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Connecting Online Best Practices to Intrinsic Motivation Examples

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Title: Connecting Online Best Practices to Intrinsic Motivation Examples


1
Connecting Online Best Practices to Intrinsic
Motivation Examples
  • Curt Bonk, Indiana University
  • President, CourseShare.com
  • cjbonk_at_indiana.edu
  • http//php.indiana.edu/cjbonk
  • http//CourseShare.com

2
Who are some of the key players
3
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

4
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
  • From provider to content to designer of learning
    experiences.
  • From oracle to guide and resource provider
  • From solitary teacher to member of team

5
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)

6
E-ModeratingE-Moderating The Key to Teaching
and Learning Online, (Gilly Salmon, (1999) Kogan
Page)
  • Know when to stay silent for a few days.
  • Close off unused or unproductive conferences.
  • Provide a variety of relevant conference topics.
  • Deal promptly with dominance, harassment, etc.
  • Weave, summarize, and archive often.
  • Be an equal participant in the conference.
  • Provide sparks or interesting comments.
  • Avoid directives and right answers.
  • Acknowledge all contributions.
  • Support others for e-moderator role.

7
Pedagogical Recommendations(Berge, 1995, The
role of the online instructor/facilitator)
  • Draw attention to conflicting views
  • Dont expect too much/thread
  • Do not lecture (Long, coherent sequence of
    comments yields silence)
  • Request responses within set time
  • Maintain non-authoritarian style
  • Promote private conversations

8
Research on Nine Online Courses(Vanessa Dennen,
San Diego State Univ)
  • 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

9
Poor Instructors Good Instructors
  • Little or no feedback given
  • Always authoritative
  • Kept narrow focus of what was relevant
  • Created tangential discussions, fact questions
  • Only used ultimate deadlines
  • Provided regular qual/quant feedback
  • Participated as peer
  • Allowed perspective sharing
  • Tied discussion to grades, other tasks.
  • Used incremental deadlines

10
Collaborative and Constructivist Web Tasks
(McLoughlin Oliver, 1999 Oliver McLoughlin,
1999))
  • Apprenticeship QA Ask an Expert (chats
    async).
  • Case-Based and Simulated Learning exchange
    remote views enact events online.
  • Active Learning Design Web pages and project
    databases.
  • Reflective/Metacognitive Learning Reflect in
    online journals, bulletin boards
  • Experiential Learning Post (articulate ideas) to
    discussion groups
  • Authentic Learning PBL, search current databases

11
Framework for Pedagogical CMC Techniques(Paulsen,
1995, The Online Report on Pedagogical
Techniques for Computer-Mediated Communication)
  • One-alone Techniques Online journals, online
    databases, interviews, online interest groups.
  • One-to-one Techniques Learning contracts,
    internships, apprenticeships.
  • One-to-many Techniques Lectures, symposiums,
    skits.
  • Many-to-many Techniques Debates, simulations,
    games, case studies, discussion groups,
    brainstorming, Delphi techniques, nominal group
    process, forums, group projects.

12
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

13
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

14
Pedagogical Tips(Bonk 1998 Indiana University)
  • Build peer interactivity
  • Utilize multiple forms of assessment
  • Provide feedback cues (dots)
  • Embed choices (avatars, tasks, etc.)
  • Simplify (everything!!!)
  • Offer early feedback
  • Scheduling something due early

15
Just a Lot of Bonk
  • Variety tasks, topics, participants,
    accomplishments, etc.
  • Interaction extends beyond class
  • Learners are also teachers
  • Multiple ways to succeed
  • Personalization and choice
  • Clarity and easy to navigate course
  • Find tech mentor, be student b4 teacher

16
But how to determine the pedagogical quality of
courses and course materials you develop?
17
Quality on the Line Benchmarks for Success in
Internet-Based Distance Ed (Blackboard NEA,
2000)
  • Teaching/Learning Process
  • Student interaction with faculty is facilitated
    through a variety of ways.
  • Feedback to student assignments and questions is
    provided in a timely manner.
  • Each module requires students to engage
    themselves in analysis, synthesis, and evaluation
    as part of their course assignments.
  • Course materials promote collaboration among
    students.
  • http//www.ihep.com/Pubs/PDF/Quality.pdf

18
Quality on the Line Benchmarks for Success in
Internet-Based Distance Ed (Blackboard NEA,
2000)
  • Other Benchmark Categories
  • Institutional Support incentive, rewards, plans
  • Course Development processes, guidelines, teams,
    structures, standards, learning styles
  • Course Structure expectations, resources
  • Student Support training, assistance, info
  • Faculty Support mentoring, tech support
  • Evaluation and Assessment review process,
    multiple methods, specific standards

19
The Sharp Edge of the Cube Pedagogically Driven
Instructional Design for Online
EducationSyllabus Magazine, Dec, 2001, Nishikant
Sonwalkar
  • five functional learning stylesapprenticeship,
    incidental, inductive, deductive, discovery.
  • http//www.syllabus.com/syllabusmagazine/article.a
    sp?id5858

20
New Methodology for Evaluation The Pedagogical
Rating of Online CoursesSyllabus Magazine, Jan,
2002, Nishikant Sonwalkar
  • The Pedagogical Effectiveness Index
  • (1) Learning Styles (see previous page)
  • (2) Media Elements text, graphics, audio, video,
    animation, simulation
  • (3) Interaction Elements feedback, revision,
    e-mail, discussion, bulletin
  • http//www.syllabus.com/syllabusmagazine/article.
    asp?id5914
  • For more info, e-mail Nish_at_mit.edu

21
New Methodology for Evaluation The Pedagogical
Rating of Online CoursesSyllabus Magazine, Jan,
2002, Nishikant Sonwalkar
  • Summative evaluation instrument for rating online
    courses
  • (1) Content Factors quality, media, authentic
  • (2) Learning Factors interactivity, testing
    feedback, collaboration, ped styles
  • (3) Delivery Support Factors accessible,
    reporting, user management, content
  • (4) Usability Factors clarity, chunk size,
    layout
  • (5) Technological Factors bandwidth, database
    connectivity, server capacity,browser

22
What do we need???
  • FRAMEWORKS!

23
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

24
What are your best practices???
25
Best PracticesIs it that simple?
NOPE!!!
26
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!!!
27
Online Training Boring? From Forrester, Michelle
Delio (2000), Wired News. (Interviewed 40
training managers and knowledge officers)
28
Were Handing out degrees in electronic page
turning!!!
  • To get the certificate, learners merely needed to
    read (i.e. click through) each screen of
    material

29
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31
How Bad Is It?
  • Some frustrated Blackboard users who say the
    company is too slow in responding to technical
    problems with its course-management software have
    formed an independent users group to help one
    another and to press the company to improve.
  • (Jeffrey Young, Nov. 2, 2001, Chronicle of Higher
    Ed)

32
Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
33
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.

34
Extrinsic Motivation
  • is motivation that arises from external
    contingencies. (i.e., students who act to get
    high grades, win a trophy, comply with a
    deadlinemeans-to-an-end motivation)
  • See Johnmarshall Reeve (1996). Motivating Others
    Nurturing inner motivational resources. Boston
    Allyn Bacon.

35
Intrinsic Motivation
  • innate propensity to engage ones interests and
    exercise ones 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.
36
Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
(UW-Milwaukee)
  • Tone/Climate Psych Safety, Comfort, Belonging
  • Feedback Responsive, Supports, Encouragement
  • Engagement Effort, Involvement, Excitement
  • Meaningfulness Interesting, Relevant, Authentic
  • Choice Flexibility, Opportunities, Autonomy
  • Variety Novelty, Intrigue, Unknowns
  • Curiosity Fun, Fantasy, Control
  • Tension Challenge, Dissonance, Controversy
  • Interactive Collaborative, Team-Based, Community
  • Goal Driven Product-Based, Success, Ownership

37
Encourage activities that motivate
thinking.(Sheinberg, April 2000, Learning
Circuits)
38
Tone Ice Breakers
  • 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)
  • 99 Seconds of Fame In an online synchronous
    chat, give each student 99 seconds to present
    themselves and field questions.

39
1. Tone/ClimateIce 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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41
1. Tone/ClimateLike Ice Breakers
  • KNOWU Rooms
  • Create discussion forums or chat room topics for
    people with diff experiences (e.g., soccer
    parent, runner, pet lovers, like music, outdoor
    person). Find those with similar interests.
  • Complete eval form where list people in class and
    interests. Most names wins.
  • Chat Room Buds Create a discussion prompt in one
    of X number of chat rooms. Introduce yourself
    in the chat room that interests you.

42
Multiple Rooms for Chat
43
1. Tone/ClimateIce Breakers
  • Storytelling Cartoon Time Find a Web site that
    has cartoons. Have participants link their
    introductionsor stories to a particular cartoon
    URL. Storytelling is a great way to communicate
    (alternative post favorite Web site).
    http//www.curtoons.com/cartooncoll.htm
  • Two Truths, One Lie
  • Tell 2 truths and 1 lie about yourself
  • Class votes on which is the lie

44
2. FeedbackA. Requiring Peer Feedback
  • Alternatives
  • 1. Reading Reactions 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)

45
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47
2. Feedback (Instructor)B. Anonymous Suggestion
Box
  • George Watson, Univ of Delaware, Electricity and
    Electronics for Engineers
  • Students send anonymous course feedback (Web
    forms or email)
  • Submission box is password protected
  • Instructor decides how to respond
  • Then provide response and most or all of
    suggestion in online forum
  • It defuses difficult issues, airs instructor
    views, and justified actions publicly.
  • Caution If you are disturbed by criticism,
    perhaps do not use.

48
2. FeedbackC. Double-Jeopardy Quizzing
  • Gordon McCray, Wake Forest University, Intro to
    Management of Info Systems
  • Students take objective quiz (no time limit and
    not graded)
  • Submit answer for evaluation
  • Instead of right or wrong response, the quiz
    returns a compelling probing question, insight,
    or conflicting perspective (i.e., a counterpoint)
    to force students to reconsider original
    responses
  • Students must commit to a response but can use
    reference materials
  • Correct answer and explanation are presented

49
2. FeedbackD. Async Self-Testing and
Self-Assessments
50
2. FeedbackE. Synchronous Testing
Assessment(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.

51
2. Feedback (Instructor)F. Reflective Writing
  • Alternatives
  • Minute Papers, Muddiest Pt Papers
  • PMI (Plus, Minus, Interesting), KWL
  • Summaries
  • Pros and Cons
  • Email instructor after class on what learned or
    failed to learn
  • (David Brown, Syllabus, January 2002, p. 23
  • October 2001, p. 18)

52
3. EngagementA. 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.

53
3. EngagementA. Questioning XanEdu Coursepacks
54
3. EngagementB. Annotations and Animations
MetaText (eBooks)
55
4. Meaningfulness A. Perspective Taking Oral
Histories and Interviews
  • 1. Perspective sharing discussions Have learners
    relate the course material to a real-life
    experience.
  • Example In a course on Technology Culture,
    students freely shared experiences of visiting
    grandparents on rural farms. The discussion led
    to a greater interest in the readings.

56
4. Meaningfulness B. Perspective Taking
Foreign Languages
  • Katy Fraser, Germanic Studies at IU and Jennifer
    Liu, East Asian Languages and Cultures at IU
  • Have students receive e-newsletters from a
    foreign magazine as well as respond to related
    questions.
  • Students assume roles of those in literature from
    that culture and participate in real-time chats
    using assumed identity.
  • Students use multimedia and Web for self-paced
    lessons to learn target language in authentic
    contexts.

57
4. Meaningfulness C. Expert Job Interviews
  • 1. Field Definition Activity Have student
    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

58
4. MeaningfulnessD. 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

59
4. MeaningfulnessE. Case-Based Learning
Student 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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4. MeaningfulnessF. Authentic Data Analysis
  • Jeanne Sept, IU, Archaeology of Human Origins
    Components From CD to Web
  • A set of research qs and problems that
    archaeologists have posed about the site (a set
    of Web-based activities)
  • A complete set of data from the site and
    background info (multimedia data on sites from
    all regions and prehistoric time periods in
    Africa)
  • A set of methodologies and addl background info
    (TimeWeb tool to help students visualize and
    explore space/time dimensions)
  • Students work collaboratively to integrate
    multidisciplinary data interpret age of site
  • Interpret evidence for sites ancient
    environments
  • Analyze info on artifacts and fossils from the
    site

62
5. ChoiceA. 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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65
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).
  • Alternative Facilitator-Starter-Wrapper
    (Alexander, 2001)
  • Instead of starting discussion, student acts as
    moderator or questioner to push student thinking
    and give feedback

66
5. ChoiceC. Web Resource Reviews
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5. Choice and Voice D. Poll Students for
Formative Feedback
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70
6. VarietyA. 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.

71
6. VarietyB. Just-In-Time Syllabus(Raman,
Shackelford, Sosin) http//ecedweb.unomaha.edu/j
its.htm
  • Syllabus is created as a "shell" which is
    thematically organized and contains print, video,
    and web references as well as assignments.
  • Goal critical thinking (analysis, evaluation),
    developing student interests, collaboration,
    discussion
  • e.g., Economics instructors incorporate
    time-sensitive data, on-line discussions, and Web
    links into the delivery of most of the
    undergraduate courses in economics. Instructor
    reads and summarizes responses before class and
    weaves them into discussion and changes the
    lecture as appropriate.
  • e.g., To teach or expand discussion of supply or
    elasticity, an instructor adds new links in the
    Just-in-Time Syllabus to breaking news about
    gasoline prices and energy blackouts in
    California.

72
6. Variety C. Virtual Classroom
  • Joachim Hammer, University of Florida, Data
    Warehousing and Decision Support
  • Voice annotated slides on Web 7 course modules
    with a number of 15-30 minutes units
  • Biweekly QA chat sessions moderated by students
  • Bulletin Board class discussions
  • Posting to Web of best 2-3 assignments
  • Exam Qs posted to BB answers sent via email
  • Team projects posted in a team project space
  • Addl Web resources are structured for students
    (e.g., white papers, reports, project and product
    home pages)
  • Email is used to communicate with students

73
7. CuriosityA. 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

74
7. Curiosity
  • B. Online Fun and Games
  • (see Thiagi.com
  • Or deepfun.com)
  • Puzzle games
  • Solve puzzle against
  • timer
  • Learn concepts
  • Compete
  • Get points

75
C. SimulationsGames 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.

76
I. eDrama (Front Desk Hiring)
77
II. Intermezzon MoneyMaker Sales Training
78
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

79
7. Curiosity D. 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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8. Tension
  • A. Role Play Personalities
  • List possible roles or personalities (e.g.,
    coach, optimist, devils advocate, etc.)
  • Sign up for different role every week (or 5-6 key
    roles)
  • Reassign roles if someone drops class
  • Perform within rolesrefer to different
    personalities
  • B. Assume Persona of Scholar
  • Enroll famous people in your course
  • Students assume voice of that person for one or
    more sessions
  • Enter debate topic or Respond to debate topic
  • Respond to rdg reflections of others or react to
    own

82
8. Tension.C. 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!

83
8. TensionD. Instructor Generated Virtual
Debate (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.

84
9. Interactive A. Critical/Constructive
Friends, Email Pals, Web Buddies
  • Assign a critical friend (perhaps based on
    commonalities).
  • 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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9. InteractiveB. Symposia of Experts
  • Find topic during semester that peaks interest
  • Find students who tend to be more controversial
  • Invite to a panel discussion on a topic or theme
  • Have them prepare statements
  • Invite questions from audience (rest of class)
  • Assign panelists to start

88
9. Interactive
  • C. Panels 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)
  • D. Press Conference Have a series of press
    conferences at the end of small group projects
    one for each group)

89
9. InteractiveE. 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.

90
9. InteractiveF. Online Co-Laborative Psych
Experiments
  • PsychExperiments (University of Mississippi)
  • Contains 30 free psych experiments
  • Location independent
  • Convenient to instructors
  • Run experiments over large number of subjects
  • Can build on it over time
  • Cross-institutional

Ken McGraw, Syllabus, November, 2001
91
10. Goal Driven
  • A. Jigsaw Technique each student becomes an
    expert on a topic and teaches that to his/her
    group.
  • e.g., Assign chapters within groups
  • (member 1 reads chapters 1 2 2 reads 3 4,
    etc.)

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10. Goal DrivenB. Gallery Toursof Individual
or Team Products
  • Assign Topic or Project
  • (e.g., Team or Class White Paper, Bus Plan, Study
    Guide, Glossary, Journal, Model Exam Answers)
  • Students Post to Web
  • Experts Review and Rate
  • Try to Combine Projects

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What about synchronous possibilities?
95
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).

96
Synchronous Presentation Tools What Are the
Common Tools and Features?
97
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)

98
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.
99
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

100
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

101
CuriositySynchronous Activities
  • Webinar, Webcast
  • Guest speaker moderated (or open) QA forum
  • Instructor meetings, private talk, admin help
  • Quick Polls/Quizzes, Voting Ranking
  • Surveys
  • Team activities or meetings or Peer QA
  • Collaborative writing
  • Brainstorming ideas, What-Ifs, Quick reflections
  • Graphic Organizers in Whiteboard (e.g., Venn)
  • Online Mentoring or Language Learning

102
1. Webinar, Webcast
103
2. Discussion plus Chat (e.g., Starter-Wrapper
Sync Guest Chat)
104
3. Instructor Meetings and Support
105
3. Instructor Online Office Hours
106
4. 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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Poll Your Students Online
108
5. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
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6. Peer Questions Team Meeting
111
7. Collaborative Document Writing
Online Peer-to-Peer Collaboration
112
8. 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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9. Graphic Organizers (e.g., Digital Whiteboards)
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9. Graphic Organizers (e.g., Map edit tool)
115
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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10. Online Language Support (pronunciation,
communication, vocabulary, grammar, etc.)
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Motivational Top Ten
  • 1. Tone/Climate Ice Breakers, Peer Sharing
  • 2. Feedback Self-Tests, Reading Reactions
  • 3. Engagement Qing, Polling, Voting
  • 4. Meaningfulness Job/Field Reflections, Cases
  • 5. Choice Topical Discussions, Starter-Wrapper
  • 6. Variety Brainstorming, Roundrobins
  • 7. Curiosity Seances, Electronic Guests/Mentors
  • 8. Tension Role Play, Debates, Controversy
  • 9. Interactive E-Pals, Symposia, Expert Panels
  • 10. Goal Driven Group PS, Jigsaw, Gallery Tours

Pick One??? (circle one)
118
Pick an Idea
  • Definitely Will Use ___________________________
  • May Try to Use ___________________________
  • No Way ___________________________

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  • Questions?Comments?Concerns?
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