Session 119: Motivating Adult Learners and Instructors (Pedagogy for the Web)

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Session 119 Motivating Adult Learners and
Instructors (Pedagogy for the Web)

• Curt Bonk, Indiana University
• President, CourseShare.com
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• http//CourseShare.com
• Vanessa Dennen, San Diego State University
• vdennen_at_mail.sdsu.edu
• http//edweb.sdsu.edu/people/vdennen

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What is happening in corporate settings?
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Electronic Collaboration is Getting Complex!!!

• Joanne McMorrow, marketing manager at in
  Accentures human performance group, uses
  Accentures Knowledge eXchange to share documents
  and track progress of her group projects,
  NetMeetings and her telephone to participate in
  team meetings, and myLearning.com to take courses
  and track her personal-learning budget.
• Fast Company, Virtually There, March 2002, p.
  113.

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http//PublicationShare.com
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But there is a Problem
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Lack of Motivation or Incentive to Complete!!!

• Corporate Study
• 55 did not track or did not know their
  completion rates
• Of those that did, 22 reported completion rates
  of less than a fourth of students.
• Nearly half reported less than 50 completion
  rates
• Only 2 reported 100 completion.

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Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
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Cohen Payiatakis (2002, Feb). E-Learning
Harnessing the hype. Performance Improvement,
41(7), 7-15.

• both instructional and graphic (design)must be
  compelling and engaging enough to keep the
  learner involved, interested, and stimulatedThe
  ideal future is a learning experience designed to
  be memorable, motivational, and magical if it is
  to make a lasting impact on the capabilities of
  the learner.

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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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Extrinsic Motivation

• is 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.

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E-Learning Pedagogical Strategies
Motivational/Ice Breakers 8 Noun Introductions Coffee House Expectations Scavenger Hunt Two Truths, One Lie Public Commitments Share-A-Link Creative Thinking Brainstorming Role Play Topical Discussions Web-Based Explorations Readings Recursive Tasks Electronic Séance
Critical Thinking Electronic Voting and Polling Delphi Technique Reading Reactions Summary Writing and Minute Papers Field Reflection Online Cases Analyses Evaluating Web Resources Instructor as well as Student Generated Virtual Debates Collaborative Learning Starter-Wrapper Discussions Structured Controversy Symposium or Expert Panel Electronic Mentors and Guests Round robin Activities Jigsaw Group Problem Solving Gallery Tours and Publishing Work Email Pals/Web Buddies and Critical/Constructive Friends
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• 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.

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Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
(UW-Milwaukee)

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

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Tone A. Introductory Activities

• a. Introductions require not only that students
  introduce themselves, but also that they find and
  respond to two other participants who have
  something in common (Serves dual purpose of
  setting tone and having students learn to use the
  tool)
• b. Peer Interviews Have learners interview each
  other via e-mail and then post introductions for
  each other.

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1. Tone/ClimateB. Thiagi-Like Ice Breakers

• c. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• d. Coffee House Expectations
• 1. Have everyone post 2-3 course expectations
• 2. Instructor summarizes and comments on how they
  might be met
• (or make public commitments of how they will fit
  into busy schedules!)

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1. Tone/ClimateB. Thiagi-Like Ice Breakers

1. Pair-Ups Send to different online materials
   perhaps with different training or workshop
   objectives have them read them summarize to
   each other.
2. 99 Seconds of Fame In an online synchronous
   chat, give each student 99 seconds to present
   themselves and field questions.
3. Chat Room Buds Create a discussion prompt in one
   of X number of chat rooms. Introduce yourself
   in the chat room that interests you. (see
   breakout rooms in Centra or alternative chat
   rooms in WebCT)

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1. Tone/ClimateB. Thiagi-Like 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. Favorite Web Site Have students post the URL of
   a favorite Web site or URL with personal
   information and explain why they choose that one.
3. 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.)

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1. Tone/ClimateB. Thiagi-Like Ice Breakers

• KNOWU Rooms Create discussion forums or chat
  room topics for people who have had different
  experiences (e.g., soccer parent, runner, have a
  pet cat, play a musical instrument, whitewater
  rafter).
• Must find people with similar interests.
• Complete evaluation form where list people in
  class and interests.
• Person with most names wins an award

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Tone/ClimateA. Thiagi-Like Breakers

• Scavenger Hunt
• 1. Create a 20-30 item online scavenger hunt
  (e.g., finding information on the Web)
• 2. Post scores
• Two Truths, One Lie
• Tell 2 truths and 1 lie about yourself
• Class votes on which is the lie

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What If Used Synchronous Conferencing Tools???
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2. CuriosityA. Synchronous Chats

1. Webinar, Webcast
2. Guest speaker moderated (or open) QA forum
3. Guest expert chats
4. Peer QA and Dialogue
5. Team activities or meetings
6. Instructor meetings, private talk, admin help
7. Quick Polls/Quizzes, Voting Ranking, Surveys
8. Brainstorming ideas, What-Ifs, Quick reflections
9. Graphic Organizers in Whiteboard (e.g., Venn)
10. Twenty Questions, Pruning the tree

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Synchronous WBT Products Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)

• Deluxe (InterWise, LearnLinc, Centra)
• 2-way audio using VOIP, one-way or two-way video,
  course scheduling, tracking, text chat,
  assessment (requires thick client-side software)
• Standard (HorizonLive, PlaceWare)
• One-way VOIP or phone bridge for two-way audio,
  text chat, application viewing, (requires thin
  client-side app or browser plug-ini)
• Economy (Blackboard, WebCT)
• Browser-based, chat, some application viewing
  (Requires Java-enabled browsers, little cost,
  free)

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Ideal Environment of Synchronous Trainer
Jennifer Hoffman, Online Learning Conference
(2001, Oct.)

• A private, soundproof room.
• High-speed connection telephone powerful
  computer additional computer tech support phone
  
• Studio microphone and speakers
• A Do Not Disturb sign
• Near restroom pitcher of water

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Considerations The Event Jennifer Hoffman,
ASTD, Learning Circuits, (2001, March)

• Log on early students come 15 minutes early.
• Do tech checks of microphones (sound check).
• Check to see if students brought needed items
• Perhaps call or send notes to missing students
• Vary your instructional strategies maximize
  interactivity
• Make it visualcolor, sound, animation
• Design 10-minute breaks every 90 minutes

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There are, say, 20 features that encompass live
e-learning, and all the products have 17 of
them.Jennifer Hofmann, quoted by Wendy Webb,
Online Learning, November, 2001, p. 44.
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Web Conferencing Features

• Audio (VOIP, bridge) and Videostreaming
• Application Sharing or Viewing (e.g., Word and
  PowerPoint) Includes remote control and emoticons
• Text (QA) Chat (private and public)
• Live Surveys, Polls, and Reports
• Synchronous Web Browsing
• File Transfer

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Web Conferencing Features

• Content WindowsHTML, PowerPoint
• Discussion Boardspost info, FAQs, post session
  assignments
• Archive Meetingrecord and playback
• Breakout Rooms
• Shared Whiteboards
• Hand-Raising and Yes/No Buttons

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News Flash Instant Messenger (IM) is a huge
corporate tool, yet rarely mentioned in corporate
productivity or learning plans. TechLearn
TRENDS, Feb. 6, 2002

• Jupiter Media Metrix
• 8.8 million AOL IM users at work
• 4.8 million MSN users at work
• 3.4 million Yahoo! Messenger users at work
• Doubled from 2.3 billion minutes in Sept. 2000 to
  4.9 billion minutes in Sept. 2002.
• It can connect learners to each other and provide
  easier access to the instructor (the MASIE
  Center).

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2. Curiosity A. Electronic Guests Mentoring

• 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 Email Interviews with experts
• Assignments with expert reviews)

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2. 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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2. Curiosity

• C. Online Fun and Games
• (see Thiagi.com
• Or deepfun.com)
• Puzzle games
• Solve puzzle against timer
• Learn concepts
• Compete
• Get points

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3. TensionA. Role Play Personalities

• List possible roles or personalities (e.g.,
  coach, questioner, optimist, devils advocate,
  etc.)
• Sign up for different role every week (or for 5-6
  key roles during semester)
• Reassign roles if someone drops class
• Perform within rolestry to refer to different
  personalities in peer commenting

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3. TensionB. Role Play Authors/People

• Enroll famous people or course reading authors
  into your course.
• Allow students to take on the voice or role of
  one of these people for one session or for
  multiple weeks.
• Perhaps have them create a debate from that role
  or perhaps have them react to their own writing.
• Perform within roles.

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3. Tension/Role PlayC. 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, rage
• Yellow Hat Positive, sunshine, optimistic
• Black Hat Logical, negative, judgmental, gloomy
• Green Hat New ideas, creativity, growth
• Blue Hat Controls thinking process
  organization
• Note technique used in a business info systems
  class where discussion got too predictable!

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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?
• (Ashton, Roberts, Teles, 1999)

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D. Tension/Role PlayGive Learners Mentoring Hats

• Weaverlinking comments/threads
• Tutorindividualized attention
• Personal Online Trainerlead through materials
• Provocateurstir the pot ( calm flames)
• Observerwatch ideas and events unfold
• Mentorpersonally apprentice students
• Community Organizerkeep system going
• Other firefighter, convener, conductor, host,
  mediator, filter, editor, facilitator,
  negotiator, e-police, concierge, marketer,
  assistant, etc.

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3. TensionE. Instructor Generated Virtual
Debate (or student generated)

1. Select controversial topic (with input from
   class)
2. Divide class into subtopic pairs one critic and
   one defender.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5. Rebut person in ones pair
6. Reply to 2 positions with comments or qs
7. Formulate and post personal positions.

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4. Feedback (Peer)A. Requiring Peer Feedback

• Alternatives
• 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)

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4. Feedback (Self Peer)B. 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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4. Feedback (Self)C. Self-Testing and
Self-Assessments
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2. FeedbackD. Self-Testing and
Self-Assessments(Giving Exams in the Chat Room!,
Janet Marta, NW Missouri State Univ, Syllabus,
January 2002)

1. Post times when will be available for 30 minute
   slots, first come, first serve.
2. Give 10-12 big theoretical questions to study
   for.
3. Tell can skip one.
4. Assessment will be a dialogue.
5. Get them there 1-2 minutes early.
6. Have hit enter every 2-3 sentences.
7. Ask qs, redirect, push for clarity, etc.
8. Covers about 3 questions in 30 minutes.

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4. Feedback (Instructor)E. Reflective Writing

• Alternatives
• Minute Papers, Muddiest Pt Papers
• PMI (Plus, Minus, Interesting), KWL
• Summaries
• Pros and Cons
• Email instructor after class on what learned or
  failed to learn

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5. EngagementA. 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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5. EngagementB. Annotations and Animations
MetaText (eBooks) (see also WebEx)
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5. EngagementC. 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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5. EngagementC. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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6. Meaningfulness A. Perspective Taking

• 1. Perspective sharing discussions Have learners
  relate the course material to a real-life
  experience. Real situations or cases.
• Example In a course on leadership development,
  have learners share experiences where they were
  all-of-a-sudden been put in charge of some
  project or activity and describe what happened as
  well as what they would do differently.

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6. Meaningfulness B. Job or Field Reflections

• 1. Field Definition Activity Have student
  interview (via e-mail, if necessary) someone
  working in the field of study and share their
  results
• As a class, pool interview results and develop a
  group description of what it means to be a
  professional in the field

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6. MeaningfulnessB. 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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6. MeaningfulnessC. Case Creation and
Simulations

• Model how to write a case
• Practice 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)

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What if Operating on a Small Budget????
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7. 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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7. 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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7. ChoiceC. Web Resource Reviews
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8. VarietyA. Brainstorming

• Come up with interesting or topic or problem to
  solve
• Anonymously brainstorm ideas in a chat discussion
• Encourage spin off ideas
• Post list of ideas generated
• Rank or rate ideas and submit to instructor
• Calculate average ratings and distribute to group

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8. VarietyB. 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

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9. InteractiveA. Symposia, Press Conference, or
Panel of Experts(see PlaceWareinstant messaging
that allows one to users to ask spontaneous
questions of a designated group of experts)

1. Find topic during semester that peaks interest
2. Find students who tend to be more controversial
3. Invite to a panel discussion on a topic or theme
4. Have them prepare statements
5. Invite questions from audience (other learners)
6. Assign panelists to start

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9. Interactive A. Panel of Experts

• Be an Expert/Ask an Expert Have each learner
  choose an area in which to become expert and
  moderate a forum for the class. Require
  participation in a certain number of forums
  (choice)
• Press Conference Have a series of press
  conferences at the end of small group projects
  one for each group)

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9. InteractiveB. Secret Coaches and Proteges

1. Input learner names into a Web site.
2. When learners arrive it randomly assigns them a
   secret protégé for a meeting.
3. Tell them to monitor the work of their protégé
   but to avoid being obvious by giving feedback to
   several different people.
4. Give examples of comments.
5. At end of mtg, have proteges guess coaches.
6. Discuss how behavior could be used in other
   meetings.

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9. InteractiveB. Peer Feedback Roles--E-mail
Pal or Critical Friends

• 1. Partner everyone with a peer.
• 2. Provide weekly comments
• on his or her work
• What is interesting, missing, hits the mark,
  important? Provide criticism to peer as well as
  suggestions for strengthening. In effect,
  critical friends do not slide over weaknesses,
  but confront them kindly and directly.
• 3. Provide reminders of due dates
• 4. Provide help as needed.

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10. Goal DrivenA. Problem-Based Learning

• 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

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10. Goal Driven Activities A. Team Product or
Jigsaw

• Team or Course White Paper, Business Plan, Study
  Guide, Glossary, Journal Have students work in
  teams to produce a product and share with other
  groups
• Jigsaw Technique Assign students to be experts
  on different aspects of the online project
  (e.g., member 1 reads chapters 1 2 2 reads 3
  4, etc.).

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10. Goal DrivenB. Gallery Tours

• Assign Topic or Project
• Students Post to Web
• Expert and/or Review and Rate
• Perhaps Try to Combine Projects

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Final Motivational Advice!!!

1. Tone/Climate Provide social support, Sharing
2. Curiosity Invite surprise guests, Reveal polls
3. Tension Form Debate teams, Assign roles
4. Feedback Structure, Timely, Weave comments
5. Engagement Ask opinions, Dont Dictate, Qs
6. Meaningful Link to real world settings or jobs
7. Choice Sign Up for Roles, Let learners start
8. Variety Change tasks, Try something new, BS
9. Interactive Utilize peers, Create unique forums
10. Goal Driven Assign team due dates, Post work

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Motivational Top Ten

• 1. Tone/Climate Ice Breakers, Peer Sharing
• 2. Curiosity Seances, Electronic Guests/Mentors
• 3. Tension Role Play, Debates, Controversy
• 4. Feedback Self-Tests, Reading Reactions
• 5. Engagement Qing, Polling, Voting
• 6. Meaningfulness Job/Field Reflections, Cases
• 7. Choice Topical Discussions, Starter-Wrapper
• 8. Variety Brainstorming, Roundrobins
• 9. Interactive E-Pals, Symposia, Expert Panels
• 10. Goal Driven Group PS, Jigsaw, Gallery Tours

Pick One??? (circle one)
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Pick an Idea

• Definitely Will Use ___________________________
• May Try to Use ___________________________
• No Way ___________________________

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Questions?Comments?Concerns?