II. Best Pedagogical Practices for Online Learning

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II. Best Pedagogical Practices for Online
Learning

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

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Who are some of the key players
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Online Strategies(Karen Lazenby, University of
Pretoria, Nov., 2001)

• Limit lecturing onlinepromote self-directed
  learning
• Set clear rules for posting and interaction
• Explain tasks and overlooked info.
• Let learners synthesize key points.
• Publish best work of students (with permission)
• Involve participation from outside experts

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Online Teaching SkillsThe Online Teacher, TAFE,
Guy Kemshal-Bell (April, 2001)

• Technical email, chat, Web development
• Facilitation engaging, questioning, listening,
  feedback, providing support, managing discussion,
  team building, relationship building, motivating,
  positive attitude, innovative, risk taking
• Managerial planning, reviewing, monitoring, time
  management
• From provider to content to designer of learning
  experiences.
• From oracle to guide and resource provider
• From solitary teacher to member of team

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Key Skills or Attributes (scale 0-3)The Online
Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• Ability to provide effective online fdbk (2.86)
• Ability to engage the learner (2.84)
• Ability to provide direction and support (2.82)
• Skills in online listening (2.76)
• Ability to use email effectively (2.70)
• Ability to motivate online learners (2.66)
• Positive attitude to online teaching (2.66)
• Skills in effective online questioning (2.65)

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Lets brainstorm comments (words or short
phrases) that reflect your overall attitudes and
feelings towards online teaching
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Feelings Toward Online TeachingThe Online
Teacher, TAFE, Guy Kemshal-Bell (April,
2001)(Note 94 practitioners surveyed.)

• Exciting (30)
• Challenging (24)
• Time consuming (22)
• Demanding (18)
• Technical issue (16) Flexibility (16)
• Potential (15)
• Better options (14) Frustrating (14)
• Collab (11) Communication (11) Fun (11)

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E-ModeratingE-Moderating The Key to Teaching
and Learning Online, (Gilly Salmon, (1999) Kogan
Page)

• Know when to stay silent for a few days.
• Close off unused or unproductive conferences.
• Provide a variety of relevant conference topics.
• Deal promptly with dominance, harassment, etc.
• Weave, summarize, and archive often.
• Be an equal participant in the conference.
• Provide sparks or interesting comments.
• Avoid directives and right answers.
• Acknowledge all contributions.
• Support others for e-moderator role.

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Pedagogical Recommendations(Berge, 1995, The
role of the online instructor/facilitator)

• Draw attention to conflicting views
• Dont expect too much/thread
• Do not lecture (Long, coherent sequence of
  comments yields silence)
• Request responses within set time
• Maintain non-authoritarian style
• Promote private conversations

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Research on Nine Online Courses(Vanessa Dennen,
San Diego State Univ)

• 9 case studies of online classes using
  asynchronous discussion
• Topics sociology, history, communications,
  writing, library science, technology, counseling
• Range of class size 15 - 106
• Level survey, upper undergraduate, and graduate
• Tools custom and commercial
• Private, semi-public, and public discussion areas

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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

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Collaborative and Constructivist Web Tasks
(McLoughlin Oliver, 1999 Oliver McLoughlin,
1999))

• Apprenticeship QA Ask an Expert (chats
  async).
• Case-Based and Simulated Learning exchange
  remote views enact events online.
• Active Learning Design Web pages and project
  databases.
• Reflective/Metacognitive Learning Reflect in
  online journals, bulletin boards
• Experiential Learning Post (articulate ideas) to
  discussion groups
• Authentic Learning PBL, search current databases

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Framework for Pedagogical CMC Techniques(Paulsen,
1995, The Online Report on Pedagogical
Techniques for Computer-Mediated Communication)

• One-alone Techniques Online journals, online
  databases, interviews, online interest groups.
• One-to-one Techniques Learning contracts,
  internships, apprenticeships.
• One-to-many Techniques Lectures, symposiums,
  skits.
• Many-to-many Techniques Debates, simulations,
  games, case studies, discussion groups,
  brainstorming, Delphi techniques, nominal group
  process, forums, group projects.

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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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Pedagogical Tips(Bonk 1998 Indiana University)

• Build peer interactivity
• Utilize multiple forms of assessment
• Provide feedback cues (dots)
• Embed choices (avatars, tasks, etc.)
• Simplify (everything!!!)
• Offer early feedback
• Scheduling something due early

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Just a Lot of Bonk

• Variety tasks, topics, participants,
  accomplishments, etc.
• Interaction extends beyond class
• Learners are also teachers
• Multiple ways to succeed
• Personalization and choice
• Clarity and easy to navigate course
• Find tech mentor, be student b4 teacher

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But how to determine the pedagogical quality of
courses and course materials you develop?
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Quality on the Line Benchmarks for Success in
Internet-Based Distance Ed (Blackboard NEA,
2000)

• Teaching/Learning Process
• Student interaction with faculty is facilitated
  through a variety of ways.
• Feedback to student assignments and questions is
  provided in a timely manner.
• Each module requires students to engage
  themselves in analysis, synthesis, and evaluation
  as part of their course assignments.
• Course materials promote collaboration among
  students.
• http//www.ihep.com/Pubs/PDF/Quality.pdf

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Quality on the Line Benchmarks for Success in
Internet-Based Distance Ed (Blackboard NEA,
2000)

• Other Benchmark Categories
• Institutional Support incentive, rewards, plans
• Course Development processes, guidelines, teams,
  structures, standards, learning styles
• Course Structure expectations, resources
• Student Support training, assistance, info
• Faculty Support mentoring, tech support
• Evaluation and Assessment review process,
  multiple methods, specific standards

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The Sharp Edge of the Cube Pedagogically Driven
Instructional Design for Online
EducationSyllabus Magazine, Dec, 2001, Nishikant
Sonwalkar

• five functional learning stylesapprenticeship,
  incidental, inductive, deductive, discovery.
• http//www.syllabus.com/syllabusmagazine/article.a
  sp?id5858

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New Methodology for Evaluation The Pedagogical
Rating of Online CoursesSyllabus Magazine, Jan,
2002, Nishikant Sonwalkar

• The Pedagogical Effectiveness Index
• (1) Learning Styles (see previous page)
• (2) Media Elements text, graphics, audio, video,
  animation, simulation
• (3) Interaction Elements feedback, revision,
  e-mail, discussion, bulletin
• http//www.syllabus.com/syllabusmagazine/article.
  asp?id5914
• For more info, e-mail Nish_at_mit.edu

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New Methodology for Evaluation The Pedagogical
Rating of Online CoursesSyllabus Magazine, Jan,
2002, Nishikant Sonwalkar

• Summative evaluation instrument for rating online
  courses
• (1) Content Factors quality, media, authentic
• (2) Learning Factors interactivity, testing
  feedback, collaboration, ped styles
• (3) Delivery Support Factors accessible,
  reporting, user management, content
• (4) Usability Factors clarity, chunk size,
  layout
• (5) Technological Factors bandwidth, database
  connectivity, server capacity,browser

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What do we need???

• FRAMEWORKS!

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The 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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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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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).

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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).

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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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Surebut Cat Herder???
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Activity Pick a Online Instruction Metaphor from
40 Options

• Reality
• ___________
• ___________
• ___________
• ___________
• ___________

• Ideal World
• ___________
• ___________
• ___________
• ___________
• ___________

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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...,, "Who can tell me....?,
"What is the real problem here...?," "How is this
related to...?,, "Can you justify this?"
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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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What About Student Roles???
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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 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.

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Who do you think invented the Internet???
Alt Role Connector/Relator/Linker/Synthesizer
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Funny thing is that Al thinks he invented
e-learning as well!!!
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INFORMATION TECHNOLOGY(June 26, 2002) AL GORE
IS TEACHING a distance-education course on the
role of families in discussions about community
development.    Videotapes of the two-semester
course, made this past year, are available for
other institutions to use.   SEE
http//chronicle.com/free/2002/06/2002062601t.htm
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Role 11 Controller/Executive Director/CEO/Leader

• In this role, the student oversees the process,
  reports overall findings and opinions, and
  attempts to control the flow of information,
  findings, suggestions, and general problem
  solving.

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Role 12 Slacker/Slough/Slug/Surfer Dude

• In this role, the student does little or nothing
  to help him/herself or his/her peers learn.
  Here, one can only sit back quietly and listen,
  make others do all the work for you, and
  generally have a laid back attitude (i.e., go to
  the beach) when addressing this problem.

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What are your best practices???