Navigating the Myths and Monsoons of E-Learning Strategies and Technologies

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Navigating the Myths and Monsoons of E-Learning
Strategies and Technologies
Dr. Curtis J. Bonk Indiana University and
CourseShare http//php.indiana.edu/cjbonk cjbonk_at_
indiana.edu
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Theres a Storm Brewing!!!
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Are you ready?
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The Perfect Storm!
I. Better Technology
II. Learner Demands
III. Better Pedagogy
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Changes in College Campuses
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What Really Matters in College Student Engagement

• The research is unequivocal students who are
  actively involved in both academic and
  out-of-class activities gain more from the
  college experience than those who are not so
  involved.

Ernest T. Pascarella Patrick T. Terenzini, How
College Affects Students
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Benchmarks of Effective Educational Practice
(Kuh, in press)
National Survey of Student Engagement(pronounced
nessie)
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Level of Academic Challenge Challenging
intellectual and creative work is central to
student learning and collegiate quality.
Colleges and universities promote high levels of
student achievement by emphasizing the importance
of academic effort and setting high expectations
for student performance.
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What Were Learning About Student Engagement From
NSSE George Kuh (in press). Change Indiana
University Bloomington
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What Were Learning About Student Engagement From
NSSE George Kuh (in press). Change Indiana
University Bloomington
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What about online students?(Wheeler, 2003)
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Fall 2002 Semester, Indiana University(Wheeler,
2003)
All Campuses
Faculty loaded   7,316
Faculty login   4,869
Percent Usage   67
     
Students loaded   94,570
Student logins   72,825
Percent Usage   77
IUPUI Faculty 86 Students 87
Bloomington Faculty 62 Students 77
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Illinois Virtual Campus

• 68 Illinois institutions (public and private,
  2-year and 4-year) providing online courses and
  programs
• (2652) 2700 different online course titles
• 107 degree and certificate programs

http//www.ivc.illinois.edu/
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University of Illinois Online (Prof. Burks Oakley
II, 2003)
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University of Illinois at Springfield

• Retention (day 10 to end-of-semester) in online
  courses averages gt93, which is comparable to
  on-campus retention (Prof. Burks Oakley II, 2003)

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What about Ohio State?

• At Ohio State the of students using WebCT going
  from about 250 per quarter in 1999 to more than
  25,000 this quarter.  But 90 of those are just
  web-enhanced (or hybrid) courses not totally
  online. 
• Per Tom Stone stone.177_at_osu.edu. April 6, 2003

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Karen Lazenby (2003), Univ of Pretoria
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Karen Lazenby (2003), Univ of Pretoria
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Karen Lazenby (2003), Univ of Pretoria
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Part I. Best PracticesWho are some of the key
scholars and players???
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Three Most Vital SkillsThe Online Teacher, TAFE,
Guy Kemshal-Bell (April, 2001)

• Ability to engage the learner (30)
• Ability to motivate online learners (23)
• Ability to build relationships (19)
• Technical ability (18)
• Having a positive attitude (14)
• Adapt to individual needs (12)
• Innovation or creativity (11)

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E-LearningProblems and Solutions

1. Tasks Overwhelm
2. Confused on Web
3. Too Nice Due to Limited History
4. Lack Justification
5. Hard not to preach
6. Too much data
7. Communities not easy to form

• Train and be clear
• Structure time/dates due
• Develop roles and controversies
• Train to back up claims
• Students take lead role
• Use Email Pals set times and amounts
• Embed Informal/Social

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E-LearningBenefits and Implications

1. Shy open up online
2. Minimal off task
3. Delayed collab more rich than real time
4. Students can generate lots of info
5. Minimal disruptions
6. Extensive E-Advice
7. Excited to Publish

• Use async conferencing
• Create social tasks
• Use Async for debates Sync for help, office
  hours
• Structure generation and force reflection/comment
• Foster debates/critique
• Find Practitioners/Experts
• Ask Permission

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E-Learning Myths.
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College E-Learning Myths

1. Either-or decision
2. Good tools exist
3. Web no different
4. College owns course
5. Put FTF on Web

1. Cheaper
2. Better/Improved
3. Profit is the key
4. Need to create tools
5. High dropouts

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College Myth 1.Web-instruction is an either-or
decision.
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College Myth 2.Pedagogical tools exist to teach
online.
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College Myth 7.Learning is improved.
After e-learning
Before e-learning
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Instructor E-Learning Myths

1. They are young
2. Use latest tech
3. Teach same
4. Just more training
5. Time equal

1. Will not share
2. Are loyal
3. Not affected by this
4. Can wait it out
5. Teach for free online

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Instructor Myth 1 They are Young
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Instructor Myth 2 College Instructorswill
flock to sophisticated technologies.

• Kirchner foresees faculty increasingly using
  technology in traditional classes, but comments
  they, They need to break through beyond
  discussion boards and chats.
• Cornell Daily, January 20, 2003, Chris Mitchell,
  Fathoming the future of e-Learning.

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Instructor Myth 3. Instructors can teach the
same way they always have.
Poor Instructors Good Instructors

• Little or no feedback given
• Always authoritative
• Narrow focus of what was relevant
• Used ultimate deadlines

• Provided regular feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades.

Vanessa Dennen (2001) Research 9 Online
Courses (sociology, history, communications,
writing, library science, technology, counseling)
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Four 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?
• Other firefighter, convener, weaver, tutor,
  conductor, host, mediator, filter, editor,
  facilitator, negotiator, e-police, concierge,
  marketer, assistant, etc.

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Still More Hats

• Assistant
• Devils advocate
• Editor
• Expert
• Filter
• Firefighter
• Facilitator

• Gardener
• Helper
• Lecturer
• Marketer
• Mediator
• Priest
• Promoter

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Instructor Myth 7.College Instructors are Loyal.
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Student E-Learning Myths

1. Anytime, anywhere
2. Easy
3. Can cram
4. Procrastinate ok
5. Less social

1. Can hide
2. To many off-task
3. Domination
4. Dont care
5. More excuses ok

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Lets brainstorm comments (words or short
phrases) that reflect your overall attitudes and
feelings towards online teaching
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Student Myth 2 Its EasyStudent comments from
The Online Teacher, TAFE, Guy Kemshal-Bell
(April, 2001)

• Positive Side intense, challenging, emotional,
  dynamic, addictive, fun, stimulating, flexible,
  empowering, intellectually stimulating.
• Less-Positive Side Time-consuming, frustrating,
  little feedback, isolating, bewildering, a lot to
  grapple with.
• Professors say exciting, fun, challenging,
• demanding, time consuming

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What are your e-learning myths???
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3 E-learning Storms are Approaching
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Storm 1 Technology

• Many faculty members are still concerned whether
  the technology is simple and reliable enough to
  use for more-sophisticated learning tasks.
  Increasingly, however, better software is
  emerging that engages students in more effective
  learning.
• Online Technology Pushes Pedagogy to the
  ForefrontFrank Newman J. Scurry, Chronicle of
  Higher Ed, July 13, 2001, B7.

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E-Learning Technologies of Future?

1. Assistive Technologies
2. Learning Communities
3. Digital Portfolios
4. Electronic Books
5. Instructor Portals
6. Intelligent Agents
7. Online Exams and Grade Books
8. Online Games and Simulations

1. Online Language Learning
2. Online Mentoring
3. Pedagogical Courseware
4. Peer-to-Peer Collaboration
5. Reusable Learning Objects
6. Virtual Worlds/Reality
7. Wearable Computing
8. Wireless Technology and Handheld Devices

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4. Electronic Books
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5. Instructor/Trainer Portals
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8. Online Simulations (SimuLearn)
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9. Online Language Support (pronunciation,
communication, vocabulary, grammar, etc.)
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10. Online Mentoring (from remote locations)
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A webs thats out of this world Alan Boyle,
MSNBC, Nov. 8, 1999

• NASA and network gurus are working together to
  extend the Internet to other worlds in the next
  few years. But there are some limits that not
  even the World Wide Web can route around, such as
  the speed of light. So the builders of the
  Interplanetary Internet are going back to the
  basics, retooling protocols for future
  communications with Mars and beyond.

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13. Reusable Learning Objects

• Learning Objects are small or large resources
  that can be used to provide a learning
  experience. These assets can be lessons, video
  clips, images, or even people. The Learning
  Objects can represent tiny "chunks" of knowledge,
  or they can be whole courses.
• Claude Ostyn, Click2Learn

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14. Virtual Worlds/Virtual Reality

• Avatars--representations of people
• Objects--representations of objects
• Maps--the landscape which can be explored
• Bots--artificial intelligence

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15. Wearable Computing
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16. Wireless Technology
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Storm 2E-Learner Demands
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Storm 3 Pedagogy
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There are problems
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How to 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)
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Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
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Intrinsic Motivational Terms?

1. Tone/Climate Psych Safety, Comfort, Belonging
2. Feedback Responsive, Supports, Encouragement
3. Engagement Effort, Involvement, Excitement
4. Meaningfulness Interesting, Relevant, Authentic
5. Choice Flexibility, Opportunities, Autonomy
6. Variety Novelty, Intrigue, Unknowns
7. Curiosity Fun, Fantasy, Control
8. Tension Challenge, Dissonance, Controversy
9. Interactive Collaborative, Team-Based, Community
10. Goal Driven Product-Based, Success, Ownership

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Intrinsic Motivation

• innate 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.
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1. Tone/Climate Ice Breakers

• A. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• B. Coffee House Expectations
• 1. Have everyone post 2-3 course expectations
• 2. Instructor summarizes and comments on how they
  might be met

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1. Tone/Climate Social Ice Breakers

1. Storytelling Cartoon Time Find a Web site that
   has cartoons. Have participants link their
   introductions or stories to a particular cartoon
   URL. Storytelling is a great way to communicate.
   http//www.curtoons.com/cartooncoll.htm
2. Chat Room Buds Create a discussion prompt in one
   of X number of chat rooms. Introduce yourself
   in the chat room that interests you.

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2. FeedbackA. Web-Supported GroupReading
Reactions

• Give 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)

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2. Feedback B. Critical/Constructive Friends,
Email Pals

• Assign a critical friend (based on interests?).
• 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.

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Overview of TICKIT

• In-service teacher education program
• Rural schools in southern Indiana
• Yearlong, 25 teachers from 5 schools
• Primarily school-based
• Supported by participating school systems, Arthur
  Vining Davis Foundations and Indiana University

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3. Engagement A. Questioning(Morten Flate
Pausen, 1995 morten_at_nki.no)

1. Shot Gun Post many questions or articles to
   discuss and answer anystudent choice.
2. Hot Seat One student is selected to answer many
   questions from everyone in the class.
3. 20 Questions Someone has an answer and others
   can only ask questions that have yes or no
   responses until someone guesses answer.

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3. EngagementB. 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 view
• 3. Discuss with majority pt of view
• 4. Repoll students after class
• (Note Delphi or Timed Disclosure Technique
  anomymous input till a due date
• and then post results and
• reconsider until consensus
• Rick Kulp, IBM, 1999)

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3. Engagement B. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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4. MeaningfulnessA. Job or Field 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 peers
5. Instructor summarizes posts

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5. ChoiceA. Multiple Topics

• Generate multiple discussion prompts and ask
  students to participate in 2 out of 3
• Provide different discussion tracks (much like
  conference tracks) for students with different
  interests to choose among
• List possible topics and have students vote
  (students sign up for lead diff weeks)
• Have students list and vote.

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5. ChoiceB. 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

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6. Variety A. Just-In-Time-Teaching

• Gregor 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.

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7. CuriosityA. Synchronous Chats

• Find article or topic that is controversial
• Invite person associated with that article
  (perhaps based on student suggestions)
• Hold real time chat
• Pose questions
• Discuss and debrief (i.e., did anyone change
  their minds?)
• (Alternatives B. Email Interviews with experts
• C. Assignments with expert reviews)

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7. CuriosityB. 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

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8. Tension C. Role Play

• Role Play Personalities
• List 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 class
• Perform within rolesrefer to different
  personalities
• Assume Persona of Scholar
• Enroll famous people in your course
• Students assume voice of that person for one or
  more sessions
• Post a 300-700 word debate to one or more of the
  readings as if you were that person. Enter
  debate topic or Respond to debate topic
• Respond to rdg reflections of others or react to
  own

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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
  ones peers read or discuss the concepts and
  ideas. In effect, the starter is a reporter or
  commentator or teacher of 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.

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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.

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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.

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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.

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9. Interactive A. Online Co-Laborative Psych
Experiments

• PsychExperiments (University of Mississippi)
• Contains 30 free psych experiments
• Location independent
• Convenient to instructors
• Run experiments over large number of subjects
• Can build on it over time
• Cross-institutional

Ken McGraw, Syllabus, November, 2001
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10. Goal DrivenA. Group Problem Solving

• Provide a real-world problem
• Form a committee of learners to solve the problem
• Assign a group reporter/manager
• Provide interaction guidelines and deadlines
• Brainstorming
• Research
• Negotiation
• Drafting
• Editing
• Reflecting
• B. Jigsaw Technique
• Assign chapters within groups
• (member 1 reads chapters 1 2 2 reads 3 4,
  etc.)

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10. Goal DrivenB. 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

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The Perfect Storm.1. Innovative Technology2.
Demanding Learners3. Creative Pedagogy
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So, which direction do we go?