student CasesModel how to write a casePractice answering cases.Generate 2-3 cases during semester based on field experiences.Link to the text materialrelate to how how text author or instructor might solve.Respond to 6-8 peer cases. Summarize the discussion in their case.Summarize discussion in a peer case.(Note: method akin to storytelling)

  • 10 Ways of Using Cases on Web1. Build Web weekly work around case.2. Include cases on Web exams or readings.3. Put video of case on Web.4. Read diff cases & form database.5. Use prepackaged Web simulations or cases. 6. One team writes case & another answers.7. Small interest groups post cases.8. Publish class cases and enter competitions.9. Students generate & discuss cases.10. Instructor repurposes student cases.

  • 4. Meaningfulness:H. Case-Based LaboratoriesVirginia Polytechnic Institute: Veterinary Medicine (Active learning goal: access diagnostic test results, interpret significance, & read ref materials)Instructors provide all materials for case-based labs: WP files, patient photos & materials, color slides of specimensCreate Web images through scanning photos, slides, radiographs, and computed scans.Find approp sound files on educational sites.Students view patient info (photo, lesion photos, history, physical exam findings)Can click on active links of sounds (breath, cardiac, etc.)Students must answer questionsStudents encouraged to discuss cases before classStudents and instructors discuss in class.

  • 4. Meaningfulness:I. Authentic Data AnalysisJeanne Sept, IU, Archaeology of Human Origins; Components: From CD to WebA set of research qs and problems that archaeologists have posed about the site (a set of Web-based activities)A complete set of data from the site and background info (multimedia data on sites from all regions and prehistoric time periods in Africa)A set of methodologies and addl background info (TimeWeb tool to help students visualize and explore space/time dimensions)Students work collaboratively to integrate multidisciplinary data & interpret age of siteInterpret evidence for sites ancient environmentsAnalyze info on artifacts and fossils from the site

  • 5. Choice:A. Multiple TopicsGenerate multiple discussion prompts and ask students to participate in 2 out of 3Provide different discussion tracks (much like conference tracks) for students with different interests to choose amongList 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) Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed.Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).

    Alternative: Facilitator-Starter-Wrapper (Alexander, 2001)Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

  • 5. Choice:C. Web Resource Reviews

  • 6. Variety:A. BrainstormingCome up with interesting or topic or problem to solveAnonymously brainstorm ideas in a chat discussionEncourage spin off ideasPost list of ideas generatedRank or rate ideas and submit to instructorCalculate average ratings and distribute to group

  • 6. Variety:B. RoundrobinSelect a topicRespond to itPass answer(s) to next person in groupKeep passing until everyone contributes or ideas are exhaustedSummarize and/or report or findings

  • 6. Variety:C. Just-In-Time-TeachingGregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

  • 6. Variety:D. Just-In-Time Syllabus(Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htmSyllabus 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, discussione.g., Economics instructors incorporate time-sensitive data, on-line discussions as well as links to freshly-mounted websites into the delivery of most of the undergraduate courses in economics. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.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

  • 6. Variety: E. Virtual ClassroomJoachim Hammer, University of Florida, Data Warehousing and Decision SupportVoice annotated slides on Web; 7 course modules with a number of 15-30 minutes unitsBiweekly Q&A chat sessions moderated by studentsBulletin Board class discussionsPosting to Web of best 2-3 assignmentsExam Qs posted to BB; answers sent via emailTeam projects posted in a team project spaceAddl Web resources are structured for students (e.g., white papers, reports, project and product home pages)Email is used to communicate with students

  • 7. Curiosity:A. Electronic SeanceStudents read books from famous dead peopleConvene when dark (sync or asynchronous).Present present day problem for them to solveParticipate from within those characters (e.g., read direct quotes from books or articles)Invite expert guests from other campusesKeep chat open for set time periodDebrief

  • 7. CuriosityB. Online Fun and Games(see Thiagi.comOr deepfun.com)Puzzle gamesSolve puzzle againsttimerLearn conceptsCompeteGet points

  • 7. Curiosity: C. Electronic Guests & MentoringFind article or topic that is controversialInvite person associated with that article (perhaps based on student suggestions)Hold real time chatPose questionsDiscuss and debrief (i.e., did anyone change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)

  • 7. Curiosity: D. Video MentoringAudiology Professor, Univ of FloridaCourse instructor invites national known experts to lecture in specific content areas.Lectures are videotaped in a recording studio, edited by professional, duplicated, and distributed to each student.Average of ten hours of lectures from 3-5 experts are prepared for each class.Visual aids are added to each tape and a transcript is prepared for hearing-impaired students.

  • 7. Curiosity:E. Synchronous ChatsWebinar, WebcastGuest speaker moderated (or open) Q&A forumInstructor meetings, private talk, admin helpQuick Polls/Quizzes, Voting Ranking, SurveysSwami QuestionsPeer Q&A and DialogueTeam activities or meetingsBrainstorming ideas, What-Ifs, Quick reflectionsGraphic Organizers in Whiteboard (e.g., Venn)Twenty Questions, Hot Seat, etc.

  • Tech check since anything can happen

  • F. Peer Questions & Team Meeting

  • G. Peer Questions & Team Meeting: Moderated

  • H. Collaborative Document Writing Online:Peer-to-Peer Collaboration

  • I. Online Language Support (pronunciation, communication, vocabulary, grammar, etc.)

  • Instructor-Led Training(e.g., GlobalEnglish)

  • Typical Features (e.g., Englishtown (millions of users from over 100 countries)Online Conversation ClassesExperienced Teachers (certified ESL)Expert MentorsPeer-to-Peer ConversationPrivate Conversation ClassesPlacement TestsPersonalized FeedbackUniversity CertificationSelf-Paced Lessons

  • 8. Tension:A. Role PlayA. Role Play PersonalitiesList possible roles or personalities (e.g., coach, optimist, devils advocate, etc.)Sign up for different role every week (or 5-6 key roles)Reassign roles if someone drops classPerform within rolesrefer to different personalitiesB. Assume Persona of ScholarEnroll famous people in your courseStudents assume voice of that person for one or more sessionsEnter debate topic or Respond to debate topicRespond to rdg reflections of others or react to own

  • 8. Tension.C. 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, rageYellow Hat: Positive, sunshine, optimisticBlack Hat: Logical, negative, judgmental, gloomyGreen Hat: New ideas, creativity, growthBlue Hat: Controls thinking process & organization

    Note: technique used in a business info systems class where discussion got too predictable!

  • 8. Tension:D. Instructor Generated Virtual Debate (or student generated)Select controversial topic (with input from class)Divide class into subtopic pairs: one critic and one defender.Assign each pair a perspective or subtopicCritics and defenders post initial position stmtsRebut person in ones pairReply to 2+ positions with comments or qsFormulate and post personal positions.

  • 9. Interactive: A. Critical/Constructive Friends, Email Pals, Web BuddiesAssign a critical friend (perhaps based on commonalities).Post weekly updates of projects, send reminders of due dates, help where needed.Provide criticism to peer (I.e., what is strong and weak, whats 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. Reflect on experience.

  • 9. Interactive:B. Symposia or Panel of ExpertsFind topic during semester that peaks interestFind students who tend to be more controversialInvite to a panel discussion on a topic or themeHave them prepare statementsInvite questions from audience (rest of class)Assign panelists to start C. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

  • 9. Interactive:D. Online Co-Laborative Psych ExperimentsPsychExperiments (University of Mississippi)Contains 30 free psych experimentsLocation independentConvenient to instructorsRun experiments over large number of subjectsCan build on it over timeCross-institutionalKen McGraw, Syllabus, November, 2001

  • 10. Goal Driven:A. Group Problem SolvingProvide a real-world problemForm a committee of learners to solve the problemAssign a group reporter/managerProvide interaction guidelines and deadlinesBrainstormingResearchNegotiationDraftingEditingReflecting============================================B. Jigsaw Technique:Assign chapters within groups(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)

  • 10. Goal Driven:C. Gallery ToursAssign Topic or Project(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers) Students Post to WebExperts Review and RateTry to Combine Projects

  • Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing2. Feedback: Self-Tests, Reading Reactions3. Engagement: Qing, Polling, Voting4. Meaningfulness: Job/Field Reflections, Cases5. Choice: Topical Discussions, Starter-Wrapper6. Variety: Brainstorming, Roundrobins7. Curiosity: Seances, Electronic Guests/Mentors8. Tension: Role Play, Debates, Controversy9. Interactive: E-Pals, Symposia, Expert Panels10. Goal Driven: Group PS, Jigsaw, Gallery ToursPick One??? (circle one)

  • Pick an IdeaDefinitely Will Use: ___________________________

    May Try to Use: ___________________________

    No Way: ___________________________

  • Final advicewhatever you do

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