Technology Integration for Student Learning

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Technology Integration for Student Learning

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

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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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My Technology Use

• Stand Alone Computer Presentations
• School and University Computer Labs
• Distance Education Web (WebCT, Blackboard) and
  Videoconferencing Courses
• Electronic Mail
• Computer Conferencing Collab Writing
• Specific Technology Equipment
• Document Camera, Fax, CD-ROM, Scanner, Digital
  Camera, camcorders, Videotape, Stereos, Scanner,
  Telephone, Audiotape.

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More Technology Tools

• Cognitive Tools graphing tools, spreadsheets,
  word processors, and databases
• Class Management Gradebooks, track students
• Presentation/Integration Smart lecturns
• Testing Essay grade, computer adaptive testing
• Classroom Assessment Digital portfolios
• MBL--sensors, probes, microphones, motion det
• Hand held Devices Graphing calculators, palm
  pilots
• Assistance Technology screen magnifiers, speech
  synthesizers and digitizers, voice recognition
  devices, touch screens, alternative keyboards

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Online Exams and Gradebooks
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Technology Ideas

• Bring in 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

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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.
• Have students do technology demos.

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Post Syllabus is Important!
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Still More Technology Idas

• Find Free Concept Clips on Internet.
• Show Web site glossary--let explore eval.
• Final project presentations with technology
• Scavenger hunt (including items on Web).
• Explore simulations and Web sites.
• Create electronic portfolios (CD, Web, video)
• Peer Mentoring sign up.

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Web Resource and Tool Reviews
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Teacher E-Portfolios

• Digital pictures of student activities
• Handouts from coursework
• Philosophy statements
• Videotapes of teaching
• Audio recordings
• Lesson plans

• Letters to parents
• Letters of rec
• Sample writing
• Newspaper clippings of their activities
• Work from students
• Student evaluations
• Self-evaluations

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Blended LearningSample Synchronous and
Asynchronous Activities
(David Brown, Syllabus, January 2002, p. 23
October 2001, p. 18)
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10 Blended 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, Debate, Assume Persona of a Scholar
• Online Experiments and Demonstrations
• Case-Based Learning and Authentic Data Analysis
• Online Reflection or Polling
• Perspective Taking Foreign Languages

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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.

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Tone/Climate Social Ice Breakers

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

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2a. Learner-Content Interactions Self-Testing
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2b. Students Play Online Jeopardy
Game www.km-solutions.biz/caa/quiz.zip
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2c. 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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3. Scenario-Based Simulations
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4a. 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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4b. Multiple Discussion 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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4c. Discussion and Questioning(Morten Flate
Pausen, 1995 morten_at_nki.no)

• Shot Gun Post many questions or articles to
  discuss and answer anystudent choice.
• Hot Seat One student is selected to answer many
  questions from everyone in the class.
• 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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5a. Web-Supported GroupReading Reactions and
Feedback

• 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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5b. Critical Friend Feedback
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5c. 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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5d. 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.

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6a. Role PlayAssume 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

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6b. Role Play Personalities 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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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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6c. 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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6d. Instructor Generated Virtual Debate (or
student generated)

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

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7. 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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8a. 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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8b. Instructor or Text Generated Cases
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8c. Cases from NewsAuthentic Data Analysis

• Jeanne Sept, IU, Archaeology of Human Origins
  Components From CD to Web
• A set of research questions 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,
  analyze, interpret, and explore space/time
  dimensions)

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9a. 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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9b. Thoughtful Reflections on Web
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9c. 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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9d. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
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10. 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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Blended Synchronous Activities? (Sheinberg,
April 2000, Learning Circuits)
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Synchronous WBT Products Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)

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

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Web Conferencing Features

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

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10 Synchronous Activities

• Webinar, Webcast
• Synchronous Testing and Assessment
• Sync Guests or Expert Forums, Séance
• Threaded Discussion Plus Expert Chat
• Moderated Online Team Meeting
• Collaborative Online Writing
• Online Mentoring
• Graphic Organizers in Whiteboard (e.g., Venn)
• Human Graphs (videoconferencing)
• Stand and Share (videoconferencing)

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1. Webinar
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2. 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.

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3a. Electronic Guests Mentoring
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3b. 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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4. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
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5. Moderated Online Team Meeting
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6. Collaborative Online Writing Peer-to-Peer
Document Collaboration
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7. Online Mentoring(e.g., GlobalEnglish)
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8. Graphic Organizers(e.g., Digital Whiteboards)
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9. Human Graph (formative Feedback) When
Videoconferencing

• Have students line up on a scale (e.g., 1 is low
  and 5 is high) on camera according to how they
  feel about something (e.g., topic, the book,
  class).
• Debrief

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10. Stand and Share (Interaction) when
Videoconferencing

• Have students think about a topic or idea and
  stand when they have selected an answer or topic.
• Call on students across sites and sit when speak.
• Also, sit when you hear your answer or your ideas
  are all mentioned by someone else.

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Look for Tech Champions

• 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
• Web resources white papers, reports, projects

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Pick an Idea

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

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• Questions?Comments?Concerns?