Ideas for Videoconferencing and the New Roles of Instructors and Students Dr. Curtis J. Bonk Indiana University CourseShare.com cjbonk

Ideas for Videoconferencing and the New Roles of Instructors and

Students

Dr. Curtis J. Bonk Indiana University

CourseShare.comhttp://php.indiana.edu/~cjbonk

[email protected]

How do you use videoconferencing?

1. __________________2. __________________3. __________________4. __________________5. __________________

Jim Seymour, PC Magazine, Nov 27, 2001

“…in the wake of the terrorist attacks, videoconferencing is suddenly hot—very hot. No one wants to get on planes now, least of all for a semi-meaningful two-hour meeting four hours away. But meet we must, so we're doing more and more of it via video. And I confess that I've found my dislike for videoconferencing softening.”

Pacific Bell’s Education First Initiativehttp://www.kn.pacbell.com/wired/vidconf/description.html

• Videoconferencing technology allows two or more people at different locations to see and hear each other at the same time.

Types of Systems (Pac Bell Videoconferencing Guide, 1995-2002)

• ISDN: has standards, uses regular phone lines, bandwidth is connected to your call and can increase it from 112 kbps to 384

• Desktop (e.g., CuSee-Me): is Internet-based, can be located anywhere, anytime, cheap, more informal and relaxed, typically has document sharing, equal participation, many to many.

Moving to IP Networks (Khan & Hirata, Nov 2001, e-learning mag)

“…many universities…have a main campus and one or more satellite campuses that are connected through ISDN. However, only a limited number of dedicated conferencing rooms connect the two sites, enabling face-to-face meetings for faculty and board meetings, cross-campus lectures, and thesis defense meetings.”


Problems with traditional methods:

• System controlled by university

• Procedure is tedious and time-consuming

• Have to call in and reserve the room

• Room must be available

• Room availability not promoted well and seldom used

Carla Schutte, Tech Specialist, Nov. 1998 http://www.fi.edu/fellows/fellow6/nov98/index.html

“Desktop videoconferencing is synchronous two-way communication using real-time digitized video. It is also called "video chat" in some reference materials. Taking advantage of the internet and low-cost or free software, users can use their computers and a camera to connect to others.”


“Polycom moved into videoconferencing three years ago through the acquisition of ViaVideo Communications; the midprice Polycom ViewStation unit (under $4,000) now has more than 100,000 installed systems. (Polycom also recently bought PictureTel, the leading "room" videoconferencing firm.)”


“Compared with little videocams meant for PC use, the ViaVideo (from Polycom) delivers somewhat to much better pictures at faster frame rates in larger windows with clearer sound. This is not network television…but it is good enough.”


Advantages to university for IP Systems:• No cost of audio and video data transfer • Do not require large investments in

equipment or networks• Easier to use and less training time (more

focus on content and student interaction)• Do not need a specialist to maintain

system


• “The big and overriding advantage is that (PC-based) systems are easy to set-up, easy to operate, and easy to maintain.”

• Software solution over network solution or telephone solutions.

• Do not have to configure IP addresses or remember phone numbers.


Advantages to Users:• Available to anyone with Internet access

– (no longer have to be in the org on same network)

– Collaborate on documents (with students around the world)

• Online access detection (in newer systems)– Push Web pages to each other

– Participate in voice and video chat (perhaps on homework)


“…at ABC University, where students attend classes during the day on campus, students can collaborate in the evenings on group projects from their dorm rooms and homes. While working on papers, students can consult online with a professor face-to-face who may be in their office or at home.”


“With online presence detection, they simply click on a conference session name or on their colleague or professor’s username to get connected—instantly being able to exchange data, collaborate on documents, and participate in voice and video chat.”


“As people endeavor to keep up with changes in technology and advancements in their education, it is critical for corporations and academic institutions to provide globally open access to education over the Internet.”

My History with Videoconferencing and DE

• 1987-1988. Helped create a one-way telecourse• 1989-1996. Worked with computer

conferencing and collab writing tools• 1995. Picture-Tel & CU-SeeMe (Interactive TV)• 1997-1999. Videoconferencing to Finland• 1996-2000. Project Athena-Multicampus Tech

Proj• 1998-Present. TICKIT project for rural teachers• 1995-Present. Guest Expert via

Videoconferencing• 1995-Present. Various Online Classes

Videoconferencing Used to Support Web Class (or live class)

Video Meant to Be Key, but Discussion Takes Over

Videoconferencing Advice

Videoconferencing is hard (Managerial Skills)

• Plan for resources, syllabus, and books• Consider developing a Web support site• Visit remote sites (and announce it)• Call on students who are talking• Have an agenda, sequence materials• Contact site coordinator(s)

http://shopping.oraclesmallbusiness.com/app/site/site.nl?site=ACCT88321&ckchk=ACCT88321%2Ccomp-apache003&mode=items&sc=2&category=3



http://shopping.oraclesmallbusiness.com/app/site/site.nl?site=ACCT88321&mode=items&sc=2&category=16&it=A&id=429

Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002)

• Limit the number of sites to 3 or 4

• Get phone or email of participants

• Bring a cell phone to the event

• Plan a practice session

• Make sure sites call in 30 minutes early

• A wireless mic can be passed around

• Have back-up tech plan--conference call

Classroom Management (A Guide to Vidoconferencing, The World Bank, 2002)

• Vary speaking tempo• Avoid monotone and hasty presentations• Send background materials and slides to

students to limit presentation time• Maintain low voice tone and enunciate

clearly• Keep in mind that microphones are

sensitive to volume

Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002)

• All sites should mute their mics

• Set ground rules on speaking protocols

• Site facilitators preset camera settings

• Main facilitator should start with purpose, agenda, protocols, etc.

Internet-Based Advice(Hazel Jobe, 1999)

• Plan it for morning when there is less congestion• Decide on placement or students on camera as

well as placement of mics• Plan for the worst. If server if down, postpone

it.• Have students do research then share via video• Mentoring is a great option in videoconferencing• Beware of unexpected incoming hook-up

requests

Videoconferencing is hard (Technological Skills)

• Test out the equip 30 minutes prior to class

• Test room 1-2 weeks b4 teaching in it.

• Set camera presets

• Assistant to help b4 teach and for admin (faxing, troubleshooting)

• Get some training




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Videoconferencing is Fun(Social Hat)

• Order pizza for remote site and see who is willing to pay.

• Introduce students to each other who normally would never meet.

• Wear tennis shoes and see if anyone notices.• Ask for mailbox, office space, and parking spot

at remote site and do not go back to work.• Try stretching exercises.

Videoconferencing Requires Pedagogy (Pedagogical Hat)

• Use document camera for sharing

• Call on students at remote site first

• Vary the activities

• Change activity or break into small groups every 15-30 minutes

Active Learning is Important!

Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002)

• Maintain interest with novel activities

• Make materials and learning relevant

• Explain differences from passive TV watching

• Consider pace; slow for new material

• Alternate lecture and activities


Techniques:

• Participant presentations

• Role play and debates

• Case studies

• Semantic maps to minimize text

• Brief video clips with discussion


• Maintain eye contact (look directly at camera, not TV or students in your room).

• Use names

• Repeat questions before answering

• See if someone else has answer first

Why Select Videoconferencing?• Reel Em In!!! (new students)• Bring in a Dose of Reality (real

world)• I always wanted to teach at XYZ.• It was requested!• It's Cool! It’s New! It’s a

Challenge!• Can be in two places at one time.• My students count too!• 7-11/Village Pantry Thinking.

What Worked?

• Group Discussion

• Small Group Activities

• Experts

• Final Presentations

• Variety, Breaks, Acting, Zaniness

• Food and drinks

Preparing to Teach With Videoconferencing

(A Guide to Vidoconferencing, The World Bank, 2002)

• Consider learner prior knowledge

• Consider learner technology resources

• Incorporate charts and outlines

• Use both audio and visuals to increase attention

• Organize main points and present them progressively

Preparing Slides for Videoconferencing


• Leave 1.5 inch blank frame on edges

• Create all page layouts in landscape or horizontal format

• Font size 24 to 36

• Max 9 lines and 35 characters/line

• Minimum line thickness: 2 pt.

Preparing Slides for Videoconferencing


• Keep diagrams simple

• Video makes all print hard to see, so make slides twice as large as think

• Medium blue to light green backgrounds work best

• Limit use of animation

The Presentation (tale of “disco Jim”)

• Avoid intense colors—they bleed on screen– Avoid bright green, orange, and busy

patterns, striped clothes

• Avoid all dark or all light clothing• Pastel colors look better than bright

white– Blue and medium gray look good on camera

The Presentation

• Image looks best from waste up

• Be natural and maintain eye contact

• Pause for delays in transmission

• Do not move about too quickly

• Avoid gum, rocking back and forth, chewing gum, dangling jewelry, overt hand gestures, tinted glass lenses

When using Document Camera


• Convert all transparencies to paper copy with background

• Avoid touch or moving items under document camera

• Use a pen or other type of pointing device

• Again, print in landscape format

• Print in light card stock, if possible

When using Control Panel (A Guide to Vidoconferencing, The World Bank, 2002)

• Become familiar with basic functions prior to first session

• Ask questions of producers if present

• Consider temporary labels for camera presets

• Consider training a student as a helper

• Contact student at remote sites to help

Atmosphere and Interaction Tips (A Guide to Vidoconferencing, The World Bank, 2002)

• Break lesson into segments and build in interaction sequences

• Delegate part of presentation to others

• Remind to ask questions

• Perhaps have discussion at start of next session to recap last topic

Pedagogical Strategies:Videoconferencing

1. Human Graphs, Stand and Share, Present2. Mock Trials with Occupational Roles3. Tell Tall Tales, Creative Writing4. Think-Pair-Share, Cooperative Scripts5. Phillips 66/Buzz Groups, Roundrobins6. Pruning the Tree, Bingo Quizzes7. Numbered Heads Together8. Three Stay, One Stray9. Swami Questions10. Double Fishbowl.


1. Human Graphs, Stand and Share, Present

Human Graph:

• Have students line up on a scale (e.g., 1 is low and 5 is high) on camera according to how they feel about something (e.g., topic, the book, class).

• Debrief


1. Human Graphs, Stand and Share, PresentStand and Share:• Have students think about a topic or idea

and stand when they have selected an answer or topic.

• Call on students across sites and sit when speak.

• Also, sit when you hear your answer or your ideas are all mentioned by someone else.


1. Human Graphs, Stand and Share, Present

Presentation:

• Assign a task for students to present on.

• Have them create PowerPoint slides, bring videotapes or other media, and items for document camera.

• Consider have peer and instructor evaluation forms for each group and/or individual.


2. Mock Trials with Occupational Rolesa. Create a scenario (e.g., school reform in the

community) and hand out to students to read.b. Ask for volunteers for different roles (everyone

must have a role).c. Perhaps consider having one key person on the

pro and con side of the issue make a statement.d. Discuss issues from within role (instructor is the

hired moderator or one to make opening statement; he/she collects ideas on document camera or board).

e. Come to compromise.


3. Tell Tall Tales, Creative Writing

a. Start a topic of discussion perhaps with an interesting scenario or “just imagine” if this happened or an object obituary.

b. Pass on the story to a student to continue it at another location or have volunteers.

c. Continue with story.

d. Perhaps combine with a Stand and Share activity.


4. Think-Pair-Share, Cooperative Scripts

Think-Pair-Share

• Assign a topic for reflection or writing.

• Have share their responses with someone next to them.

• Ask to share with class.

• Alternatively, ask students to volunteer something they heard from a peer.


4. Think-Pair-Share, Cooperative ScriptsCooperative Scripts• Assign a short reading passage and pairs

of students.• Have one person summarize passage and

the other listen and ask questions or add to it.

• Share what learned with class (consider perhaps assigning a different passage to each group or to each individual).


4. Think-Pair-Share, Cooperative Scripts

Three Step Interview

• Assign pairs of students who interview each other.

• Pairs introduce each other to another group.

• Then they introduce members or another group to entire videoconference.


5. Phillips 66/Buzz Groups, Roundrobins

Phillips 66/Buzz Groups

• Assign a topic at the start or end of class.

• Assign students to groups of 6 students to discuss that topic for 6 minutes.

• Summarize that discussion with videoconferencing class.


5. Phillips 66/Buzz Groups, Roundrobins

Roundrobin

• Select a topic

• Respond to it

• Pass answer(s) to next person in group

• Keep passing until everyone contributes or ideas are exhausted

• Summarize and/or report or findings


6. Pruning the Tree, Bingo QuizzesPruning the Tree• Have a recently learned concept or

answer in your head.• Students can only ask yes/no types of

questions.• If guess and wrong they are out and can

no longer guess.• The winner guesses correctly.


6. Pruning the Tree, Bingo QuizzesBingo Quizzes• Have questions with answers that complete a

Bingo card. Put course related questions or statements on a slip of paper with each #.

• Pull numbers from a hat.• Read question and number and students have

to put answer in that box if their Bingo card has it.

• First one to think she has Bingo reads her card. If anything is incorrect, keep going.


7. Numbered Heads Togethera. Assign a task and divide into groups

(perhaps 4-6/group).b. Perhaps assign group names across

videoconferencing sites or perhaps some competition between them.

c. Count off from 1 to 4.d. Discuss problem or issue assigned.e. Instructor calls on groups & numbers.


8. Three Stay, One Stray

a. Assign task.

b. Designate one person as a spy who from time-to-time travels about room and looks at solutions and answers of other groups.

c. Spy reports back to group.

d. Group reports to larger videoconferencing group.


8. One Stay, Three Stray

a. Assign task.

b. Once completed, post results on wall in a poster session (e.g., showcase model, list of questions, final product, etc.).

c. One person stays behind to present product and others tour the room.

d. Report back to videoconferencing group.


9. Swami Questions

a. Have all sites send in questions during break time.

b. At end of session go thru as many of them as you can in last 5-10 minutes.


9. Alternative Swami Questionsa. Tell them you are out of time today.

b. take questions home and come up with creative answers (put in sealed envelopes)

c. Next time start class dressed as a swami and put answers and answer questions before opening envelopes.

d. Come to session in costume and have some fun.


10. Double Fishbowl.a. Assign groups via 1’s and 2’s. The

1’s are considered inside the fishbowl; 2’s are outside.

b. Give a topic to discuss.

c. Only 1’s are allowed to talk.

d. After 5-10 minutes 1’s find a 2’s at their site to talk to about the conversation.

e. Switch roles and only 2’s are allowed to talk.

f. All talk and come to compromise.

Pedagogical Ideas (Carla Schutte, 1998)

• Multiple locations work on a project or research

• Learn customs of another country• Sharing or informal chats on writing or articles

read• Show current events as they happen

(cyberevents, NASA flights, etc.)• Plan events (conferences, work, lessons,

workshops, interviews)

Pedagogical Ideas (Carla Schutte, 1998)

• Guest experts (e.g., scientists, politicians) for mtg or panel

• Guest visitors (costumed as historical or literary figures) thru presentation & Q&A

• Training in software or techniques• Virtual field trips (e.g., zoos, hospitals, etc.)• Team teaching and learning• Student competitions across sites

Videoconferencing Benefits(Hazel Jobe, 1999)

• Appeals to diff learning styles

• Allows multiple classrooms to collaborate

• Improves presentation, communication, graphing, and research skills

• University and other feedback

• Cheaper

To Cope with the Explosion, We Need Instructor E-Learning

Support!!!

Survey Finds Concern on Administrative ComputingChronicle of Higher Ed, June 22, 2001, A33, Jeffrey R. Young

“Campus-technology leaders say they worry more about administrative-computing systems than about anything else related to their jobs.”

(survey by Educause—an academic-technology consortium)

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.”

TrainingOutside Support

• Training (FacultyTraining.net)• Courses & Certificates (JIU, e-education)• Reports, Newsletters, & Pubs• Aggregators of Info (CourseShare, Merlot)

• Global Forums (FacultyOnline.com; GEN)• Resources, Guides/Tips, Link Collections,

Online Journals, Library Resources

Certified Online Instructor Program

• Walden Institute—12 Week Online Certification (Cost = $995)

• 2 tracks: one for higher ed and one for online corporate trainer– Online tools and purpose– Instructional design theory

& techniques– Distance ed evaluation– Quality assurance– Collab learning communities

http://merlot.orghttp://www.utexas.edu/world/lecture/

Inside Support…

• Instructional Consulting• Mentoring (strategic planning $)• Small Pots of Funding• Help desks, institutes, 1:1, tutorials• Summer and Year Round Workshops• Office of Distributed Learning• Colloquiums, Tech Showcases, Guest Speakers

– Newsletters, guides, active learning grants, annual reports, faculty development, brown bags, other professional development

Technology Professional Development workshop participants practice their new skills.

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?

Study of Four Classes(Bonk, Kirkley, Hara, & Dennen, 2001)

• Technical—Train, early tasks, be flexible, orientation task

• Managerial—Initial meeting, FAQs, detailed syllabus, calendar, post administrivia, assign e-mail pals, gradebooks, email updates

• Pedagogical—Peer feedback, debates, PBL, cases, structured controversy, field reflections, portfolios, teams, inquiry, portfolios

• Social—Café, humor, interactivity, profiles, foreign guests, digital pics, conversations, guests

How to Combine these Roles?

E-Moderator

• Refers to online teaching and facilitation role. Moderating used to mean to preside over a meeting or a discussion, but in the electronic world, it means more than that. It is all roles combined—to hold meetings, to encourage, to provide information, to question, to summarize, etc. (Collins & Berge, 1997; Gilly Salmon, 2000); see http://www.emoderators.com/moderators.shtml.

Other Hats

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).

Other Hats

• Weaver—linking comments/threads

• Tutor—individualized attention

• Participant—joint learner

• Provocateur—stir the pot (& calm flames)

• Observer—watch ideas and events unfold

• Mentor—personally apprentice students• Community Organizer—keep system going

Still More HatsAssistantDevil’s advocateEditorExpertFilterFirefighterFacilitator

GardenerHelperLecturerMarketerMediatorPriestPromoter

Sure…but Cat Herder???

Activity: Pick a Online Instruction Metaphor from 40 Options

Reality: ___________ ___________ ___________ ___________ ___________

Ideal World: ___________ ___________ ___________ ___________ ___________

Web Facilitation???Berge Collins Associates

Mauri Collins and Zane L. Bergehttp://www.emoderators.com/moderators.shtml#mod

Online Mentoring and Assistance Online

Twelve forms of electronic learning mentoring and assistance

(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)

1. Social (and cognitive) Acknowledgement: "Hello...," "I agree with everything said so far...," "Wow, what a case," "This case certainly has provoked a lot of discussion...," "Glad you could join

us..."

2. Questioning: "Another reason for this might be...?," "An example of this is...," "In contrast to this might be...,""What else might be important here...?," "How might the teacher..?." "What is the real problem here...?," "How is this related to...?,“, "Can

you justify this?"

5. Feedback/Praise: "Wow, I'm impressed...," "That shows real insight into...," "Are you sure you have considered...," "Thanks for responding to ‘X’...," "I have yet to see you or

anyone mention..."

6. Cognitive Task Structuring: "You know, the task asks you to do...," "Ok, as was required, you should now summarize the peer responses that you have received...," "How might the

textbook authors have solved this case."

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..."

Which of these 12 do you think are the most prevalent on the Web?________________________________________

What About Student Roles???

Participant Categories

• Web Resource Finder• Starter-Wrapper• Researcher• Online Journal Editor• Expert Resource Gatherer• Technology Reviewer• Mentor/Expert• Instructor• Seeker/Questioner

Role 1: Starter/MediatorReporter/Commentator

• Summarizes the key terms, ideas, and issues in the chapters, supplemental instructor notes, journal articles, and other assigned readings and asks thought provoking questions typically before one’s peers read or discuss the concepts and ideas. In effect, he/she points out what to expect in the upcoming readings or activities. Once the “start” is posted, this student acts as a mediator or facilitator of discussion for the week.

Role 2: Wrapper/SummarizerSynthesizer/Connector/Reviewer

• Connects ideas, synthesizes discussion, interrelates comments, and links both explicit and implicit ideas posed in online discussion or other activities. The learner looks for themes in online coursework while weaving information together. The wrapping or summarizing is done at least at the end of the week or unit, but preferably two or more times depending on the length of activity.

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.

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 6: Optimist/Open-minded/Idealist

• In this role, the student notes what appears to be feasible, profitable, ideal, and "sunny" ideas when addressing this problem. Always sees the bright or positive side of the situation.

Role 7: Emotional/Sensitive/Intuitive

• Comments with the fire and warmth of emotions, feelings, hunches, and intuitions when interacting with others, posting comments, or addressing problems.

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 9: Questioner/Ponderer/Protester

• Role is to question, ponder, and protest the ideas of others and the problem presented itself. Might assume a radical or ultra-liberal tone.

Role 10: Coach Facilitator/Inspirer/Trainer

• Offers hints, clues, supports, and highly motivational speeches to get everyone fired-up or at least one lost individual back on track when addressing a problem or situation.

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.

Activity: Pick a Role Or Role Taking TaskName a role missing from this sheet and discuss how

you might use it(see Bonk’s 28 roles)

So What Happens to Instructors and Students in the

Future???

“We are evolving out of the era of the Lone Rangers…faculty members can choose to be involved in the design, development, content expertise, delivery, or distribution of course…” (Richard T. Hezel)

Sarah Carr, (Dec 15, 2000, A47), A Day in the Life of a New Type of Professor, The Chronicle of Higher Education

Track 1: Technical Specialist

• Help critique technical aspects of media and materials built into online courses. Here one would be part of a course development team or instructional design unit. Freelance learning object evaluator. Here one would likely operate alone or as part of a consulting company.

Track 2: Personal Guide

• Provide program or course guidance to students on demand or preplanned. Becomes more of a generalist across university offerings. For example, one might help students see how different learning objects or modules fit together into a degree.

Track 3: Online Facilitator

• Offers timely and informed support to students struggling to complete an online course or inserting questions and nudging development of students who are successfully completing different modules. This is the most similar to college teaching positions today.

Track 4: Course Developer

• Help develop specific courses or topic areas for one or more universities. In many institutions, this will move beyond a course royalty system to a paid position.

Track 5: Course or Program Manager

• Supervisor or manager of an entire new program or courses, most often leading to certificates or master’s degrees. Similar in stature to a development head or chairperson.

Track 6: Work for Hire Online Lecturer

• Is a freelance instructor for one course or a range of course. May work on just one campus or on a range of campuses around the world. While this will be highly popular and rejuvenate careers, institutional policies are yet to be sorted out.

Track 7: High School Teacher

• As universities begin to offer secondary degrees, some college faculty with online teaching experience and teaching degrees will find positions in those classes. Some may view such positions as being demoted to the minor leagues.

Track 8: Unemployed

• If one does not find a niche in one or more of the above tracks or roles, he or she will likely be unemployed or highly unsuccessful.

So,which track

is Australiaon?

Documents

Ideas for Videoconferencing and the New Roles of Instructors and Students Dr. Curtis J. Bonk Indiana University CourseShare.com cjbonk