Moving from the present state of elearning in corporate settings to highly motivational environments

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Moving from the present state of e-learning in
corporate settings to highly motivational
environments

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

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Are You Ready???
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What is happening in corporate settings?
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Electronic Collaboration is Getting Complex!!!

• Joanne McMorrow, marketing manager at in
  Accentures human performance group, uses
  Accentures Knowledge eXchange to share documents
  and track progress of her group projects,
  NetMeetings and her telephone to participate in
  team meetings, and myLearning.com to take courses
  and track her personal-learning budget.
• Fast Company, Virtually There, March 2002, p.
  113.

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The Worldwide Expansion of E-Learning!!!

• E-learning is expanding worldwide. It is
  estimated that corporate training will grow from
  2.2 billion to 18.5 billion by 2005 (in US).
  Due to shrinking budgets and decreased interest
  in travelSince Sept. 11, use of video and
  Web-based classroom conferencing have greatly
  increased.
• Dr. Sylvia Charp, Editor-in-Chief, T.H.E.
  Journal, March 2002.

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The Worldwide Expansion of E-Learning!!!

• Circuit City is training 50,000 employees from
  600 stores using customized courses that are
  short, fun, flexible, interactive and instantly
  applicable on the job.
• The Armys virtual university offered online
  college courses to more than 12,000 students
  located anywhere in the world in 2001 in the
  first year of a 42 million e-learning program.
• Dr. Sylvia Charp, Editor-in-Chief, T.H.E.
  Journal, March 2002.

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http//PublicationShare.com
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What is the single biggest obstacle to e-learning
continuing to grow and fulfilling its
potential?1. The cost of development?2. Lack
of human contact?3. Reluctance of training
departments to change?
The problem is much more likely to be plain
boredom
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Wheres the Quality? (Michael Rosenberg, April
2002, e-learning)

• Preassessments not thorough
• Content too generic and simplified
• Buyers not demanding enough
• Minimal focus on affect, just cognition
• Target audience too broad
• The tools used to create courses are not advanced
  enough
• Interactivity defined as points and clicks (need
  to connect with personal experiences and
  real-life scenarios)

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From Learning Designers to Experience Designers
(Reinhard Ziegler, March 2002, e-learning)

• How are we going to create environments,
  simulations, and real learning experiences unless
  theyve participated in them and reflected on
  their importance for themselves?the key is how
  to design the interaction so the user lives the
  experience

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Lack of Motivation or Incentive to Complete!!!

• Corporate Study
• 55 did not track or did not know their
  completion rates
• Of those that did, 22 reported completion rates
  of less than a fourth of students.
• Nearly half reported less than 50 completion
  rates
• Only 2 reported 100 completion.

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Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
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E-Learning Harnessing the hype. Cohen
Payiatakis (2002, Feb). Performance Improvement,
41(7), 7-15.

• both instructional and graphic (design)must be
  compelling and engaging enough to keep the
  learner involved, interested, and stimulatedThe
  ideal future is a learning experience designed to
  be memorable, motivational, and magical if it is
  to make a lasting impact on the capabilities of
  the learner.

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E-Learning Harnessing the hype. Cohen
Payiatakis (2002, Feb). Performance Improvement,
41(7), 7-15.

• The real caveat for e-learning is that we could
  be too easily seduced by the technology and too
  willing to compromise pedagogical and human
  values to grab our share of the bleeding-edge
  toys.

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Motivating Employees During Down Times, Training
Magazine, April 2002

• True motivation comes from within. Programs of
  manipulation, incentive schemes and other
  gimmicks never bring about the ongoing change
  that is truly needed. Ultimately, we have to be
  inwardly motivated and emotionally engaged while
  doing it.
• R. Brayton Bowen, Author
• of Recognizing and
• Rewarding Employees.

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Motivating Employees During Down Times, Training
Magazine, April 2002

• Of 598 employees(in) Nelsons recently
  completed Ph.D. dissertation on nonmonetary
  recognition, nearly 78 percent said it was very
  or extremely important to be recognized by their
  manager when they do good work.
• R. Brayton Bowen, Author of Recognizing and
  Rewarding Employees.

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• Motivation is critical to e-learning success.
  Would you rather go to the training room, sit
  with a friend and have a sweet roll while
  learning about the new inventory system, or stay
  in your cube and stare at your monitor all
  afternoon? Anything you do to motivate your
  students is good. Dont be afraid to entertain
  them. Good trainers do it all the time.
• Bob Burke (2000, Sept.), 10 e-learning lessons
• Please the customer or fail the course.
• E-learning 1(4), 40-41.

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Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
(UW-Milwaukee)

• Curiosity Fun, Fantasy, Control
• Tone/Climate Psych Safety, Comfort, Belonging
• Tension Challenge, Dissonance, Controversy
• Feedback Responsive, Supports, Encouragement
• Engagement Effort, Involvement, Excitement
• Meaningfulness Interesting, Relevant, Authentic
• Choice Flexibility, Opportunities, Autonomy
• Variety Novelty, Intrigue, Unknowns
• Interactive Collaborative, Team-Based, Community
• Goal Driven Product-Based, Success, Ownership

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Part I. Advice on Synchronous Conferencing
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Online Learning Goes Synchronous(see Tom Barron,
ASTD, Learning Circuits, Jan 2000)

• Just when you were getting used to the idea of
  Web-based training (WBT), with its easy content
  distribution, electronic bulletin boards, and
  self-paced learning model, the Webs
  technological juggernaut has thrown the workplace
  learning field a new curve synchronicity.

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News Flash Instant Messenger (IM) is a huge
corporate tool, yet rarely mentioned in corporate
productivity or learning plans. TechLearn
TRENDS, Feb. 6, 2002

• Jupiter Media Metrix
• 8.8 million AOL IM users at work
• 4.8 million MSN users at work
• 3.4 million Yahoo! Messenger users at work
• Doubled from 2.3 billion minutes in Sept. 2000 to
  4.9 billion minutes in Sept. 2002.
• It can connect learners to each other and provide
  easier access to the instructor (the MASIE
  Center).

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Help Wanted Jennifer Hoffman, Online Learning
Conference (2001, Oct.)

• Wanted
• Synchronous Trainer. Experienced training
  professional with 5 yeas working with synchronous
  training methods. Must be able to create HTML,
  PowerPoint, and use various authoring tools in
  order to create engaging media. Masters in
  Educational Technology preferred.

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Elliott Massie, Jan., 1, 2002, e-learning magazine

• Trainers will need to know how to say more with
  less time and fewer wordsTrainers will realize
  that learners can learn something without hearing
  it directly from the teachers mouth.

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A Juggler???(Karen Frankola, Learning Circuits,
August, 2001 Jennifer Hoffman, Online Learning,
Oct. 2001)

• Really must walk and chew gum at same time.
• Smooth, energetic delivery while advancing
  slides, checking virtual hands raised, and
  answering notes.
• Must be highly focused and interactive.
• Collaborative, multitasker,flexible, thrives
  under stress

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Anything can happen
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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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Use Signals for Tech Checks to Clarify Tasks
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What Are the Common Tools and Features?
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There are, say, 20 features that encompass live
e-learning, and all the products have 17 of
them.Jennifer Hofmann, quoted by Wendy Webb,
Online Learning, November, 2001, p. 44.
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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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Web Conferencing Features

• Content WindowsHTML, PowerPoint
• Discussion Boardspost info, FAQs, post session
  assignments
• Archive Meetingrecord and playback
• Breakout Rooms
• Shared Whiteboards
• Hand-Raising and Yes/No Buttons

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Encourage activities that motivate
thinking.(Sheinberg, April 2000, Learning
Circuits)
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Types of Synchronous Activities

• Webinar, Webcast
• Guest speaker or expert moderated (or open) QA
  forum
• Discussion plus expert chat
• Instructor-led discussion or training (general or
  private discussions, testing, and tutoring)
• Peer Dialogue or Team activities or meetings
• Panels, Press Conferences, Symposia
• Role Play or Electronic Séance
• Quick Polls/Quizzes, Voting Ranking, Surveys
• Brainstorming ideas, What-Ifs, Quick reflections
• Graphic Organizers in Whiteboard (e.g., Venn)

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1. Webinar
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2. 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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Be Flexible when Guest Instructor Snowed In
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3. Expert Chat Java Programming
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3. Discussion plus Chat (e.g., Starter-Wrapper
Sync Guest Chat)
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4. 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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Instructor Real-Time Assessments(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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5. Peer Questions Team Meeting
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5. Peer Questions Team Meeting Moderated
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5. Learner Meeting Ice Breakers

• 99 Seconds of Fame In an online synchronous
  chat, give each student 99 seconds to present
  themselves and field questions.
• Chat Room Buds Create a discussion prompt in one
  of X number of chat rooms. Introduce yourself
  in the chat room that interests you. (see
  breakout rooms in Centra or alternative chat
  rooms in WebCT)

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Example of Multiple Rooms for Chat
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6. Symposia, Press Conference, or Panel of
Experts(see PlaceWareinstant messaging that
allows one to users to ask spontaneous questions
of a designated group of experts)

• Find topic during semester that peaks interest
• Find learners who tend to be more controversial
• Invite to a panel discussion on a topic or theme
• Have them prepare statements
• Invite questions from audience (other learners)
• Assign panelists to start

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6. Panel of Experts

• Be an Expert/Ask an Expert Have each learner
  choose an area in which to become expert and
  moderate a forum for the class. Require
  participation in a certain number of forums
  (choice)
• Press Conference Have a series of press
  conferences at the end of small group projects
  one for each group)

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7. Role Play Personalities

• List possible roles or personalities (e.g.,
  coach, questioner, optimist, devils advocate,
  etc.)
• Sign up for different role every week (or for 5-6
  key roles during semester)
• Reassign roles if someone drops class
• Perform within rolestry to refer to different
  personalities in peer commenting

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7. Role Play Authors/People

• Enroll famous people or course reading authors
  into your course.
• Allow students to take on the voice or role of
  one of these people for one session or for
  multiple weeks.
• Perhaps have them create a debate from that role
  or perhaps have them react to their own writing.
• Perform within roles.

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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?
• (Ashton, Roberts, Teles, 1999)

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7. 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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7. 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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8. 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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8. Poll Your Students Online
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8. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
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9. 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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10. Graphic Organizers (e.g., Digital Whiteboards)
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10. Graphic Organizers (e.g., Map edit tool)
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Mapedit Tool

• Mapedit allows multiple users to add, delete, and
  move symbols and lines on the map overlay. The
  Mapedit program, was developed to create map
  overlays, emulating plastic sheets on which
  symbols are drawn that are laid onto a map. And
  if students want a whiteboard, they simply have
  to open a blank overlay (no map background).

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Part II. Advice on Asynchronous E-Learning
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Types of Asynchronous Activities

• Introductory Activities and Ice Breakers
• Games and Simulations
• Perspectives from Cases, Internships, Jobs, Field
  Experiences
• Self-Testing and Self-Assessment
• Reading, Writing and Peer Feedback
• Web Resource Reviews
• Interactive Questioning
• Virtual Debates
• Electronic Mentoring and Peer Support
• Problem-Based Learning and Team Projects

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1. Introductory Activities

• a. Introductions require not only that students
  introduce themselves, but also that they find and
  respond to two other participants who have
  something in common (Serves dual purpose of
  setting tone and having students learn to use the
  tool)
• b. Two Truths, One Lie
• Tell 2 truths and 1 lie about yourself
• Class votes on which is the lie

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1. More Intro/Ice Breakers

• c. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• d. 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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2. Games and Simulations

• Theres something new on the horizon, though
  computer-based soft skills simulations, which let
  learners practice skills such as negotiation and
  team building.
• Clark Aldrich, The State of Simulations, Sept.
  2001, Online Learning

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Games E-Learners Play, 2001, Clive Shepard

• For people-oriented subjects, SmartForce is
  using role-play simulations that challenge
  students to solve real-life problems in realistic
  situations. The student interacts with virtual
  characters and consults a wide variety of
  resources, including white papers, presentations
  and web links, in order to realize the goals of
  the scenario.

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Vendors in Simulations Space

• eDrama Learning (scenario, soft skills, emotion
  in learning)
• Forio Business Simulations (CEO for a day)
• Indeliq (simulation-based learning for business)
• Intermezzon (e-learning tools and training progs)
• Ninth House Publishing (interactive management
  scenarios)
• SimuLearn (leadership)
• WisdomTools (story-based teaching, PBL)

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I. eDrama (Front Desk Hiring)
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II. Indeliq Permanent or Indelible Learning

• Simulations include
• Strategic Selling
• Supply Chain Management
• Customer Relations Management
• Entrepreneurship
• Leadership
• Capturing Global Markets
• Managing in a Dynamic Environment
• Evaluating Strategic Growth Opportunities

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Indeliq

• Simulation Perform Real-World Tasks
• Conduct analyses, make decisions, see immediate
  results, model expert decisions and behaviors
• Feedback Evaluate and Coach
• Identify mistakes, reinforce best practices,
  provide individualized coaching, offer feedback
  unique to each learner
• Reference Fill Knowledge Gaps
• Access expert war stories and perspectives, read
  industry examples and cases consult rich
  glossary, complete practice activities

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III. Intermezzon MoneyMaker Sales Training
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IV. Florio simulation to see connection between
individuals actions and overall corporate
performance
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V. Ninth House Management Scenarios
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VI. SimuLearns Virtual Leader
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Virtual Leader Components

• Power explores the effects of informal (i.e.,
  expertise and recognized alliances) and formal
  (e.g., title) power
• Ideas explores effective strategies for
  generating ideas
• Tension looking at how tension affects
  performance
• Once the 3 ingredients are aligned and balanced,
  the leaders commit to a course of action.

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Virtual Leader Goals

• Employ real-time decision-making
• Role play and practice leadership
• Foster creativity to generate ideas
• Recognize, monitor, and adjust tension in
  meetings
• Uncover underlying issues
• Learn how and when to introduce, support or
  oppose an idea or colleague

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Model for Soft Skill Simulations
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VII. Wisdom Tools Time-Revealed Scenarios (TRS)
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1. Story-Based a contextually-rich format.2.
Distributed accessed anywhere, at any time.3.
Collaborative active sharing of ideas among
users.4. Facilitated raises probing issues,
responds to questions.5. Integrated. embed work
tools to overcome the disconnect between work and
learning.6. Global and Diverse. characters
custom-created to reflect company's culture
values.
Scenario Components
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• 2. 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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3. Sharing Experiences

• 1. Perspective sharing discussions Have learners
  relate the course material to a real-life
  experience. Real situations or cases.
• Example In a course on leadership development,
  have learners share experiences where they were
  all-of-a-sudden been put in charge of some
  project or activity and describe what happened as
  well as what they would do differently.

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3. Sharing Realistic 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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3. Job or Field Reflections

• 1. Field Definition Activity Have learners
  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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3. Job or Field Reflections

• Instructor provides reflection or prompt for job
  related or field observations
• Reflect on job setting or observe in field
• Record notes on Web and reflect on concepts from
  chapter
• Respond to peers
• Instructor summarizes posts

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4. Self-Testing and Self-Assessments
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Games E-Learners Play, 2001, Clive Shepard

• e-learning developers should take a page from
  the gamers book and make online discussion
  facilities available, so learners can ask each
  other questions and provide each other with
  encouragement.

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5. Reading, Writing, and Peer Feedback

• Nutshell, Abstract, Summing Up
• Pros and Cons, K-W-L,
• Muddiest Pt Papers, Minute Papers
• PMI (Plus, Minus, Interesting)
• Wet Ink, Diaries, Freewriting
• Roundrobin, Forced Wrap Arounds, Tell Tall Tales

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5. 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 (or have students vote on the
  topic for each week)

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5. 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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5. Annotations and Animations in Electronic
Books MetaText (eBooks)
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6. Web Resource Reviews
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7. Interactive 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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8. Virtual Debates (instructor 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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9. Secret Coaches and Proteges

• Input learner names into a Web site.
• When learners arrive it randomly assigns them a
  secret protégé for a meeting.
• Tell them to monitor the work of their protégé
  but to avoid being obvious by giving feedback to
  several different people.
• Give examples of comments.
• At end of mtg, have proteges guess coaches.
• Discuss how behavior could be used in other
  meetings.

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9. E-mail Pal or Critical Friends

• 1. Partner everyone with a peer.
• 2. Provide weekly comments
• on his or her work
• What is interesting, missing, hits the mark,
  important? Provide criticism to peer as well as
  suggestions for strengthening. In effect,
  critical friends do not slide over weaknesses,
  but confront them kindly and directly.
• 3. Provide reminders of due dates
• 4. Provide help as needed.

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10. Problem-Based Learning

• 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

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10. Team Product or Jigsaw

• 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
• Jigsaw Technique Assign students to be experts
  on different aspects of the online project
  (e.g., member 1 reads chapters 1 2 2 reads 3
  4, etc.).

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10. Gallery Tours

• Assign Topic or Project
• Students Post to Web
• Expert and/or Review and Rate
• Perhaps Try to Combine Projects

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Blended Sync Plus Async
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Three Phases of AC3-DL

• Asynchronous Phase 240 hours of instruction or 1
  year to complete must score 70 or better on
  each gate exam
• Synchronous Phase 60 hours of asynchronous and
  120 hours of synchronous
• Residential Phase 120 hours of training in 2
  weeks at Fort Knox

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AC3-DL Course Tools

• Asynchronous
• Learning Management System
• E-mail
• Synchronous Virtual Tactical Operations Center
  (VTOC) (7 rooms 15 people/extension)
• Avatar
• Audio conference by extension/room (voice over
  IP)
• Text Chat Windowsglobal and private
• Special tools for collaboration

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Final Motivational Advice!!!

• Tone/Climate Provide social support, Sharing
• Curiosity Invite surprise guests, Reveal polls
• Tension Form Debate teams, Assign roles
• Feedback Structure, Timely, Weave comments
• Engagement Ask opinions, Dont Dictate, Qs
• Meaningful Link to real world settings or jobs
• Choice Sign Up for Roles, Let learners start
• Variety Change tasks, Try something new, BS
• Interactive Utilize peers, Create unique forums
• Goal Driven Assign team due dates, Post work

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Motivational Top Ten

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