navigating the myths and monsoons of e- learning with learner centered pedagogy: business classes...
TRANSCRIPT
Navigating the Myths and Monsoons of e-Learning with Learner Centered Pedagogy:
Business Classes and Beyond
Dr. Curtis J. Bonk Professor, Indiana University
President, CourseShare
http://php.indiana.edu/~cjbonk
Talk Subtitle: How to avoid Mickey Mouse Courses
Speaker: Curt BonkAlias: Mickey Mouse
There’s a Storm Brewing!!!
I. BetterTechnology
II. LearnerDemands
III. BetterPedagogy
The Perfect Storm!
Changes in College Campuses
NSSE BenchmarksNSSE Benchmarks
Level of Level of Academic Academic ChallengeChallenge
Active & Active & Collaborative Collaborative
LearningLearning
EnrichingEnrichingEducational Educational ExperiencesExperiences
SupportiveSupportiveCampusCampus
EnvironmentEnvironment
StudentStudentFaculty Faculty
InteractionInteraction
More Active Students Gain More During College (Kuh, in press)
National Survey of Student Engagement(pronounced “nessie”)
What about online students?Indiana University Oncourse Adoption (8 Campuses)
0%
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Spr99 Fal99 Spr00 Fal00 Spr01 Fal01 Spr02 Fal02
Semesters
Pe
rce
nta
ge
Courses facultyX2 StudentsX2
Illinois Virtual Campus• 68 Illinois institutions (public and private,
2-year and 4-year) providing online courses and programs
• (2652) 2700 different online course titles
• 107 degree and certificate programs
http://www.ivc.illinois.edu/ (Burks Oakley, April 2003)
0
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20000
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Number
AY99-00 AY00-01 AY01-02 AY02-03
IVC Online Enrollments
Fall
Spring
Summer
1519
4573
6517
11382
18689
0
1000
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1999 2000 2001 2002 Total(1999-2002)
Year
TOTAL WEBCT STUDENTS PER YEAR
Karen Lazenby (2003), Univ of Pretoria
E-Learning Myths….
College E-Learning Myths1. Either-or decision
2. Good tools exist
3. Web no different
4. College owns course
5. Put FTF on Web
6. Cheaper
7. Better/Improved
8. Profit is the key
9. Need to create tools
10. High dropouts
Figure 18. Online Teaching Experiences
None24%
Partially Online39%
Completely Online19%
Partially and Completely
18%
College Myth #2.Pedagogical tools exist to teach online.
Online Instructional Activities
010203040506070
Scientif icSimulations
Data Analysis Lab Performance Critical andCreative Thinking
Pe
rce
nt
of
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sp
on
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nts
Actual Use High Usability
College Myth #7.Learning is improved.
Before e-learning
After e-learning
Instructor E-Learning Myths
1. They are young
2. Use latest tech
3. Teach same
4. Just more training
5. Time equal
6. Will not share
7. Are loyal
8. Not affected by this
9. Can wait it out
10. Teach for free online
Respondent's Age
7%
44%47%
2%
20-35
36-50
51-65
66+
N=218
Instructor Myth #1: They are Young
• Little or no feedback given• Always authoritative• Narrow focus of what was
relevant• Used “ultimate” deadlines
• Provided regular feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades.
Poor Instructors Good Instructors
Vanessa Dennen (2001) Research 9 Online Courses(sociology, history, communications, writing, library
science, technology, counseling)
Instructor Myth #3. Instructors can teach the same way they always have.
Four Key Hats of Instructors:– Technical—do students have basics? Does their
equipment work? Passwords work?
– Managerial—Do students understand the assignments and course structure?
– Pedagogical—How are students interacting, summarizing, debating, thinking?
– Social—What 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.
Still More HatsAssistantDevil’s advocateEditorExpertFilterFirefighterFacilitator
GardenerHelperLecturerMarketerMediatorPriestPromoter
Instructor Myth #7.College Instructors are Loyal.
Freelance or Adjunct Web-Based Teaching
0%
10%
20%
30%
40%
50%
60%
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100%
Past Experience Interest in Next 5 Years
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Yes
No
Student E-Learning Myths
1. Anytime, anywhere
2. Easy
3. Can cram
4. Procrastinate ok
5. Less social
6. Can hide
7. To many off-task
8. Domination
9. Don’t care
10. More excuses ok
Let’s brainstorm comments (words or short phrases) that reflect your overall attitudes
and feelings towards online teaching…
Student Myth #2 It’s EasyStudent comments from “The 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.
Professors say: exciting, fun, challenging, demanding, time consuming
Reflect for a moment on your e-learning myths???
3 E-learning Storms are Approaching
Storm 1: Technology
“Many faculty members are still concerned whether the technology is simple and reliable enough to use for more-sophisticated learning tasks. Increasingly, however, better software is emerging that engages students in more effective learning.”
Online Technology Pushes Pedagogy to the ForefrontFrank Newman & J. Scurry, Chronicle of Higher Ed, July 13, 2001, B7.
E-Learning Technologies of Future?
1. Assistive Technologies2. Learning Communities3. Digital Portfolios4. Electronic Books5. Instructor Portals6. Intelligent Agents7. Online Exams and
Grade Books8. Online Games and
Simulations
9. Online Language Learning
10. Online Mentoring11. Pedagogical
Courseware12. Peer-to-Peer
Collaboration13. Reusable Learning
Objects14. Virtual Worlds/Reality15. Wearable Computing16. Wireless Technology
and Handheld Devices
4. Electronic Books
15. Wearable Computing
16. Wireless Technology
Timeout for a break from our sponsors…
Storm 2:E-Learner Demands
Student Hated Ed Psych OnlineIndiana Daily Student, March 5, 2003
• Mainly technology problems, somewhat lack of interaction and bored
So What Do Students Want?1. Relevant Information2. Organization and Structure3. Clear Expectations4. Modeling and Guidance5. Prompt and Informative Feedback6. Personal Touch and Caring7. Address Diverse Needs & More Visual Lrng8. Application to Their Job Setting9. Choice and Challenge10. Success
Storm 3: Pedagogy
There are many problems online…
Traditional Teaching will NOT Work Online!!!
• Supposed sage, manager, conveyer• King of the mountain, sets the agenda• Learner is a sponge• Passive learning & discrete knowledge• Objectively assess, competitive• Text- or teacher-centered, transmission model• Lack interconnections & inert• Squash student ideas
Too Often Shovelware is encouraged!
“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)
Learner-Centered on 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: 6, 8, 10-13.
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
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)
Intrinsic Motivational Terms?
1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10. Goal Driven: Product-Based, Success, Ownership
Intrinsic Motivation
“…innate propensity to engage one’s interests and exercise one’s 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.
1. Tone/Climate: Ice Breakers
A. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings
B. Coffee House Expectations
1. Have everyone post 2-3 course expectations
2. Instructor summarizes and comments on how they might be met
2. Feedback: A. Critical/Constructive Friends
1. Assign a critical friend (based on interests?).
2. Post weekly updates of projects, send reminders of due dates, help where needed.
3. Provide criticism to peer (i.e., what is strong and weak, what’s 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.
4. Reflect on experience.
2. FeedbackB. Requiring Peer Feedback
Alternatives:1. Require minimum # of peer comments
and give guidance (e.g., they should do…)2. Peer Feedback Through Templates—
give templates to complete peer evaluations.
3. Have e-papers contest(s)
3. Engagement:A. 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
3. Engagement:B. Double-Jeopardy Quizzing
Gordon McCray, Wake Forest University, Intro to Management of Info Systems
1. Students take objective quiz (no time limit;not graded)2. Submit answer for evaluation3. Instead of right or wrong response, the quiz returns a
compelling probing question, insight, or conflicting perspective (i.e., a counterpoint)--forces reflection!
4. Students must commit to a response but can use reference materials
5. Correct answer and explanation are presented
4. MeaningfulnessA. Job interviews & Internships
1. Learners interview someone about their job and post to the Web or 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 peers5. Instructor summarizes posts
5. Choice:A. Multiple Topics or Tasks
• Generate multiple discussion prompts & 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
5. Choice:
B. Discussion: Starter-Wrapper (Hara, Bonk, & Angeli, 2000)
1. Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed.
2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).
C. Alternative: Facilitator-Starter-Wrapper (Alexander, 2001)
Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback
6. Variety: A. Just-In-Time-Teaching
Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):
1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.
2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.
7. Curiosity:A. Synchronous Chats
1. Find article or topic that is controversial
2. Invite person associated with that article (perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief
B. Alternative: Séance
8. Tension: Role PlayA. Assume Persona of Scholar (or
famous personality)– Enroll famous people in your course– Students assume voice of that person for one
or more sessions– Post a 300-700 word debate to one or more of
the readings as if you were that person. Enter debate topic or Respond to debate topic
– Respond to rdg reflections of others or react to own
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.
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.
9. Interactive:A. Symposia of Experts or Press Conference
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
10. Goal DrivenA. Team Products and Gallery Tours
• Team or Course White Paper, Business Plan, Study Guide, Glossary, Journal: Have students work in teams to produce a product and share with other groups
• Post work to online gallery. Expert Review and rate projects (authentic audience)
The Perfect Storm….1. Innovative Technology2. Demanding Learners
3. Creative Pedagogy
So, which direction do we go?