Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration

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Engaging Students, Engaging Instructors Fueling
Active Learning Through Technology Integration

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

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• Timeout!!!
• What do you do with technology today?
• ____________________
• ____________________
• What about 10 years ago??? ___________________
• ____________________

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Are StudentsActive?
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Active Learning Principles

• 1. Authentic/Raw Data
• 2. Student Autonomy/Inquiry
• 3. Relevant/Meaningful/Interests
• 4. Link to Prior Knowledge
• 5. Choice and Challenge
• 6. Teacher as Facilitator and Co-Learner
• 7. Social Interaction and Dialogue
• 8. Problem-Based Student Gen Learning
• 9. Multiple Viewpoints/Perspectives
• 10. Collab, Negotiation, Reflection

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Technology Goals at Purdue

• 1. Experience with wide variety of technology
• 2. Instructional opportunity for diverse
  learners.
• 3. Link field to class and discuss/dialogue.
• 4. Inquiry, reflection, journals, personal sums.
• 5. Scaffolded learning opportunities.
• 6. Encourage to create artifacts with tech.
• 7. Some electronic assignments and portfolios.
• 8. Link students faculty-telecommunications.
• (e.g., bulletin boards and online discussions)
• 9. Interactive simulations.
• 10. Informal e-mail.

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Technology Tools

• MBL--sensors, probes, microphones, motion det
• Hand held Devices Graphing calculators, palm
  pilots, Newtons
• Exploratory Simulationsphysics, chemistry, etc.
• Telecommunications Interpers Exchanges e.g.,
  keypals, ask expert, cross-age mentoring.
• Assistance Technology screen magnifiers, speech
  synthesizers and digitizers, voice recognition
  devices, touch screens, alternative computer
  keyboards, and headpointing devices
• Writing post-it notes, outlining aids, semantic
  webbing tools, prompting tools, word processors,
  grammar checks.

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More Technology Tools

• Cognitive Tools graphing tools, spreadsheets,
  word processors, and databases
• Intelligent Tutors Geometry, Algebra, Statistics
• Distance Learning Web and videoconferencing
• Class Management Gradebooks, track students
• Presentation/Integration Smart lecturns
• Testing Essay grade, computer adaptive testing
• Classroom Assessment Digital portfolios

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Technology Ideas

• Experts via video/computer conferencing
• Teleconferencing talks to tchrs experts
• Reflect on field debate cases on the Web
• Make Web resources accessible
• Collab with Students in other places/countries
• Have students generate Web pages/pub work
• Represent knowledge with graphing tools
• Videoconference with colleagues
• Make Web link suggestions

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More Technology Ideas

• Take to lab for 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.

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Asynchronous Possibilities

• 1. Link to peers and mentors.
• 2. Expand and link to alternative resources.
• 3. Involve in case-based reasoning.
• 4. Connect students in field to the class.
• 5. Provide e-mail assistance
• 6. Bring experts to teach at any time.
• 7. Provide exam preparation.
• 8. Foster small group work.
• 9. Engage in electronic discussions writing.
• 10. Structure electronic role play.

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Are you ready?
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To Cope with the Technology Explosion, We Need
Instructor E-Learning Support!!!
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Problems 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.

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Best of Online Pedagogical Strategies
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Changing Role of the TeacherThe Online Teacher,
TAFE, Guy Kemshal-Bell (April, 2001)

• From oracle to guide and resource provider
• From providers of answers to expert questioners
• From solitary teacher to member of team
• From total control of teaching environment to
  sharing as a fellow student
• From provider of content to designer of learning
  experiences.

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Dennens Research on Nine Online Courses
(sociology, history, communications, writing,
library science, technology, counseling)
Poor Instructors Good Instructors

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

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

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What do we need???

• FRAMEWORKS!

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1. Models of Technology in Teaching and
Learning(Dennen, 1999, Bonk et al., 2001)

• Enhancing the Curriculum
• computers for extra activities drill and
  practice CD
• Extending the Curriculum
• transcend the classroom with cross-cultural
  collaboration, expert feedback, virtual field
  trips and online collaborative teams.
• Transforming the Curriculum
• allowing learners to construct knowledge bases
  and resources from multiple dynamic resources
  regardless of physical location or time.

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2. Reflect on Extent of IntegrationThe Web
Integration Continuum(Bonk et al., 2000)

• Level 1 Course Marketing/Syllabi via the Web
• Level 2 Web Resource for Student Exploration
• Level 3 Publish Student-Gen Web Resources
• Level 4 Course Resources on the Web
• Level 5 Repurpose Web Resources for Others
• Level 6 Web Component is Substantive Graded
• Level 7 Graded Activities Extend Beyond Class
• Level 8 Entire Web Course for Resident Students
• Level 9 Entire Web Course for Offsite Students
• Level 10 Course within Programmatic Initiative

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3. Reflect on InteractionsMatrix of Web
Interactions(Cummings, Bonk, Jacobs, 2002)

• Instructor to Student syllabus, notes, feedback
• to Instructor Course resources, syllabi,
  notes
• to Practitioner Tutorials, articles,
  listservs
• Student to Student Intros, sample work, debates
• to Instructor Voting, tests, papers,
  evals.
• to Practitioner Web links, resumes
• Practitioner to Student Internships, jobs,
  fieldtrips
• to Instructor Opinion surveys, fdbk,
  listservs
• to Practitioner Forums, listservs

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4. 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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5.
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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..."
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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."
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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..."
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How to Combine these Roles?
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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.

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Other Hats
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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

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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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Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Bergehttp//www.emoderators.com/moderators.shtml
mod
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Facilitating Electronic Discussion

• Have Students Initiate, Sign up for Roles
• Provide Guidelines and Structure
• Weave and Summarize Weekly
• Be patient, prompt, and clear
• Foster Role Play, Debate, and Interaction
• Assign Due Dates, Times, and Points
• Constantly Monitor, Converse not Dictate
• Assign Buddies/Pals or Include Mentoring

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Is it that simple?
NOPE!!!
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There is a Problem
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Were Handing out degrees in electronic page
turning!!!

• To get the certificate, learners merely needed to
  read (i.e. click through) each screen of
  material

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But How 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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How Bad Is It?

• Some frustrated Blackboard users who say the
  company is too slow in responding to technical
  problems with its course-management software have
  formed an independent users group to help one
  another and to press the company to improve.
• (Jeffrey Young, Nov. 2, 2001, Chronicle of Higher
  Ed)

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Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
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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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6. 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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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. 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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Encourage activities that motivate
thinking.(Sheinberg, April 2000, Learning
Circuits)
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ToneA. Instructor Modeling

• The first week of a course is a critical
• If an instructor is personable, students will be
  personable
• If formal, students will be formal
• Too little instructor presence can cause low
  levels of student involvement
• Too much presence can cause uninspired student
  involvement

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Tone B. Thiagi-Like Ice Breakers

• 1. 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)
• 2. 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

• 3. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• 4. 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 Have pairs of students summarize the
   course syllabus for each other or summarize
   initial materials sent from the instructor.
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.

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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
   introductionsor 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 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.
• Public Commitments
• Have students share how they will fit the
  coursework into their busy schedules.

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Multiple Rooms for Chat
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Tone/Climate B. Thiagi-Like Ice Breakers

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

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2. FeedbackA. 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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2. FeedbackB. 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. FeedbackC. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge questions or
completed assignments)
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2. Feedback (Instructor)D. 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.

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2. FeedbackE. 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

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2. FeedbackF. Async Self-Testing and
Self-Assessments
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2. FeedbackG. 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.

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2. Feedback (Instructor)H. 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
• (David Brown, Syllabus, January 2002, p. 23
• October 2001, p. 18)

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3. 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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3. EngagementA. Questioning XanEdu Coursepacks
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3. EngagementB. Annotations and Animations
MetaText (eBooks)
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3. 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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3. EngagementD. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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4. Meaningfulness A. Perspective Taking Oral
Histories and Interviews

• 1. Perspective sharing discussions Have learners
  relate the course material to a real-life
  experience.
• Example In a course on Technology Culture,
  students freely shared experiences of visiting
  grandparents on rural farms. The discussion led
  to a greater interest in the readings.

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4. Meaningfulness B. Perspective Taking
Foreign Languages

• Katy Fraser, Germanic Studies at IU and Jennifer
  Liu, East Asian Languages and Cultures at IU
• Have students receive e-newsletters from a
  foreign magazine as well as respond to related
  questions.
• Students assume roles of those in literature from
  that culture and participate in real-time chats
  using assumed identity.
• Students use multimedia and Web for self-paced
  lessons to learn target language in authentic
  contexts.

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4. Meaningfulness C. Knowledge Construction
Virtual Models (Ken Hay, Univ of Georgia)

• Introduction to Astronomy Professor
• Uses Celestial Construction Kit A 3-D modeling
  environment where learners can construct models
  of the solar system.
• Uses a variety of resources NASA data,
  textbooks, and Web resources
• Learners construct models through direct
  manipulation interface and explore fundamental
  scientific concepts (e.g., elliptical orbits and
  the physics underlying them).

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4. Meaningfulness D. Simulations and
Perspective Taking

• Nick Cullather, History Professor at IU
• Students play roles in a Vietnam War simulation
  called Escalation to rethink notions of war,
  force, and victory as well as improve decision
  making.

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4. Meaningfulness E. Expert Job Interviews

• 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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4. MeaningfulnessF. 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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4. MeaningfulnessG. 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)

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10 Ways of Using Cases on Web

• 1. Build Web weekly work around case.
• 2. Include cases on Web exams or readings.
• 3. Put video of case on Web.
• 4. Read diff cases form database.
• 5. Use prepackaged Web simulations or cases.
• 6. One team writes case another answers.
• 7. Small interest groups post cases.
• 8. Publish class cases and enter competitions.
• 9. Students generate discuss cases.
• 10. Instructor repurposes student cases.

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4. MeaningfulnessH. Case-Based Laboratories

• Virginia Polytechnic Institute Veterinary
  Medicine (Active learning goal access diagnostic
  test results, interpret significance, read ref
  materials)
• Instructors provide all materials for case-based
  labs WP files, patient photos materials, color
  slides of specimens
• Create Web images through scanning photos,
  slides, radiographs, and computed scans.
• Find approp sound files on educational sites.
• Students view patient info (photo, lesion photos,
  history, physical exam findings)
• Can click on active links of sounds (breath,
  cardiac, etc.)
• Students must answer questions
• Students encouraged to discuss cases before class
• Students and instructors discuss in class.

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4. MeaningfulnessI. Authentic Data Analysis

• Jeanne Sept, IU, Archaeology of Human Origins
  Components From CD to Web
• A set of research qs and problems that
  archaeologists have posed about the site (a set
  of Web-based activities)
• A complete set of data from the site and
  background info (multimedia data on sites from
  all regions and prehistoric time periods in
  Africa)
• A set of methodologies and addl background info
  (TimeWeb tool to help students visualize and
  explore space/time dimensions)
• Students work collaboratively to integrate
  multidisciplinary data interpret age of site
• Interpret evidence for sites ancient
  environments
• Analyze info on artifacts and fossils from the
  site

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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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5. ChoiceC. Web Resource Reviews
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6. 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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6. 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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6. VarietyC. 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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6. VarietyD. Just-In-Time Syllabus(Raman,
Shackelford, Sosin) http//ecedweb.unomaha.edu/j
its.htm

• Syllabus is created as a "shell" which is
  thematically organized and contains print, video,
  and web references as well as assignments.
• Goal critical thinking (analysis, evaluation),
  developing student interests, collaboration,
  discussion
• e.g., Economics instructors incorporate
  time-sensitive data, on-line discussions as well
  as links to freshly-mounted websites into the
  delivery of most of the undergraduate courses in
  economics. Instructor reads and summarizes
  responses before class and weaves them into
  discussion and changes the lecture as
  appropriate.
• e.g., To teach or expand the discussion of supply
  or elasticity, an instructor would add new links
  in the Just-in-Time Syllabus to breaking news
  about gasoline prices or the energy blackouts in
  California

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6. Variety E. Virtual Classroom

• Joachim Hammer, University of Florida, Data
  Warehousing and Decision Support
• Voice annotated slides on Web 7 course modules
  with a number of 15-30 minutes units
• Biweekly QA chat sessions moderated by students
• Bulletin Board class discussions
• Posting to Web of best 2-3 assignments
• Exam Qs posted to BB answers sent via email
• Team projects posted in a team project space
• Addl Web resources are structured for students
  (e.g., white papers, reports, project and product
  home pages)
• Email is used to communicate with students

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7. CuriosityA. 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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7. Curiosity

• B. 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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7. Curiosity C. 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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7. Curiosity D. Video Mentoring

• Audiology Professor, Univ of Florida
• Course instructor invites national known experts
  to lecture in specific content areas.
• Lectures are videotaped in a recording studio,
  edited by professional, duplicated, and
  distributed to each student.
• Average of ten hours of lectures from 3-5 experts
  are prepared for each class.
• Visual aids are added to each tape and a
  transcript is prepared for hearing-impaired
  students.

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7. CuriosityE. Synchronous Chats

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

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Tech check since anything can happen
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F. Peer Questions Team Meeting
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G. Peer Questions Team Meeting Moderated
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H. Collaborative Document Writing
Online Peer-to-Peer Collaboration
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I. Online Language Support (pronunciation,
communication, vocabulary, grammar, etc.)
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Instructor-Led Training(e.g., GlobalEnglish)
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Typical Features (e.g., Englishtown (millions of
users from over 100 countries)

• Online Conversation Classes
• Experienced Teachers (certified ESL)
• Expert Mentors
• Peer-to-Peer Conversation
• Private Conversation Classes
• Placement Tests
• Personalized Feedback
• University Certification
• Self-Paced Lessons

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8. TensionA. Role Play

• A. 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
• B. 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

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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 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. Here, the student looks for
  patterns and 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 the activity.

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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 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.

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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.

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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.

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Role 7 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.

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8. Tension.C. 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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8. TensionD. 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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9. Interactive A. Critical/Constructive
Friends, Email Pals, Web Buddies

• Assign a critical friend (perhaps based on
  commonalities).
• 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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9. InteractiveB. Symposia or Panel 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 (rest of class)
6. Assign panelists to start

C. Press Conference Have a series of press
conferences at the end of small group projects
one for each group)
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9. InteractiveD. 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 DrivenC. 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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Motivational Top Ten

• 1. Tone/Climate Ice Breakers, Peer Sharing
• 2. Feedback Self-Tests, Reading Reactions
• 3. Engagement Qing, Polling, Voting
• 4. Meaningfulness Job/Field Reflections, Cases
• 5. Choice Topical Discussions, Starter-Wrapper
• 6. Variety Brainstorming, Roundrobins
• 7. Curiosity Seances, Electronic Guests/Mentors
• 8. Tension Role Play, Debates, Controversy
• 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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