Title: Ideas for Videoconferencing and the New Roles of Instructors and Students
1Ideas for Videoconferencing and the New Roles of
Instructors and Students
Dr. Curtis J. Bonk Indiana University CourseShare
.com http//php.indiana.edu/cjbonk cjbonk_at_indiana
.edu
2How do you use videoconferencing?
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3Jim Seymour, PC Magazine, Nov 27, 2001
- in the wake of the terrorist attacks,
videoconferencing is suddenly hotvery 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.
4Pacific Bells Education First Initiativehttp//w
ww.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.
5Types 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.
6Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- many universitieshave 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.
7Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- 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
8Carla Schutte, Tech Specialist, Nov. 1998
http//www.fi.edu/fellows/fellow6/nov98/index.htm
l
- 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.
9Jim Seymour, PC Magazine, Nov 27, 2001
- 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.)
10Jim Seymour, PC Magazine, Nov 27, 2001
- 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 televisionbut it is good enough.
11Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- 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
12Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- 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.
13Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- 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)
14Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- 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.
15Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- With online presence detection, they simply
click on a conference session name or on their
colleague or professors username to get
connectedinstantly being able to exchange data,
collaborate on documents, and participate in
voice and video chat.
16Moving to IP Networks (Khan Hirata, Nov 2001,
e-learning mag)
- 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.
17My 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
18Videoconferencing Used to Support Web Class (or
live class)
19Video Meant to Be Key, but Discussion Takes Over
20(No Transcript)
21Videoconferencing Advice
22Videoconferencing 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)
23Focus 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
24Classroom 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
25(No Transcript)
26Focus 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.
27Internet-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
28Videoconferencing 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
29Videoconferencing 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.
30Videoconferencing 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
31Active Learning is Important!
32Focus 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
33Focus on Learning (Pac Bell Videoconferencing
Guide, 1995-2002)
- Techniques
- Participant presentations
- Role play and debates
- Case studies
- Semantic maps to minimize text
- Brief video clips with discussion
34Focus on Learning (Pac Bell Videoconferencing
Guide, 1995-2002)
- 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
35Why 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! Its New! Its a Challenge!
- Can be in two places at one time.
- My students count too!
- 7-11/Village Pantry Thinking.
36What Worked?
- Group Discussion
- Small Group Activities
- Experts
- Final Presentations
- Variety, Breaks, Acting, Zaniness
- Food and drinks
37Preparing 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
38Preparing Slides for Videoconferencing (A Guide
to Vidoconferencing, The World Bank, 2002)
- 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.
39Preparing Slides for Videoconferencing (A Guide
to Vidoconferencing, The World Bank, 2002)
- 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
40The Presentation (tale of disco Jim)
- Avoid intense colorsthey 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
41The 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
42When using Document Camera (A Guide to
Vidoconferencing, The World Bank, 2002)
- 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
43When 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
44Atmosphere 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
45Pedagogical StrategiesVideoconferencing
- 1. Human Graphs, Stand and Share, Present
- 2. Mock Trials with Occupational Roles
- 3. Tell Tall Tales, Creative Writing
- 4. Think-Pair-Share, Cooperative Scripts
- 5. Phillips 66/Buzz Groups, Roundrobins
- 6. Pruning the Tree, Bingo Quizzes
- 7. Numbered Heads Together
- 8. Three Stay, One Stray
- 9. Swami Questions
- 10. Double Fishbowl.
46Pedagogical StrategiesVideoconferencing
- 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
47Pedagogical StrategiesVideoconferencing
- 1. Human Graphs, Stand and Share, Present
- Stand 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.
48Pedagogical StrategiesVideoconferencing
- 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.
49Pedagogical StrategiesVideoconferencing
- 2. Mock Trials with Occupational Roles
- Create a scenario (e.g., school reform in the
community) and hand out to students to read. - Ask for volunteers for different roles (everyone
must have a role). - Perhaps consider having one key person on the pro
and con side of the issue make a statement. - 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). - Come to compromise.
50Pedagogical StrategiesVideoconferencing
- 3. Tell Tall Tales, Creative Writing
- Start a topic of discussion perhaps with an
interesting scenario or just imagine if this
happened or an object obituary. - Pass on the story to a student to continue it at
another location or have volunteers. - Continue with story.
- Perhaps combine with a Stand and Share activity.
51Pedagogical StrategiesVideoconferencing
- 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.
52Pedagogical StrategiesVideoconferencing
- 4. Think-Pair-Share, Cooperative Scripts
- Cooperative 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).
53Pedagogical StrategiesVideoconferencing
- 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.
54Pedagogical StrategiesVideoconferencing
- 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.
55Pedagogical StrategiesVideoconferencing
- 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
56Pedagogical StrategiesVideoconferencing
- 6. Pruning the Tree, Bingo Quizzes
- Pruning 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.
57Pedagogical StrategiesVideoconferencing
- 6. Pruning the Tree, Bingo Quizzes
- Bingo 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.
58Pedagogical StrategiesVideoconferencing
- 7. Numbered Heads Together
- Assign a task and divide into groups (perhaps
4-6/group). - Perhaps assign group names across
videoconferencing sites or perhaps some
competition between them. - Count off from 1 to 4.
- Discuss problem or issue assigned.
- Instructor calls on groups numbers.
59Pedagogical StrategiesVideoconferencing
- 8. Three Stay, One Stray
- Assign task.
- Designate one person as a spy who from
time-to-time travels about room and looks at
solutions and answers of other groups. - Spy reports back to group.
- Group reports to larger videoconferencing group.
60Pedagogical StrategiesVideoconferencing
- 8. One Stay, Three Stray
- Assign task.
- Once completed, post results on wall in a poster
session (e.g., showcase model, list of questions,
final product, etc.). - One person stays behind to present product and
others tour the room. - Report back to videoconferencing group.
61Pedagogical StrategiesVideoconferencing
- 9. Swami Questions
- Have all sites send in questions during break
time. - At end of session go thru as many of them as you
can in last 5-10 minutes.
62Pedagogical StrategiesVideoconferencing
- 9. Alternative Swami Questions
- Tell them you are out of time today.
- take questions home and come up with creative
answers (put in sealed envelopes) - Next time start class dressed as a swami and put
answers and answer questions before opening
envelopes. - Come to session in costume and have some fun.
63Pedagogical StrategiesVideoconferencing
- 10. Double Fishbowl.
- Assign groups via 1s and 2s. The 1s are
considered inside the fishbowl 2s are outside. - Give a topic to discuss.
- Only 1s are allowed to talk.
- After 5-10 minutes 1s find a 2s at their site
to talk to about the conversation. - Switch roles and only 2s are allowed to talk.
- All talk and come to compromise.
64Pedagogical 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)
65Pedagogical Ideas (Carla Schutte, 1998)
- Guest experts (e.g., scientists, politicians) for
mtg or panel - Guest visitors (costumed as historical or
literary figures) thru presentation QA - Training in software or techniques
- Virtual field trips (e.g., zoos, hospitals, etc.)
- Team teaching and learning
- Student competitions across sites
66Videoconferencing 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
67To Cope with the Explosion, We Need Instructor
E-Learning Support!!!
68Survey 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 Educausean academic-technology
consortium)
69Problems Faced
- Administrative
- 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.
70TrainingOutside 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
71Certified Online Instructor Program
- Walden Institute12 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
72http//merlot.org http//www.utexas.edu/world/lect
ure/
73Inside Support
- Instructional Consulting
- Mentoring (strategic planning )
- Small Pots of Funding
- Help desks, institutes, 11, 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
74Technology Professional Development workshop
participants practice their new skills.
75Four Key Hats of Instructors
- Technicaldo students have basics? Does their
equipment work? Passwords work? - ManagerialDo students understand the assignments
and course structure? - PedagogicalHow are students interacting,
summarizing, debating, thinking? - SocialWhat is the general tone? Is there a
human side to this course? Joking allowed?
76Study of Four Classes(Bonk, Kirkley, Hara,
Dennen, 2001)
- TechnicalTrain, early tasks, be flexible,
orientation task - ManagerialInitial meeting, FAQs, detailed
syllabus, calendar, post administrivia, assign
e-mail pals, gradebooks, email updates - PedagogicalPeer feedback, debates, PBL, cases,
structured controversy, field reflections,
portfolios, teams, inquiry, portfolios - SocialCafé, humor, interactivity, profiles,
foreign guests, digital pics, conversations,
guests
77How to Combine these Roles?
78E-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
combinedto 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.
79Other Hats
80Personal 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).
81E-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).
82Other Hats
- Weaverlinking comments/threads
- Tutorindividualized attention
- Participantjoint learner
- Provocateurstir the pot ( calm flames)
- Observerwatch ideas and events unfold
- Mentorpersonally apprentice students
- Community Organizerkeep system going
83Still More Hats
- Assistant
- Devils advocate
- Editor
- Expert
- Filter
- Firefighter
- Facilitator
- Gardener
- Helper
- Lecturer
- Marketer
- Mediator
- Priest
- Promoter
84Surebut Cat Herder???
85Activity Pick a Online Instruction Metaphor from
40 Options
- Reality
- ___________
- ___________
- ___________
- ___________
- ___________
- Ideal World
- ___________
- ___________
- ___________
- ___________
- ___________
86Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Bergehttp//www.emoderators.com/moderators.shtml
mod
87Online Mentoring and Assistance Online
Twelve forms of electronic learning mentoring and
assistance(Bonk Kim, 1998 Tharp, 1993 Bonk
et al., 2001)
88(No Transcript)
891. 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..."
902. 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?"
915. 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..."
926. 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."
938. 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..."
94Which of these 12 do you think are the most
prevalent on the Web?___________________________
_____________
95What About Student Roles???
96Participant Categories
- Web Resource Finder
- Starter-Wrapper
- Researcher
- Online Journal Editor
- Expert Resource Gatherer
- Technology Reviewer
- Mentor/Expert
- Instructor
- Seeker/Questioner
97Role 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
ones 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.
98Role 2 Wrapper/SummarizerSynthesizer/Connector/R
eviewer
- 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.
99Role 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.
100Role 4 Devil's Advocate or Critic/Censor/Confeder
ate
- 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.
101Role 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.
102Role 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.
103Role 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.
104Role 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.
105Who do you think invented the Internet???
Alt Role Connector/Relator/Linker/Synthesizer
106Funny thing is that Al thinks he invented
e-learning as well!!!
107(No Transcript)
108INFORMATION 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
109Role 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.
110Role 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.
111Role 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.
112Role 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.
113Activity Pick a Role Or Role Taking TaskName a
role missing from this sheet and discuss how you
might use it(see Bonks 28 roles)
114So What Happens to Instructors and Students in
the Future???
115- We are evolving out of the era of the Lone
Rangersfaculty 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
116Track 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.
117Track 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.
118Track 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.
119Track 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.
120Track 5 Course or Program Manager
- Supervisor or manager of an entire new program or
courses, most often leading to certificates or
masters degrees. Similar in stature to a
development head or chairperson.
121Track 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.
122Track 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.
123Track 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.
124So, which track is Australia on?