Connecting Online Best Practices to Intrinsic Motivation Examples

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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

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Are You Ready?
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Who are some of the key players
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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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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

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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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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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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

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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

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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 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

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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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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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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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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

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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

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But how to determine the pedagogical quality of
courses and course materials you develop?
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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

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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

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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

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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

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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

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What do we need???

• FRAMEWORKS!

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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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What are your best practices???
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Best PracticesIs it that simple?
NOPE!!!
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What is the single biggest obstacle to e-learning
continuing to grow and fulfilling its
potential?1. The cost of development?2. Lack
of human contact?3. Reluctance of training
departments to change?
The problem is much more likely to be plain
boredom!!!
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Online Training Boring? From Forrester, Michelle
Delio (2000), Wired News. (Interviewed 40
training managers and knowledge officers)
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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

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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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Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
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From Learning Designers to Experience Designers
(Reinhard Ziegler, March 2002, e-learning)

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

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

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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Encourage activities that motivate
thinking.(Sheinberg, April 2000, Learning
Circuits)
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Tone Ice Breakers

1. 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)
2. 99 Seconds of Fame In an online synchronous
   chat, give each student 99 seconds to present
   themselves and field questions.

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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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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.

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Multiple Rooms for Chat
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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

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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)

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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.

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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

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2. FeedbackD. Async Self-Testing and
Self-Assessments
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2. FeedbackE. Synchronous Testing
Assessment(Giving Exams in the Chat Room!, Janet
Marta, NW Missouri State Univ, Syllabus, January
2002)

1. Post times when will be available for 30 minute
   slots, first come, first serve.
2. Give 10-12 big theoretical questions to study
   for.
3. Tell can skip one.
4. Assessment will be a dialogue.
5. Get them there 1-2 minutes early.
6. Have hit enter every 2-3 sentences.
7. Ask qs, redirect, push for clarity, etc.
8. Covers about 3 questions in 30 minutes.

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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)

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3. EngagementA. Questioning(Morten Flate
Pausen, 1995 morten_at_nki.no)

1. Shot Gun Post many questions or articles to
   discuss and answer anystudent choice.
2. Hot Seat One student is selected to answer many
   questions from everyone in the class.

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3. EngagementA. Questioning XanEdu Coursepacks
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3. EngagementB. Annotations and Animations
MetaText (eBooks)
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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.

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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.

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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

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4. MeaningfulnessD. Job or 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. 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

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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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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

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5. ChoiceC. Web Resource Reviews
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5. Choice and Voice D. Poll Students for
Formative Feedback
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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.

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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.

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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

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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. Curiosity

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

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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.

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I. eDrama (Front Desk Hiring)
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II. Intermezzon MoneyMaker Sales Training
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Games and Simulations

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

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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

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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!

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8. TensionD. Instructor Generated Virtual
Debate (or student generated)

1. Select controversial topic (with input from
   class)
2. Divide class into subtopic pairs one critic and
   one defender.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5. Rebut person in ones pair
6. Reply to 2 positions with comments or qs
7. Formulate and post personal positions.

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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

1. Find topic during semester that peaks interest
2. Find students who tend to be more controversial
3. Invite to a panel discussion on a topic or theme
4. Have them prepare statements
5. Invite questions from audience (rest of class)
6. Assign panelists to start

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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)

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9. InteractiveE. Secret Coaches and Proteges

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

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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
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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?
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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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Synchronous Presentation Tools What Are the
Common Tools and Features?
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Synchronous WBT Products Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)

• Deluxe (InterWise, LearnLinc, Centra)
• 2-way audio using VOIP, one-way or two-way video,
  course scheduling, tracking, text chat,
  assessment (requires thick client-side software)
• Standard (HorizonLive, PlaceWare)
• One-way VOIP or phone bridge for two-way audio,
  text chat, application viewing, (requires thin
  client-side app or browser plug-ini)
• Economy (Blackboard, WebCT)
• Browser-based, chat, some application viewing
  (Requires Java-enabled browsers, little cost,
  free)

99
There are, say, 20 features that encompass live
e-learning, and all the products have 17 of
them.Jennifer Hofmann, quoted by Wendy Webb,
Online Learning, November, 2001, p. 44.
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Web Conferencing Features

• Audio (VOIP, bridge) and Videostreaming
• Application Sharing or Viewing (e.g., Word and
  PowerPoint) Includes remote control and emoticons
• Text (QA) Chat (private and public)
• Live Surveys, Polls, and Reports
• Synchronous Web Browsing
• File Transfer

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Web Conferencing Features

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

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CuriositySynchronous Activities

1. Webinar, Webcast
2. Guest speaker moderated (or open) QA forum
3. Instructor meetings, private talk, admin help
4. Quick Polls/Quizzes, Voting Ranking
5. Surveys
6. Team activities or meetings or Peer QA
7. Collaborative writing
8. Brainstorming ideas, What-Ifs, Quick reflections
9. Graphic Organizers in Whiteboard (e.g., Venn)
10. Online Mentoring or Language Learning

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1. Webinar, Webcast
104
2. Discussion plus Chat (e.g., Starter-Wrapper
Sync Guest Chat)
105
3. Instructor Meetings and Support
106
3. Instructor Online Office Hours
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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
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5. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
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(No Transcript)
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6. Peer Questions Team Meeting
112
7. Collaborative Document Writing
Online Peer-to-Peer Collaboration
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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)
116
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)
119
Pick an Idea

• Definitely Will Use ___________________________
• May Try to Use ___________________________
• No Way ___________________________

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• Questions?Comments?Concerns?