Facilitating Asynchronous Discussion and Blended Learning

1
Facilitating Asynchronous Discussion and Blended
Learning

• Curt Bonk,
• Professor, Indiana University
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• http//CourseShare.com

2
Blended Ideas

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

3
Blended Learning. Sample Synchronous and
Asynchronous Activities
(David Brown, Syllabus, January 2002, p. 23
October 2001, p. 18)
4
I. Ten Asynchronous Activities

1. Social Ice Breakers 8 nouns, expectations,
   storytelling cartoon time, chat room buds, etc.
2. Learner-Content Interactions challenges,
   animations, self-testing, double jeopardy
   quizzing
3. Scenario-Based Simulations
4. Starter-Wrapper Discussion
5. Anonymous Suggestion Box and Student Formative
   Surveys
6. Role Play Assume the Persona of a Scholar
7. Case-Based Laboratories Online Experiments
8. Authentic Data Analysis
9. Just-in-Time Teaching Just-in-Time Syllabus
10. Perspective Taking Foreign Languages, Field
    Experiences, etc.

5
1. Social Ice Breakers

• a. Introductions require not only that students
  introduce themselves, but also that they find and
  respond to two classmates who have something in
  common (Serves dual purpose of setting tone and
  having students learn to use the tool)
• b. 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.

6
1. Social 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!)

7
2a. Learner-Content Interactions Self-Testing
8
2b. Learner-Content Interactions
Double-Jeopardy Quizzing

• Gordon McCray, Wake Forest University, Intro to
  Management of Info Systems
• Students take objective quiz (no time limit and
  not graded)
• Submit answer for evaluation
• Instead of right or wrong response, the quiz
  returns a compelling probing question, insight,
  or conflicting perspective (i.e., a counterpoint)
  to force students to reconsider original
  responses
• Students must commit to a response but can use
  reference materials
• Correct answer and explanation are presented

9
3. Scenario-Based Simulations
10
(No Transcript)
11
4. 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

12
5. Formative Feedback Anonymous Suggestion Box

• George Watson, Univ of Delaware, Electricity and
  Electronics for Engineers
• Students send anonymous course feedback (Web
  forms or email)
• Submission box is password protected
• Instructor decides how to respond
• Then provide response and most or all of
  suggestion in online forum
• It defuses difficult issues, airs instructor
  views, and justified actions publicly.
• Caution If you are disturbed by criticism,
  perhaps do not use.

13
5. Formative Feedback Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
14
5. Poll Students for Formative Feedback
15
6. Role Play

• A. Assume Persona of Scholar
• Enroll famous people in your course
• Students assume voice of that person for one or
  more sessions
• Enter debate topic or Respond to debate topic
• Respond to rdg reflections of others or react to
  own

16
7a. 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
17
7b. Case-Based Learning Student Cases

• 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)

18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
8. Authentic Data Analysis Wireless Technology
22
9. 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.

23
10. Perspective Taking

1. Have students receive e-newsletters from a
   foreign magazine as well as respond to related
   questions.
2. Students assume roles of those in literature from
   that culture and participate in real-time chats
   using assumed identity.
3. Perspective sharing discussions Have learners
   relate the course material to a real-life
   experience.

24
II. Types of Blended Synchronous Activities

1. Webinar, Webcast
2. Social Ice-Breakers Know You Rooms
3. Synchronous Testing and Assessment
4. Sync Guests or Expert Forums
5. Threaded Discussion Plus Expert Chat
6. Moderated Online Team Meeting
7. Secret Coaches and Protégées
8. Collaborative Online Writing
9. Online Mentoring
10. Graphic Organizers in Whiteboard (e.g., Venn)

25
1. Webinar
26
2. Social Ice Breakers

• KNOWU Rooms
• Create discussion forums or chat room topics for
  people with diff experiences (e.g., soccer
  parent, runner, pet lovers, like music, outdoor
  person). Find those with similar interests.
• Complete eval form where list people in class and
  interests. Most names wins.

27
3. Synchronous Testing Assessment(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.

28
4. Electronic Guests Mentoring
29
5. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
30
6. Moderated Online Team Meeting
31
7. Secret Coaches and Protégées

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 protégées guess coaches.
6. Discuss how behavior could be used in other
   meetings.

32
8. Collaborative Online Writing Peer-to-Peer
Document Collaboration
33
9. Online Mentoring(e.g., GlobalEnglish)
34
10. Graphic Organizers (e.g., Digital Whiteboards)
35
Web Facilitation???
36
Poor Instructors Good Instructors

• Little or no feedback given
• Always authoritative
• Kept narrow focus of what was relevant
• Created tangential discussions, fact questions
• Only used ultimate deadlines

• Provided regular qual/quant feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades, other tasks.
• Used incremental deadlines

37
Deadlines

• Deadlines motivated participation
• Message counts increased in the days immediately
  preceding a deadline
• Deadlines inhibited dialogue
• Students posted messages but did not discuss
• Too much lag time between initial messages and
  responses

38
Modeling

• Instructor modeling increased the likelihood of
  student messages meeting quality and content
  expectations
• Modeling was more effective than guidelines

39
Guidelines and Feedback

• Qualitative discussion guidelines and feedback
  helped students know what their participation
  should look like
• Quantitative discussion guidelines and feedback
  comforted students and was readily understood by
  them
• Feedback of both varieties was needed at regular
  intervals, although the qualitative feedback need
  not be individualized

40
Facilitation (Dennen, 2001)

• High instructor presence
• 11 student-instructor message ratio created low
  peer interaction
• Participant-like IP facilitated peer interaction
• Instructor modeling increased student messages
  meeting quality and content expectations
• Modeling was more effective than guidelines
• Deadlines motivated participation
• Deadlines inhibited dialogue

41
Facilitation (Dennen, 2001)

• Participation was higher when students had a
  clear goal extrinsic motivation to participate
• Relevance has a positive effect on participation
• Greater dialogue when shared perspectives
• Fact-based qing strategies did not work well
• Consistent, regular fdbk motivates students
• Quantitative and qualitative guidelines

42
Facilitating Electronic Discussion

• Have Students Initiate, Sign up for Roles
• Provide Guidelines, Due Dates, and Structure
• Weave and Summarize Weekly
• Be patient, prompt, and clear
• Foster Role Play, Debate, and Interaction
• Constantly Monitor, Converse not Dictate
• Extend Beyond Class with Peers/Practitioners

43
More on How to Facilitate...

• Find common ref pt--mission, purpose, need
• Guide to negotiate/co-construct meaning
• Establish some common practices or rituals
• Hold regularly scheduled events--chats, tours
• Create opportunities to contribute/develop
• Apply course to lived experiences
• Keep simple, give choice, build respect tension

44
Common Instructor Complaints

1. Students dont participate
2. Students all participate at the last minute
3. Students post messages but dont converse
4. Facilitation takes too much time
5. If they must be absent, the discussion dies off
6. Students are confused

45
Reasons why...

• Students dont participate
• Because it isnt required
• Because they dont know what is expected
• Students all participate at last minute
• Because that is what was required
• Because they dont want to be the first
• Instructor posts at the last minute

46
How would you respond?

1. Who invented ______?
2. Who was the most influential political figure of
   the 1990s?
3. What were the 3 main points of the reading?

47
Common problems with online discussion prompts

• Too vague
• Learners have no idea how to respond
• Too fact-based
• Only one or two persons need to respond
• Lack directions for interactions
• Learners dont know what acceptable participation
  looks like

48
Elements of a good prompt

• Specifies the desired response type
• Allows for multiple correct answers (perspective
  sharing, unique application of knowledge)
• Provides guidance for peer interaction
• Fosters reflection, thinking, or collaboration

49
A 5-Stage Approach Async

1. Initial topic or idea generation
2. Initial response
3. Respond to peers (can continue for as long as
   desired)
4. Wrap up questions
5. Reflect

50
A sample 5-part prompt

• Step 1 Idea Generation
• Find a recent news story online or announcement
  that provides an example of one of the issues or
  concepts in our recent readings. Post the URL and
  a brief summary of the article. Do not go into
  detail of what this is an example of or how it
  relates to the reading.

51
A sample 5-part prompt (2)

• Step 2 Initial Response
• Select and read one of your classmate's
  contributions, and post a message under their
  thread that discusses what major issues this
  article relates to and support your assertions
  with references to our course readings. If there
  are secondary issues, mention those as well.
  Please respond to a message that has not yet
  received a response so that we can make sure
  everyone gets at least one response. You may, of
  course, respond to multiple threads if you wish.

52
3-sentence rule

• Avoid overwhelming I agree type messages
• Require that all students post messages of 3
  sentences or longer
• The result
• I agree with you.
• Thats a good idea
• Ummm. I have to actually say something now!

53
Make Discussion an Activity

• Debate a topic
• Search for and share resources
• Learn about a topic
• Build a study guide
• Expand on a topic
• Find real-world cases

54
(No Transcript)
55
Online Mentoring and Assistance Online
Twelve forms of electronic learning mentoring and
assistance(Bonk Kim, 1998 Tharp, 1993 Bonk
et al., 2001)
56
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..."
57
2. Questioning "What is the name of this
concept...?," "Another reason for this might
be...?," "An example of this is...," "In contrast
to this might be...,""What else might be
important here...?," "Who can tell me....?," "How
might the teacher..?." "What is the real problem
here...?," "How is this related to...?,, "Can
you justify this?"
58
3. Direct Instruction "I think in class we
mentioned that...," Chapter X talks about...,"
"Remember back to the first week of the semester
when we went over X which indicated that..."
59
4. Modeling/Examples "I think I solved this sort
of problem once when I...," "Remember that video
we saw on X wherein Y decided to...,"
"Doesn't X give insight into this problem in
case Z when he/she said..."
60
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..."
61
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."
62
7. Cognitive Elaborations/Explanations "Provide
more information here that explains your
rationale," "Please clarify what you mean by...,"
"I'm just not sure what you mean by...," "Please
evaluate this solution a little more carefully."
63
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..."
64
9. Fostering Reflection/Self Awareness "Restate
again what the teacher did here," "How have you
seen this before?," "When you took over this
class, what was the first thing you did?,"
"Describe how your teaching philosophy will vary
from this...," "How might an expert teacher
handle this situation?"
65
10. Encouraging Articulation/Dialogue Prompting
"What was the problem solving process the teacher
faced here?," "Does anyone have a counterpoint or
alternative to this situation?," "Can someone
give me three good reasons why...," "It still
seems like something is missing here, I just
can't put my finger on it."
66
11. General Advice/Scaffolding/Suggestions "If
I were in her shoes, I would...," "Perhaps I
would think twice about putting these people
into...," "I know that I would first...," "How
totally ridiculous this all is certainly the
person should be able to provide some..."
67
12. Management (via private e-mail or
discussion) "Don't just criticize....please be
sincere when you respond to your peers," "If you
had put your case in on time, you would have
gotten more feedback." "If you do this again, we
will have to take away your privileges."
68
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.

69
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
  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.

70
Other Hats
71
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).

72
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).

73
Other 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

74
Still More Hats

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

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

75
How form a community???
76

• A learning community is a group of individuals
  interested in a common topic or area, who engage
  in knowledge related transactions as well as
  transformations within it. They take advantage
  of the opportunity to exchange ideas and learn
  collectively.
• (Bonk Wisher, 2000
• Fulton Riel, 1999)

77
Factors in Creating any Community

• (1) membership/identity
• (2) influence
• (3) fulfill of indiv needs/rewards
• (4) shared events emotional connections
• (McMillan Chavis, 1986).
• History, stories, expression, identity,
  participation, respect, autonomy, celebration,
  team building, shape group, Schwier, 1999)

78
Help Categorize the Degree of Online Community
(Chao, 1999)

• (1) self-disclosures, time, energy
• (2) refer to norms, rules, others
• (3) give and receive info, express need, thank,
  criticize, suggest
• (4) special stories, symbols, events, identify
  spiritual bonds

79
How Facilitate Online Community?

• Safety Establish safe environment
• Tone Flexible, inviting, positive, respect
• Personal Self-disclosures, open, stories telling
• Sharing Share frustrations, celebrations, etc
• Collaboration Camaraderie/empathy
• Common language conversational chat space
• Task completion set milestones grp goals
• Other Meaningful, choice, simple, purpose...

80
What About Student Roles???
81
Participant Categories

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

82
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.

83
Role 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.

84
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.

85
Role 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.

86
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.

87
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.

88
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.

89
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.

90
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.

91
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.

92
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.

93
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.

94
So What Happens to Instructors Role in the
Future???
95

• 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

96
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.

97
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.

98
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.

99
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.

100
Track 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.

101
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.

102
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.

103
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.

104
Some Final Advice
Or Maybe Some Questions???