2. summarizing research, best pedagogical practices, and the levels of web integration curt bonk,...
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2. Summarizing Research, Best Pedagogical Practices, and the
Levels of Web Integration
Curt Bonk, Indiana UniversityPresident, CourseShare.com
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Today is a time for reflection on past 7 years of
Web use.
Exponential Growth of the Web
Are You Ready???
Brains Before and After E-learning
BeforeAfter
And when use synchronous and asynchronous tools
E-LearningProblems and Solutions
1. Tasks Overwhelm
2. Confused on Web
3. Too Nice Due to Limited Share History
4. Lack Justification
5. Hard not to preach
6. Too much data
7. Communities not easy to form
Train and be clear Structure time/dates due Develop roles and
controversies Train to back up claims Students take lead role Use E-Pals; set amounts Embed Informal/Social
E-LearningBenefits and Implications
1. Shy open up online
2. Minimal off task
3. Delayed collab more rich than real time; discussion extends
4. Students can generate lots of info
5. Minimal disruptions
6. Extensive E-Advice
7. Excited to Publish
Use async conferencing Create social tasks Use Async for debates;
Sync for help, office hours (use both to reflect)
Structure generation and force reflection/comment
Foster debates/critique Find Practitioners/Experts Ask Permission
Do you have any questions about the research???
Best of Online Pedagogical Strategies…who are the key
players?
Guy Kemshal-BellTechnical & Further Education (TAFE) in Australia
(Had Instructors Rate 21 Online Teaching Competencies From TAFE Questionnaire)
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 to content to designer of
learning experiences.
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
Rate 21 Online Teaching Competencies From TAFE
Questionnaire
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)
Less Impt Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• Higher-level Web page development (.606)• Use of video/audioconferencing (1.06)• Ability to develop simple Web pages (1.45)• Skills in using online chat (1.84)• Ability to build online teams (2.10)• Skills in planning, monitoring trng (2.20)
Ability to say dumb things.Ability to offend people.Ability to sleep 24 X 7.Ability to get distracted.
Three Most Vital SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• Ability to engage the learner (30)• Ability to motivate online learners (23)• Ability to build relationships (19)• Technical ability (18)• Having a positive attitude (14)• Adapt to individual needs (12)• Innovation or creativity (11)
Using Online Learning ToolsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• E-mail: Send and receive emails, add attachments, create distrib lists.
• Web-Based Bulletin Boards: create, post message or URL, edit, administer.
• Sync Communication Tools: access, post, send and receive files.
• HTML: Understand simple HTML tags.• Integrated Learning Platforms: manage, use.
Let’s brainstorm comments (words or short phrases) that
reflect your overall attitudes and feelings towards online teaching…
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)
Student CommentsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
Positive Side: intense, challenging, emotional, dynamic, addictive, fun, stimulating, flexible, empowering, intellectually stimulating.
Less-Positive Side: Time-consuming, frustrating, little feedback, isolating, bewildering, a lot to grapple with.
Karen Lazenby Instructor Qualities
(University of Pretoria, Nov., 2001, [email protected])
• Web-Smart (technology smart)• Flexible (ability to shift between roles)• Patient• Responsive• Friendly• Positive• Supportive
Online Strategies(Karen Lazenby, University of Pretoria, Nov., 2001)
• Limit lecturing online—promote 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
Tips for SuccessUniv of Missouri Extension, Distance
Learning Design Center (DLDC)http://dldc-courses.ext.missouri.edu/dldcwww/dlplanning/
Give pts for participation & contribution. Set time limits for task, feedback, etc. Set quantity for regular participation. Have flexibility in work submission. Reward early submission. Send private email nurturing postings.
More Tips for Success(DLDC Reference Guide)
Prompt and remind frequently. Summarize discussion occasionally. Provide chat transcripts for those unable
to attend. Encourage to answer each other’s q’s. Make first online discussion an ungraded
ice breaker.
Gilly Salmon:Open University in UK
E-ModeratingE-Moderating: The Key to Teaching and Learning Online,
(Gilly Salmon, (1999) Kogan Page)
1. Know when to stay silent for a few days.
2. Close off unused or unproductive conferences.
3. Provide a variety of relevant conference topics.
4. Deal promptly with dominance, harassment, etc.
5. Weave, summarize, and archive often.
6. Be an equal participant in the conference.
7. Provide sparks or interesting comments.
8. Avoid directives and right answers.
9. Acknowledge all contributions.
10. Support others for e-moderator role.
Pedagogical Recommendations(Berge, 1995, The role of the online instructor/facilitator)
• Don’t expect too much/thread• Draw attention to conflicting views• Do not lecture (Long, coherent sequence
of comments yields silence)• Request responses within set time• Maintain non-authoritarian style• Promote private conversations
Managerial Recommendations(Berge, 1995, The role of the online instructor/facilitator)
• Distribute lists of participants• Provide timely administrative info—books,
enrollment, counseling, etc.• Change procedures that are not working• Change misplaced subject headings• Decisively end discussion sessions• Don’t overload
Social Recommendations(Berge, 1995, The role of the online instructor/facilitator)
• Use introductions• Be accepting of lurkers• Do not ignore bad discussant behavior—
privately request change• Watch for use of humor and sarcasm• Praise behavior you seek• Guard against fear or public ridicule
Vanessa Dennen: San Diego State University
Research on Nine Online Courses
• 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
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
Modeling
• Instructor modeling increased the likelihood of student messages meeting quality and content expectations
• Modeling was more effective than guidelines
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
• Little or no feedback given
• Always authoritative• Kept narrow focus of
what was relevant• Created tangential
discussions, fact q’s• Only used “ultimate”
deadlines
• Provided regular qual/quant feedback
• Participated as peer• Allowed perspective
sharing• Tied discussion to
grades, other assns.• Used incremental
deadlines
Poor Instructors Good Instructors
Converting Classes for the Web
• Course conversion is not a simple matter of taking materials and putting them on a Web site
• Assess how well certain activities transfer– Does it make sense to lecture online?
– How do you know students are engaged?
• Determine points of assessment– Should participation in a discussion count?
– Will access to materials count?
Ron Oliver: Edith Cowan University in Australia
http://elrond.scam.ecu.edu.au//oliver/; [email protected]
Professor of Interactive Multimedia, and the Director of the Centre for Research in Information Technology
and Communications
Collaborative and Constructivist Web Tasks
(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999))
1. Apprenticeship: Q&A; Ask an Expert (chats & async).2. Case-Based and Simulated Learning: exchange
remote views; enact events online.3. Active Learning: Design Web pages and project
databases.4. Reflective/Metacognitive Learning: Reflect in online
journals, bulletin boards5. Experiential Learning: Post (articulate ideas) to
discussion groups6. Authentic Learning: PBL, search current databases
Morton Paulsen: NorwayPaulsen, M. F. (1995). Online report on pedagogical techniques for computer-mediated communication. [Online]. Available: http://www.hs.nki.no/~morten/cmcped.htm [1998, March 25].
http://home.nettskolen.nki.no/%7Emorten/
Pedagogical Techniques of CMC(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
1. Collective databases, Access to Online Resources2. Informal socializing (online cafes)3. Seminars (read before going online)4. Public tutorials5. Peer counseling, learning partnerships
(Online Support Groups)6. Simulations, games, and role plays7. Free Flowing Discussions/Forums8. Email interviews9. Symposia or speakers on a theme10. The notice board (class announcements)
Framework for Pedagogical CMC Techniques(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
1. One-alone Techniques: Online journals, online databases, interviews, online interest groups.
2. One-to-one Techniques: Learning contracts, internships, apprenticeships.
3. One-to-many Techniques: Lectures, symposiums, skits.
4. Many-to-many Techniques: Debates, simulations, games, case studies, discussion groups, brainstorming, Delphi techniques, nominal group process, forums, group projects.
Jennifer Hoffman, InSync Training ([email protected])
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
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 visual—color, sound, animation• Design 10-minute breaks every 90 minutes
Other Survival Tips Jennifer Hoffman, Online Learning Conference (2001, Oct.)
• Prepare a class roster; prepare quick tour• Start promptly; load applic ahead of time• Welcome to the session/class; explain
goals; ask for feedback on goals.• Instruct on communication methods—hand
raising, chat, whiteboard, voice, email.
• Provide phone number for emergencies• Be ready for delays with planned ad-lib stuff
Curt Bonk: Indiana University
Pedagogical Tips (Bonk 1998)
• Scheduling something due early• Build peer interactivity• Utilize multiple forms of assessment• Provide feedback cues (dots)• Embed choices (avatars, tasks, etc.)• Simplify (everything!!!)• Offer early feedback
Technological Tips (Bonk, 1998)
• Use course organizer (e.g., calendar)• Utilize easy to use tools.• Embed portfolio feedback tools• Find tools that provide peer feedback• Signal that work posted ok• Link to prior work (i.e., legacies)• List of who posted thus far
Web Advice for Instructors(Bonk, 2001; Jamie Chamberlin, (2001, Jan), Digital Dissemination,
Monitor on Psych, pp. 64-67.
• Do some usability testing• Start small--Try 1-2 new things each time• Compare features (Bruce Landon’s Web site)• Read free reports• Market/Share what do• Archive work, repurpose it, use it• Be flexible• Take a course online—be a student• Find a tech mentor, join a discussion board• Contact potential partners, interns, students
What do we need???
FRAMEWORKS!
Figure 1. Online Learning Frameworks(Bonk & Dennen, in press)
3. Level of Web or Technology
Integration
2. Participant Interaction and
Tool Categories
4. Instructor and Student
Roles
5. Pedagogical Strategies
1. Psychological Justification
#1: Learner-Centered on the Web (Bonk & Cummings, 1998)
1. Safe Lrng Community: 6, 11
2. Foster Engagement: 1- 6, 11.
3. Give Choice: 8, 9, 12
4. Facilitate Learning: 2, 9, 11.
5. Offer Feedback: 3, 6, 8, 11, 13.
6. Apprentice Learning: 3, 6, 7-9, 11, 13.
7. Use Recursive Tasks: 1, 3, 8-9, 10, 13.
8. Use Writing & Reflection: 3, 8, 12-13.
9. Build On Web Links: 2-4, 8-9, 12-14.
10. Be Clear & Prompt Help: 2, 9, 11, 14.
11. Evaluate Dimensionally: 1-5, 14.
12. Personalize in Future: 6, 8, 10-13.
#1. Smartweb Activities and Sociocultural Link (Bonk, 1998)
Smartweb Activities• Weekly Chapter Activ• Starter-Wrapper Disc• Personal Profiles• Student Portfolios• Feedback on Portfolios• Links Prior Semesters• Field Reflections• Field Observ Case Disc• Café Latte
Sociocultural Link• Connect to Experience• Recip Teach & Dialogue• Build Intersubjectivity• Dynamic Assessment• Scaffolding within Zones• Modeling and Legacy• Apprentices Learning• Scaffolded & Authentic• Shared Knowledge
#2. Matrix of Web Interactions(Cummings, Bonk, & Jacobs, in press)
Instructor to Student: Syllabus, notes, feedback.
to Instructor: Course resources, syllabi, notes.
to Practitioner: Tutorials, articles, news.
Student to Student: Comments, sample work, links.
to Instructor: Votes, tests, papers, evals.
to Practitioner: Web links, resumes, reflections
Practitioner to Student: Internships, jobs, e-fieldtrips
to Instructor: Opinion surveys, fdbk, listservs
to Practitioner: Forums, listservs, prof devel.
#3. Models of Technology in Training and Education(Dennen, 1999, Bonk et al., in press)
• Enhancing the Training– computers for extra activities: drill and practice CD
• Extending the Training– transcend the classroom with virtual field trips and
Online Collaborative Teams.
• Transforming the Training– allowing learners to construct knowledge bases and
resources from multiple dynamic resources regardless of physical location or time.
#4. The Web Integration Continuum (Bonk et al., 2000)
Level 1: Course Marketing/Syllabi via the WebLevel 2: Web Resource for Student ExplorationLevel 3: Publish Student-Gen Web ResourcesLevel 4: Course Resources on the WebLevel 5: Repurpose Web Resources for Others=======================================Level 6: Web Component is Substantive & GradedLevel 7: Graded Activities Extend Beyond ClassLevel 8: Entire Web Course for Resident StudentsLevel 9: Entire Web Course for Offsite StudentsLevel 10: Course within Programmatic Initiative
Levels 1-5: Information
Provider
Level 1: Marketing/Syllabi Via Web
Instructors use the Web to promote course and teaching ideas via electronic fliers and syllabi
Level 2: Student Exploration of Web Resources
Students use the Web to explore pre-existing resources, both in and outside of class
Level 3: Student-Generated Resources Published on the Web
Students use the Web to generate resources and exemplary products for the class
Level 4: Course Resources on Web
Instructors use the Web to create and present class resources e.g., handouts, prior student work, class notes, and PowerPoint presentations
Level 5: Repurpose Web Resources
Instructors take Web resources and course activities from one course and, making some adjustments, use them in another
Levels 6-10: Course Provider
Level 6: Substantive and Graded Web Activities
Students participate with classmates in Web-based activities, e.g., weekly article reactions or debates as a graded part of their course requirements
Level 7: Electronic Conferencing Course Activities Extending
Beyond Class
Students are required to use electronic
conferencing to communicate with
peers, practitioners, teachers, and/or
experts outside of their course
Level 8: Web as Alternate Delivery System for Resident Students
Local students with scheduling or other conflicts use the Web as a primary means of course participation, with the possibility of a few live course meetings
Level 9: Entire Course on the Web for Students Located Anywhere
Students from any location around the world may participate in a course offered entirely on the Web
Level 10: Course Fits within Larger Programmatic Web Initiative
Instructors and administrators embed Web-based course development within larger programmatic initiatives of their institution
Level 11 Entire University or Institute is Online
Virtual university or institute is created to solely offer online certificates, courses, programs, and degrees.
Level 12 Consortia of Online Universities
Higher education institutions and corps band together to offer courses or programs within a district or state as well as across states or countries
What level are you at???
Level 0???