2. Summarizing Research, Best Pedagogical Practices, and the Levels of Web Integration

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2. Summarizing Research, Best Pedagogical
Practices, and the Levels of Web Integration

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

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• Today is a time for reflection on past 7 years of
  Web use.

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Exponential Growth of the Web
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Are You Ready???
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Brains Before and After E-learning
After
Before
And when use synchronous and asynchronous tools
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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

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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

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Do you have any questions about the research???
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Best of Online Pedagogical Strategieswho are the
key players?
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Guy Kemshal-BellTechnical Further Education
(TAFE) in Australia (guykb_at_iprimus.com.au) (Had
Instructors Rate 21 Online Teaching Competencies
From TAFE Questionnaire)
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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.

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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

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Rate 21 Online Teaching Competencies From TAFE
Questionnaire
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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)

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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.
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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)

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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.

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Lets brainstorm comments (words or short
phrases) that reflect your overall attitudes and
feelings towards online teaching
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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)

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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.

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Karen Lazenby Instructor Qualities(University of
Pretoria, Nov., 2001, klazenby_at_tsamail.trsa.ac.za)

• Web-Smart (technology smart)
• Flexible (ability to shift between roles)
• Patient
• Responsive
• Friendly
• Positive
• Supportive

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Online Strategies(Karen Lazenby, University of
Pretoria, Nov., 2001)

• Limit lecturing onlinepromote 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

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Tips for SuccessUniv of Missouri Extension,
Distance Learning Design Center
(DLDC)http//dldc-courses.ext.missouri.edu/dldcww
w/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.

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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 others qs.
• Make first online discussion an ungraded ice
  breaker.

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Gilly SalmonOpen University in UK
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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.

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Zane Berge University in Maryland, Baltimore
County
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Pedagogical Recommendations(Berge, 1995, The
role of the online instructor/facilitator)

• Dont 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

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Managerial Recommendations(Berge, 1995, The role
of the online instructor/facilitator)

• Distribute lists of participants
• Provide timely administrative infobooks,
  enrollment, counseling, etc.
• Change procedures that are not working
• Change misplaced subject headings
• Decisively end discussion sessions
• Dont overload

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Social Recommendations(Berge, 1995, The role of
the online instructor/facilitator)

• Use introductions
• Be accepting of lurkers
• Do not ignore bad discussant behaviorprivately
  request change
• Watch for use of humor and sarcasm
• Praise behavior you seek
• Guard against fear or public ridicule

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Vanessa Dennen San Diego State University
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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

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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

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Modeling

• Instructor modeling increased the likelihood of
  student messages meeting quality and content
  expectations
• Modeling was more effective than guidelines

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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

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Poor Instructors Good Instructors

• Little or no feedback given
• Always authoritative
• Kept narrow focus of what was relevant
• Created tangential discussions, fact qs
• Only used ultimate deadlines

• Provided regular qual/quant feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades, other assns.
• Used incremental deadlines

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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?

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Ron Oliver Edith Cowan University in
Australiahttp//elrond.scam.ecu.edu.au//oliver/
r.oliver_at_cowan.edu.au
Professor of Interactive Multimedia, and the
Director of the Centre for Research in
Information Technology and Communications
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Collaborative and Constructivist Web Tasks
(McLoughlin Oliver, 1999 Oliver McLoughlin,
1999))

1. Apprenticeship QA 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 boards
5. Experiential Learning Post (articulate ideas) to
   discussion groups
6. Authentic Learning PBL, search current databases

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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/
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Pedagogical Techniques of CMC(Paulsen, 1995, The
Online Report on Pedagogical Techniques for
Computer-Mediated Communication)

• Collective databases, Access to Online Resources
• Informal socializing (online cafes)
• Seminars (read before going online)
• Public tutorials
• Peer counseling, learning partnerships
• (Online Support Groups)
• Simulations, games, and role plays
• Free Flowing Discussions/Forums
• Email interviews
• Symposia or speakers on a theme
• The notice board (class announcements)

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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.

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Jennifer Hoffman, InSync Training
(jennifer_at_insynctraining.com)
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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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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 methodshand raising,
  chat, whiteboard, voice, email.
• Provide phone number for emergencies
• Be ready for delays with planned ad-lib stuff

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Curt Bonk Indiana University
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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

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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

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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 Landons Web site)
• Read free reports
• Market/Share what do
• Archive work, repurpose it, use it
• Be flexible
• Take a course onlinebe a student
• Find a tech mentor, join a discussion board
• Contact potential partners, interns, students

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What do we need???

• FRAMEWORKS!

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(No Transcript)
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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.

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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

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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.

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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.

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4. The Web Integration Continuum (Bonk et al.,
2000)

• Level 1 Course Marketing/Syllabi via the Web
• Level 2 Web Resource for Student Exploration
• Level 3 Publish Student-Gen Web Resources
• Level 4 Course Resources on the Web
• Level 5 Repurpose Web Resources for Others
• Level 6 Web Component is Substantive Graded
• Level 7 Graded Activities Extend Beyond Class
• Level 8 Entire Web Course for Resident Students
• Level 9 Entire Web Course for Offsite Students
• Level 10 Course within Programmatic Initiative

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Levels 1-5 Information Provider
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Level 1 Marketing/Syllabi Via Web

• Instructors use the Web to promote course and
  teaching ideas via electronic fliers and syllabi

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Level 2 Student Exploration of Web Resources

• Students use the Web to explore pre-existing
  resources, both in and outside of class

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Level 3 Student-Generated Resources Published on
the Web

• Students use the Web to generate resources and
  exemplary products for the class

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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

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Level 5 Repurpose Web Resources

• Instructors take Web resources and course
  activities from one course and, making some
  adjustments, use them in another

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Levels 6-10 Course Provider
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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

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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

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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

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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

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Level 10 Course Fits within Larger Programmatic
Web Initiative

• Instructors and administrators embed Web-based
  course development within larger programmatic
  initiatives of their institution

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Level 11 Entire University or Institute is Online
Virtual university or institute is created to
solely offer online certificates, courses,
programs, and degrees.
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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
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What level are you at??? Level 0???