Active Learning with Technology: Myths, Magic, or Just a Lot of Bonk

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Active Learning with TechnologyMyths, Magic, or
Just a Lot of Bonk
Dr. Curtis J. Bonk Professor, Indiana
University President, CourseShare http//php.india
na.edu/cjbonk cjbonk_at_indiana.edu
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How can you integrate technology in your classes?

• Take to lab for group collaboration or search.
• Take to an electronic conference.
• Put syllabus or resources on the Web.
• Experts via video/computer conferencing
• Teleconferencing talks to tchrs experts
• Require students sign up for a listserv.
• Use e-mail minute papers e-mail admin.
• Have students do technology demos.

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Faculty Perceptions and Uses of Instructional
TechnologyWarren Wilson, Educause Quarterly,
Number 2, 2003

• 3 Most Common Barriers
• Time, Funding, and Faculty Reward Systems
• 2 Challenges of Most Impact
• Technical expertise and unrealistic expectations

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How support faculty?

• Show and Tell, Tech Fair, Share, Brown Bags,
• Design Web pages to support teaching
• Faculty technology mentor program
• Create resident experts for faculty dev
• Modeling from deans and chairs
• Incentives hardware, software upgrades, new
  equip priority

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More Support (IU) (Rogers, 2000)

• Internal Support
• IC, help desk, tech support onsite,
• small pots of funding, active learning grants
• summer workshops, colloqs, faculty institutes
• laptop programs,
• salient on annual reports, encourage research on
  teaching
• External Support tech training, courses,
  certificates resources, conferences, newsletters,
  join network (e.g., GEN), consortia

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II. Magic.
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A Revolution in Distance LearningStudents scurry
to online courses as colleges respond to demand
by adding offerings Newsday.com, Shawna VanNess,
October 19, 2003

• US 3 million college students in 2001
• US 118,000 online courses in 2002
• Univ of Maryland 40,578 online
• 17 of 22 undergraduate programs online
• Univ of Phoenix 72,000 of 163,000 online

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Indiana Univ (8 campuses) Fall 2003Students
99,693 loaded 77,407 logged inFaculty 7,461
loaded 5,532 logged inCourses 22,974 loaded
7332 active
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Illinois Virtual Campus (Fall 2003
Newsletter)Ivan Lach, istovall_at_uillinois.edu
http//www.ivc.illinois.edu/Newsletter/03_10/enrol
lment.htm

• 68 Illinois institutions (public and private,
  2-year and 4-year)
• 3,951 course sections in spr 03
• 50,125 students, spring 03 (24 inc.)
• 125,074 online students during year (54
  increase)
• 34,399 for summer 03 (45 increase)

See also http//www.ivc.illinois.edu/ (Oakley,
2003)
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E-Learning Technologies of Future?

1. Assistive Technologies Talking Computers
2. Blogs and Online Diaries
3. Digital Portfolios
4. Electronic Books
5. Online Communities and Learning Portals
6. Intelligent Agents
7. Online Exams and Assessment
8. Online Games and Simulations (Massive Multiplayer
   Gaming)

1. Online Translation Tools Language Lrng
2. Pedagogical Courseware
3. Peer-to-Peer Collaboration
4. Reusable Learning Objects
5. Videostreaming, IP Videoconferencing
6. Virtual Worlds/Reality
7. Wearable Computing
8. Wireless Tech Tablet PCs, Handheld Devices

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1. Computers that Talk to You (595)USA Today,
June 18, 2003

• How is the weather this morning?
• What is the score of the Cubs game?
• What time is it in Helsinki?
• Give me a recipe for chicken.
• How did the market do today?
• What is 16 degrees in Celsius, in Fahrenheit?
• Where is Finding Nemo playing?

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4. Electronic Books
October 11th, 2003
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11. Peer-to-Peer Collaboration (Groove.net)
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12. Reusable Learning Objects

• Learning Objects are small or large resources
  that can be used to provide a learning
  experience. These assets can be lessons, video
  clips, images, or even people. The Learning
  Objects can represent tiny "chunks" of knowledge,
  or they can be whole courses.
• Claude Ostyn, Click2Learn

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13. Videostreaming and Videoconferencing (to
take off in next several years 4.5 billion in
2007 (Sept 23, 2003, Stephanie Olsen, CNet
News.com).

• I quickly found the standard production-based
  methods for creating and delivering engaging
  e-learning content were not sufficientwe
  discovered the Tegrity WebLearn solution for
  on-demand and live e-learning.
• once they are recorded, the lectures can be
  reused in subsequent classes or stored as
  reference materialsI now have 100 of my
  lectures ready for the next time I teach this
  class. (On Demand Lectures Create an Effective
  Distrib Ed Experience, T.H.E. Journal, Nov, 2003,
  Stanley D. Lindsey).

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15. Wearable Computing
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16. Wireless Technology
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16. Tablet PCs Finally Taking Off  (Wired News,
Sept 28, 2003)

• And while Promisel said there will be a consumer
  market for tablet PCs -- such as college students
  taking them to class for note-taking -- what
  really needs to happen for the tablet PC to take
  off is the development of new software
  applications for corporate customers. predicts
  that in 2003, a total of 500,000 tablet PCs will
  be sold around the globe, which represents about
  1 percent of the total portable PC marketBut, by
  2007, IDC forecasts that the tablet PC could
  account for well over 20 percent of the portable
  market.

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III. Just a Lot of Bonk.
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Blended Learning
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The Sloan Consortium(2003). Sizing the
Opportunity The Quality and Extent of Online
Education in the U.S., 2002 and 2003
http//www.sloan-c.org/resources/sizing_opportuni
ty.pdf
81 offer at least one fully online or blended
course 97 of public institutions do
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Why the term blended?(Osguthorpe Graham, 2003,
Blended Learning Environments Definitions and
Directions)

• Hybrid is the interbreeding of two different
  species of animals or plants to create a new
  species (i.e., a mongrel)
• Blended focuses on the mingling together in ways
  that lead to a well-balanced combination (i.e.,
  to mix)

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Ok, Million Dollar Question Where is blended
learning beneficial?
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Examples of Blended Learning, Margaret Driscoll,
e-Learning, March 2002

• Put assessments/reviews online
• Follow-up in community of practice
• Put reference materials on Web
• Deliver pre-work online
• Provide office hours online
• Use mentoring/coaching tool
• Access experts live online
• Use e-mail and instant messaging

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10 Blended Learning Examples in Higher Education
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1 Internally Built Web Links(Human
Intelligence Homepage, Jonathan Plucker, IU)
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2. My Class Discussion Forums, Surveys, Word
Docs, Web Links, Presentations
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3. Online Course Portals and Digital Libraries
for Exploration Activities (e.g., Einstein
Digital Manuscript Repository, May 20, 2003)
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4. Online Grammar Practice on Spanish (Pew
course)
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5. Divide Online and Class Experiences English
Classes OnlineGraham, Ure, Allen (2003, July).
Blended Learning EnvironmentsA Literature Review
and Proposed Research Agenda

• Freshman English at BYU Students are required to
  meet F2F once a week instead of three times a
  week. Online modules provide writing instruction
  and teaching assistants use online and F2F
  contact to provide feedback and guidance on
  writing (Waddoups et al., 2003).

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6. CPA Exam Review (June 14, 2003)and Web
Videos in Accounting (July, 2003)

• Texas AM UniversityCorpus Christi combines CPA
  courseware with bi-monthly class meetings to prep
  for CPA Exam. (study text, proficiency questions,
  electronic flashcards and practice exams,
  scheduled assignments, goals, online grading,
  progress reports, tailored discussion groups, and
  personalized assistance from leading professors
  at the nations top accounting schools.)

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7. TICKIT Program(Teacher Professional
Development, IU)
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8. Professional Development Learning Communities
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9. Math Emporium of Online Tutorials and Testing
(Virginia Tech, Robert Olin)

• In the Math Emporium, students can take advantage
  of diagnostic quizzes, an electronic hyperlinked
  textbook and interactive, self-paced tutorials.
  There are armies of tutors, GTAs and faculty in
  the emporium to give students personal help when
  they do not understand the tutorials or
  quizzesSome traditional lectures by professors
  are also available along with help from a
  conventional tutor lab.

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10 Web for Live Mentoring MBA Program (Harvi
Singh and Chris Reed (2001), Achieving Success
with Blended Learning, Centra)

• University of Tennessee Physicians Executive MBA
  program showed blended learning (physical and
  virtual live eLearning) students completed
  program in half the time and less than half the
  cost and with 10 more learning

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But how might blended learning address student
learning styles?
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Why Address Learning Styles?

• Promotes reflection on teaching
• Move from just one mode of delivery
• View from different viewpoints
• Offer variety in the class
• Might lower drop-out rates
• Fosters experimentation

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Kolb (1984)

• According to Kolb, effective learning involves
  four phases
• from getting involved (Concrete Experience) to
• listening/observing (Reflective Observation) to
• creating an idea (Abstract Conceptualization) to
• making decisions (Active Experimentation).
• A person may become better at some of these
  learning skills than others as a result, a
  learning style develops.

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1. Read
4. Do
2. Reflect
3. Display
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The R2D2 Method

1. Read (Auditory and Verbal Learners)
2. Reflect (Reflective Learners)
3. Display (Visual Learners)
4. Do (Tactile, Kinesthetic, Exploratory Learners)

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1. Auditory or Verbal Learners

• Auditory and verbal learners prefer words, spoken
  or written explanations.

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1a. Videostreamed Lectures and Expert Commenting

• Video streaming subscription services will take
  off in the next several years, according to a new
  study, which estimates that the market's value
  will reach 4.5 billion in 2007 (Sept 23, 2003,
  Stephanie Olsen, CNet News.com).

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1b. Read and React to Documents in Foreign
Language (Fraser Liu, IU)

• Have students receive e-newsletters from a
  foreign magazine as well as respond to related
  questions.

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1c. Blogs (diaries, writing)
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2. Reflective and Observational Learners

• Reflective and observational learners prefer to
  reflect, observe, view, and watch learning they
  make careful judgments and view things from
  different perspectives

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2a. 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 peers
5. Instructor summarizes posts

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2b. Online Testing
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2c. Learner-Content Interactions(Sun
Microsystems)
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2d. Conferences with Live Video Feeds(Internet
Time Group, 6/23/03 http//www.internettime.com/vi
sual/gallery6.htm)
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2e. Electronic Portfolios
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3. Visual Learners

• Visual learners prefer diagrams, flowcharts,
  timelines, pictures, films, and demonstrations.

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3a. Concept Mapping and Visualization Software
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3b. Flash Visuals and Animations(e.g.,
Statistics, Cash Flow, etc.)eCollege Wales,
Univ. of Glamorgan
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3c. Video Library of Concepts, Cases, or Experts
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3d Video Papers
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3e. Online Performances(e.g., Cyber Fashion
Shows)
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3f. Interactive Adventure Content(Andrew Revkin,
New York Times, May 25, 2003)

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3g. Visual with Chat Learningbydoing.net

• Participants a facilitator of online therapy,
  students at all levels, a doctoral candidate in
  DE, administrators, teachers, lecturers,
  researchers, a physicists, a professor of
  Psychology, a professor of Mathematics, a
  consultant in training, an HR trainer, and a
  psychotherapist. We were located in Herzelia, a
  beach town north of Tel Aviv, Stanford
  California, Baltimore, Montreal, and Ismir,
  Turkey.

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4. Tactile/Kinesthetic Learners

• Tactile/kinesthetic senses can be engaged in the
  learning process are role play, dramatization,
  cooperative games, simulations, creative movement
  and dance, multi-sensory activities,
  manipulatives and hands-on projects.

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4a. Authentic Data Interactive News and
Exploratives
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4b Learner Content InteractionBusiness
Healthcare Examples (Option 6)
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4c. Business Case Simulations and Manipulations
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4d. Meaningful Case-Based Learning My
Patient.com and SimTeacher
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4e. Meaningful Online Simulations and Resources
(manipulate variables)
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4f. Online SimulationsNational Budget Dissection
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4g. Posting Oral Histories and Interviews

• Have learners relate the course material to a
  real-life experience. (Create, edit, and post
  digital movies)
• Example In a course on Technology Culture,
  students freely shared experiences of visiting
  grandparents on rural farms.

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4h. Group Brainstorming and Decision Making Using
GroupSystems
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(No Transcript)
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Intrinsic Motivational Terms?

1. Tone/Climate Psych Safety, Comfort, Belonging
2. Feedback Responsive, Supports, Encouragement
3. Engagement Effort, Involvement, Excitement
4. Meaningfulness Interesting, Relevant, Authentic
5. Choice Flexibility, Opportunities, Autonomy
6. Variety Novelty, Intrigue, Unknowns
7. Curiosity Fun, Fantasy, Control
8. Tension Challenge, Dissonance, Controversy
9. Interactive Collaborative, Team-Based, Community
10. Goal Driven Product-Based, Success, Ownership

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1. Tone/Climate Ice Breakers

• A. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. 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

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Tone Social Ice Breakers

• C. 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)
• D. Scavenger Hunt (Surf Web)
• 1. Create a 20-30 item online scavenger hunt
  (e.g., finding information on the Web)
• 2. Post scores

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2. Feedback.A. Annotations in Word Track
Changes and Commenting
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2. Feedback B. Critical/Constructive Friends,
Email Pals

• Assign a critical friend (based on interests?).
• Post weekly updates of projects, send reminders
  of due dates, help where needed.
• Provide criticism to peer (i.e., what is strong
  and weak, whats 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.
• Reflect on experience.

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2. FeedbackRequiring Peer Feedback

• Alternatives
• 2C. Require minimum of peer comments and give
  guidance (e.g., they should do)
• 2D. Peer Feedback Through Templatesgive
  templates to complete peer evaluations.
• 2E. Have e-papers contest(s)

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3. EngagementA. 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
• anonymous input till a due date
• and then post results and
• reconsider until consensus
• Rick Kulp, IBM, 1999)

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4. MeaningfulnessA. Field Reflections

1. 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 peers
5. Instructor summarizes posts

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4. MeaningfulnessB. Case-Based Learning
Student Cases

1. Model how to write a case
2. Practice answering cases.
3. Generate 2-3 cases during semester based on field
   experiences.
4. Link to the text materialrelate to how how text
   author or instructor might solve.
5. Respond to 6-8 peer cases.
6. Summarize the discussion in their case.
7. Summarize discussion in a peer case.

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5. Choice A. Multiple 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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5. ChoiceB. 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).
• C. 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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6. Variety A. Just-In-Time-Teaching

• Gregor Novak, IUPUI Physics Professor (teaches
  teamwork, collaboration, and effective
  communication)
• Lectures are built around student answers to
  short quizzes that have an electronic due date
  just hours before class.
• Instructor reads and summarizes responses before
  class and weaves them into discussion and changes
  the lecture as appropriate.

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7. CuriosityA. 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 (i.e., did anyone change
   their minds?)

(Alternative B. Email Interviews with experts)
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7. Curiosity B. Games Online Jeopardy Game
www.km-solutions.biz/caa/quiz.zip Games2Train
The Challenge Thiagi.com
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8. Tension Role Play

• A. Role Play Personalities
• List possible roles or personalities (e.g.,
  coach, optimist, devils advocate, etc.)
• Sign up for diff role every week (or 1 main one)
• Reassign roles if someone drops class
• Perform within roles refer to diff personalities
• B. Assume Persona of Scholar (Enroll famous
  people in your course
• Students assume voice of that person for one or
  more sessions

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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.

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Role 4 Devil's Advocate or Critic/Censor/Confeder
ate

• Takes opposite points of view for the sake of an
  argument and is an antagonist when addressing any
  problem posed. This might be a weekly role that
  is secretly assigned.

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9. Interactive A. Thoughtful Team Reflection
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10. Goal DrivenA. Team Product

• 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)
• Students generate products for the class

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Circle Best Three Ideas

• 3 Definitely Will Use ___________________________
  
• 3 May Explore ___________________________
• 3 No Way
• ___________________________

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Dont Give Up!!!
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Questions and Answers???