Theres No Learning in ELearning: Building Communities Supporting Entrepreneurship, Student Motivatio

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• Theres No Learning in E-Learning Building
  Communities Supporting Entrepreneurship, Student
  Motivation, and Instructor Innovation
• Curtis J. Bonk

Indiana University and CourseShare.com http//php.
indiana.edu/cjbonk http//CourseShare.com cjbonk_at_
indiana.edu
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Exponential Growth of the Web
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A Vision of E-learning for Americas Workforce,
Report of the Commission on Technology and Adult
Learning, (2001, June)

• A remarkable 84 percent of two-and four-year
  colleges in the United States expect to offer
  distance learning courses in 2002 (only 58 did
  in 1998) (US Dept of Education report, 2000)
• Web-based training is expected to increase 900
  percent between 1999 and 2003. (ASTD, State of
  the Industry Report 2001).

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Question Why is there no learning in
e-learning???

• A. Poor pedagogy?
• B. Inferior online tools?
• C. Unmotivated students and instructors?
• D. Poor research?
• E. Not measuring it effectively?
• F. Vendor and administrator visions do not match
  reality?

And the next video please!!!
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Whats the Basic DL Finding?

• Research since 1928 shows that DL students
  perform as well as their counterparts in a
  traditional classroom setting.
• Per Russell, 1999, The No Significant Difference
  Phenomenon (5th Edition), NCSU, based on 355
  research reports.
• http//cuda.teleeducation.nb.ca/nosignificantdiffe
  rence/

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Distance Learning Research

• Flaws in research designs
• - Only 36 have objective learning measures
• - Only 45 have comparison groups
• When effective, it is difficult to know why
• - Course design?
• - Instructional methods?
• - Technology?

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What do we need???

• FRAMEWORKS!

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1. Reflect on Extent of IntegrationThe Web
Integration Continuum

• 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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2. 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?
• Other firefighter, convener, weaver, tutor,
  conductor, host, mediator, filter, editor,
  facilitator, negotiator, e-police, concierge,
  marketer, assistant, etc.

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3.
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Push to Explore "You might want to write to Dr.
XYZ for...," "You might want to do an ERIC
search on this topic...," "Perhaps there is a URL
on the Web that addresses this topic..."
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And We Need Other Instructor E-Learning Support!!!
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Problems Faced

• Administrative
• Lack of admin vision.
• Lack of incentive from admin and the fact that
  they do not understand the time needed.
• Lack of system support.
• Little recognition that this is valuable.
• Rapacious U intellectual property policy.
• Unclear univ. policies concerning int property.

• Pedagogical
• Difficulty in performing lab experiments
  online.
• Lack of appropriate models for pedagogy.
• Time-related
• More ideas than time to implement.
• Not enough time to correct online assign.
• People need sleep Web spins forever.

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TrainingOutside Support

• Training (FacultyTraining.net)
• Courses Certificates (JIU, e-education)
• Reports, Newsletters, Pubs
• Aggregators of Info (CourseShare, Merlot)
• Global Forums (FacultyOnline.com GEN)
• Resources, Guides/Tips, Link Collections, Online
  Journals, Library Resources

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Certified Online Instructor Program

• Walden Institute12 Week Online Certification
  (Cost 995)
• 2 tracks one for higher ed and one for online
  corporate trainer
• Online tools and purpose
• Instructional design theory techniques
• Distance ed evaluation
• Quality assurance
• Collab learning communities

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• Administrators and faculty members at the
  Massachusetts Institute of Technology are
  debating what could become a 100-million effort
  to create extensive World Wide Web pages for
  nearly every course the university offers.
• Jeffrey R. Young, March 1, 2001, The Chronicle of
  Higher Ed

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• In an effort to analyze and improve their
  teaching, some professors are creating multimedia
  portfolios that try to capture the complex
  interactions that occur in the classroom.
• Jeffrey R. Young, The Chronicle of Higher Ed
  (reporting on the new Knowledge Media Lab,
  created by the Andrew Carnegie Foundation for the
  Advancement of Teaching)

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http//merlot.org http//www.utexas.edu/world/lect
ure/
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Inside Support

• Instructional Consulting
• Mentoring (strategic planning )
• Small Pots of Funding
• Help desks, institutes, 11, tutorials
• Summer and Year Round Workshops
• Office of Distributed Learning
• Colloquiums, Tech Showcases, Guest Speakers
• Newsletters, guides, active learning grants,
  annual reports, faculty development, brown bags,
  other professional development

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But there is another problem
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But How Avoid Shovelware???This form of
structure encourages teachers designing new
products to simply shovel existing resources
into on-line Web pages and discourages any
deliberate or intentional design of learning
strategy. (Oliver McLoughlin, 1999)
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Survey Finds Concern on Administrative
ComputingChronicle of Higher Ed, June 22, 2001,
A33, Jeffrey R. Young

• Campus-technology leaders say they worry more
  about administrative-computing systems than about
  anything else related to their jobs.
• (survey by Educausean academic-technology
  consortium)

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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)

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What Pedagogical Tools and Activities are Needed?
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Pedagogical Tools Needed!!!

• Creative Thinking
• Critical Thinking
• Cooperative Learning
• Motivational

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Intrinsic Motivational Terms?

• 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

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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.
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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.

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E-Learning Pedagogical Strategies
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1. Tone/Climate Ice Breakers

• 1. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• 2. Two Truths, One Lie (Kulp, IBM)
• Tell 2 truths and 1 lie about yourself
• Class votes on which is the lie

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2. FeedbackPeer Reactions
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3. EngagementElectronic 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
• (Or 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. MeaningfulnessJob 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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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

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7. CuriositySynchronous Chats

• Webinar, Webcast
• Guest speaker moderated QA forum
• Guest expert open chats
• Peer QA and Dialogue
• Team activities or meetings
• Instructor meetings, private talk, admin help
• Quick Polls/Quizzes, Voting Ranking, Surveys
• Brainstorming ideas, What-Ifs, Quick reflections
• Graphic Organizers in Whiteboard (e.g., Venn)
• Twenty Questions, Pruning the tree

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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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8. TensionRole Play

• 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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9. Interactive E-mail Pals, Critical Friends
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10. Goal DrivenGroup Problem Solving
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• Colleges and universities ought to be concerned
  not with how fast they can put their courses up
  on the Web, but with finding out how this
  technology can be used to build and sustain
  learning communities Hiltz (1998, p. 7)

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How Facilitate Online Community?

• Safety Establish safe environment
• Tone Flexible, inviting, positive, respect
• Personal Self-disclosures, open, stories telling
• Sharing Share frustrations, celebrations, etc
• Collaboration Camaraderie/empathy
• Common language conversational chat space
• Task completion set milestones grp goals
• Other Meaningful, choice, simple, purpose...

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How to foster e-learning entrepreneurship in New
Zealand???
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Technology Sails the South Seas

• The first step in the war against foreign
  invaders is to build a robust startup climate
  Some would argue that in agriculture- related
  biotechnology research, no country surpasses New
  Zealand. And with..Lord of the Rings, the
  countrys special effects, multimedia, and
  digital animation industries are at the
  technological forefront.
• David Lipshultz, Red Herring, January 2002, p.
  34. (Interview with Steven Tindall, New Zealands
  largest venture capital investor).

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University Entrepreneurship

• Colleges target corp training/exec education.
• 22 virtual universities to cooperate.
• 9 universities on 4 continents collaborate to
  offer online graduate and professional
  development courses in Asia.
• Univ of the Arctic is a partnership of 31 high
  latitude colleges, universities, and governments
  across 8 nations. First course is Introduction
  to Circumpolar Studies. (Feb 15, 2002, Chronicle
  of Higher Education)

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At one university, (the Univ of North Texas)
royalties entice professors to design Web
courses(to spend on professional dev,
research, grading, teaching help, or pocket as a
bonus)however, the department had to add an
extra feeabout 8.50 per studentsto cover the
professors royalty. Jeffrey Young, March 30,
2001, Chronicle of Higher Education
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• Before creating or teaching a course, professors
  sign a contract outlining who owns what, and how
  much of any future revenue from the course the
  professor will get if the university offers the
  course without his or her involvement. (contract
  copies are at http//www.unt.edu/cdl/approval_pro
  cedures/intellectual.htm)
• Jeffrey Young, March 30, 2001, Chronicle of
  Higher Education

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Faculty Entrepreneurship

• Radio Stations
• Online Journals
• Start Discussion Forums
• Freelance Instructor Guest Expert
• Develop new courses or programs
• Teaching music performance over Web
• Promoting exec ed programs

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The Good

• Douglas Rowlett has turned his English-department
  office into a virtual radio station that
  broadcasts continuously on the Internet, offering
  a mix of poetry readings, lectures, and popular
  music. He plans to deliver entire courses over
  the Internet radio station.
• Jeffrey R. Young (Jan 8., 2001). Chronicle of
  Higher Ed.

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The Bad

• Michael J. Saylors plans to create an online
  university that would offer free education all
  over the world appear to have been put on hold,
  at least temporarily. Mr. Saylor, the software
  magnate, has been occupied for the past few
  months with financial difficulties at his
  company, MicroStrategy, Inc.
• (Sarah Carr, June 22, 2000, Chronicle of Higher
  Ed)

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And The Ugly

• Santa Clara University has fired an adjunct
  instructor who sold his students thousands of
  dollars worth of stock in an online-education
  venture that appears to never have gotten off the
  ground.
• Sarah Carr, The Chronicle of Higher Ed.

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Developing a Successful Partnership Portfolio
(Duin Baer, in press)

• Need to List Vision, Description, Beliefs,
  Assumptions, Operations, Commitment,
  Collaboration, Risk, Control, Adaptation, and ROI
  (for learners, faculty, campus, state/country)
• Five Types of Partnerships Commerce alliance,
  minority equity investment, joint venture, spin
  off, and merger or acquisition
• Four Types of Risks legal, financial,
  experimentation, and academic

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Other ARTI Helphttp//arti.indiana.edu/

• Help with Tech Transfer.
• Intellectual Property, Invention Disclosure, etc.
• Licensing, Patents, and Trademarks.
• Access to best strategists, scientists,
  cutting-edge labs, communication tools, info
  technologies.
• Training, consortia, mentoring, sharing meetings.
• Multidisciplinary project teams, resources, and
  facilities.

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• We are evolving out of the era of the Lone
  Rangersfaculty members can choose to be involved
  in the design, development, content expertise,
  delivery, or distribution of course (Richard T.
  Hezel)
• Sarah Carr, (Dec 15, 2000, A47), A Day in the
  Life of a New Type of Professor, The Chronicle of
  Higher Education

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Faculty Member in 2020

• Track 1 Technical Specialist
• Track 2 Personal Guide
• Track 3 Online Facilitator
• Track 4 Course Developer
• Track 5 Course or Program Manager
• Track 6 Work for Hire Online Lecturer
• Track 7 High School Teacher
• Track 8 Unemployed

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Student Differences in 2020

• Live Longer
• More Educated
• Multiple Degrees
• Accustomed to Multiple Learning Formats
• Design own programs and courses
• Specialists AND Generalists
• Courses/Degrees for unknown occupations
• Expect to Take Courses Where Live
• Cyber-students (various digital aids attached to
  appendages)

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Possible Scenarios in Year 2020

• Virtual Us and Traditional Us Coexist
• Traditional Univs buy stake in Virtual Us
• Traditional Univs form Consortia
• Some Trad Us Move Ahead, Some Dont
• Other Technology arise well beyond Web
• Large Virtual Us Buy Competing Traditional Us
  and shut them down

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What Uses for Old Institutions of Higher
Learning???

• Museums
• Historical Monuments
• Bomb Shelters
• Resorts and Apartment Complexes
• Nostalgic Retirement Homes
• Green Space
• Prisons

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Final advicewhatever you dodont Bonk!!!