Title: New Roles of Instructors and Students in Blended and Fully Online Learning Environments
1New Roles of Instructors and Students in Blended
and Fully Online Learning Environments
- Curt Bonk, Indiana University
- President, CourseShare.com
- cjbonk_at_indiana.edu
- http//php.indiana.edu/cjbonk
- http//CourseShare.com
2What is happening inhigher education?
3New Roles for InstructorsBerge Collins
AssociatesMauri Collins and Zane L.
Bergehttp//www.emoderators.com/moderators.shtml
mod
4New Instructor Roles Online?
- Make learning activities relevant
- Vary your instructional approaches activities
- Provide immediate feedback
- Build conflict and tension
- Task structure with clear deadlines
- Give students choice in activities
- Creating an open and flexible learning environment
5Study 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
6Main Role 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.
7Personal 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).
8E-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).
9Other 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
10Still More Hats
- Assistant
- Devils advocate
- Editor
- Expert
- Filter
- Firefighter
- Facilitator
- Gardener
- Helper
- Lecturer
- Marketer
- Mediator
- Priest
- Promoter
11Online Mentoring and Assistance Online
Twelve forms of electronic learning mentoring and
assistance(Bonk Kim, 1998 Tharp, 1993 Bonk
et al., 2001)
12(No Transcript)
131. 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..."
145. 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..."
156. 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."
16How get to instructors to adopt?
- Sponsor conferences, lunches, tech showcases
- Provide technical support
- Showcase effective ideas (mini conference)
- Small pockets of money, recognize in annual
merit, or other award systems - Instructor of the month spotlight
- Peer mentoring programs
- Laptop programs
- Staff development, send to conferences
17What About Student Roles???
18New Student Roles Online?
- Student, colleague, teacher, evaluator, group
leader, synthesizer, resource finder, etc - Present to peers instead of listen to lectures
- Keep in touch with instructor and peers
- Take ownership over material
- Need to pace self
- Self-assessment of work
- Select tasks, explore Web
19Role 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.
20Role 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.
21Role 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.
22Role 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.
23Role 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.
24Role 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.
25Role 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.
26Role 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.
27Role 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.
28Role 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.
29Role 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.
30Role 12 Slacker/Slough/Slug/Surfer
- 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.
31Blended LearningSample Synchronous and
Asynchronous Activities
(David Brown, Syllabus, January 2002, p. 23
October 2001, p. 18)
32Sample Asynchronous Activities
- Social Ice Breakers intros, favorite Web sites
- Learner-Content Interactions self-testing
- Scenario-Based Simulations
- Starter-Wrapper Discussion
- Anonymous Suggestion Box
- Role Play Assume the Persona of a Scholar
- Online Experiments and Demonstrations
- Case-Based Learning
331. 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.
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352. Learner-Content Interactions Self-Testing
363. Scenario-Based Simulations
374. 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
385. 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.
396. 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 reading reflections of others or react
to own
407. 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
418. 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 your case and a peer
case. - (Note method akin to storytelling)
42Sample Synchronous Activities
- Webinar, Webcast
- Synchronous Testing and Assessment
- Sync Guests or Expert Forums
- Threaded Discussion Plus Expert Chat
- Collaborative Online Writing
- Online Mentoring
431. Webinar
442. Synchronous Testing Assessment(Giving Exams
in the Chat Room!, Janet Marta, NW Missouri State
Univ, Syllabus, January 2002)
- Post times when will be available for 30 minute
slots, first come, first serve. - Give 10-12 big theoretical questions to study
for. - Tell can skip one.
- Assessment will be a dialogue.
- Get them there 1-2 minutes early.
- Have hit enter every 2-3 sentences.
- Ask qs, redirect, push for clarity, etc.
- Covers about 3 questions in 30 minutes.
453. Electronic Guests Mentoring
464. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
475. Collaborative Online Writing Peer-to-Peer
Document Collaboration
486. Online Mentoring(e.g., GlobalEnglish)
49Blended Learning Ideas (Margaret Driscoll, March
2002, e-learning Magazine, p. 54)
- Put assessment online
- Put threaded discussions (community) online
- Make reference materials available for depth
- Deliver preclass materials electronically
- Provide online office hours
- Extend class with an online coach or mentor
- Life discussions with experts
- Create a lifeline for learners outside of class
- Use email and messaging
50Hold Online Discussions/Community
51More Blended Ideas(Bonk, 2003)
- 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.
52Posted Resources (e.g., cases, Glossary)
53So What Happens to Instructors and Students in
the Future???
54- 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
55Track 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.
56Track 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.
57Track 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.
58Track 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.
59Track 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.
60Track 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.
61Track 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.
62Track 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.
63Student Differences in 2020
- Live Longer
- More Educated
- Multiple Degrees
- Accustomed to Multiple Learning Formats
- Design own programs and courses
- Specialists AND Generalists
- Courses/Degrees for unknown occupations
- Expect to Take Courses Where Live
- Cyber-students (various digital aids attached to
appendages)
64Possible Scenarios in Year 2020
- Virtual Us and Traditional Us Coexist
- Traditional Univs buy stake in Virtual Us
- Traditional Univs form Consortia
- Some Trad Us Move Ahead, Some Dont
- Other Technology arise well beyond Web
- Large Virtual Us Buy Competing Traditional Us
and shut them down
65What Uses for Old Institutions of Higher
Learning???
- Museums
- Historical Monuments
- Bomb Shelters
- Resorts and Apartment Complexes
- Nostalgic Retirement Homes
- Green Space
- Prisons
66Some Final Advice
Or Maybe Some Questions???