Session 119: Pedagogy for the Web: Motivating Adult Learners and Instructors

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Session 119 Pedagogy for the Web Motivating
Adult Learners and Instructors

• Curt Bonk, Indiana University
• President, CourseShare.com
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• Vanessa Dennen, San Diego State University
• Assistant Professor
• vdennen_at_mail.sdsu.edu
• http//edweb.sdsu.edu/people/vdennen

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How to Improve Learning OutcomesCheryl Flagler,
e-Learning, Sept 12, 2002

• Developers have the most influence on the
  learners success through the learning
  environment they provide them. This environment
  must take into account self-directive skills that
  are intrinsic to the learner, including
  motivation, self reliance, self confidence, and
  risk tolerance."

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How to Improve Learning OutcomesCheryl Flagler,
e-Learning, Sept 12, 2002

1. Allow the learner to monitor goals
2. Content engages multiple modalities
3. Clear purpose of content
4. Allow learners to make learning decisions and
   learn from mistakes
5. Build in challenges and successes
6. Mix creative and analytic skill needs
7. Provide for diverse situations, reflection,
   interaction, and feedback

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Cohen Payiatakis (2002, Feb). E-Learning
Harnessing the hype. Performance Improvement,
41(7), 7-15.

• both instructional and graphic (design)must be
  compelling and engaging enough to keep the
  learner involved, interested, and stimulatedThe
  ideal future is a learning experience designed to
  be memorable, motivational, and magical if it is
  to make a lasting impact on the capabilities of
  the learner.

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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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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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Online PowerPoint?
NEXT
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More Online PowerPoint(even terrorists would be
too bored to read)
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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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Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
(UW-Milwaukee)

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

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Part I. Best PracticesWho are some of the key
scholars and players???
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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
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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)

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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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CuriosityA. Webinar (with Sync Tools)
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• Curiosity
• B. Electronic Guests Mentoring

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CuriosityC. Moderated Online Team Meeting
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• Curiosity
• D. Threaded Discussion plus Expert Chat
• (e.g., Starter-Wrapper Sync Guest Chat)

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Curiosity E. Synchronous Collaborative Writing
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CuriosityF. Tutoring and Mentoring
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2. Tone/Climate Social Ice BreakersA. Readiness
Checklist

1. The amount of time I can devote to this class is
2. I am a self-motivated individual.
3. I am a good time-manager.
4. I complete whatever I start.
5. I am not a procrastinator--I like to get things
   done today and not put off for tomorrow.

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2. Tone Social Ice Breakers

1. Storytelling Cartoon Time Find a Web site that
   has cartoons. Have participants link their
   introductions or stories to a particular cartoon
   URL. Storytelling is a great way to communicate.
   http//www.curtoons.com/cartooncoll.htm

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2. Tone/ClimateSocial Ice 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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3. TensionA. Role Play Scholar/Author

• 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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3. Tension B. Role Play PersonalitiesRole 1
Starter/Mediator/Reporter/ Commentator

• Summarizes the key terms, ideas, and issues in
  the chapters, supplemental instructor notes,
  journal articles, and other assigned readings and
  asks thought provoking questions typically before
  ones peers read or discuss the concepts and
  ideas. In effect, the starter is a reporter or
  commentator or teacher of what to expect in the
  upcoming readings or activities. Once the
  start is posted, this student acts as a
  mediator or facilitator of discussion for the
  week.

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Role 2 Wrapper/SummarizerSynthesizer/Connector/R
eviewer

• Connects ideas, synthesizes discussion,
  interrelates comments, and links both explicit
  and implicit ideas posed in online discussion or
  other activities. Here, the student looks for
  patterns and themes in online coursework while
  weaving information together. The wrapping or
  summarizing is done at least at the end of the
  week or unit, but preferably two or more times
  depending on the length of the activity.

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Role 3 Conqueror or Debater/Arguer/Bloodletter

• Takes ideas into action, debates with others,
  persists in arguments and never surrenders or
  compromises nomatter what the casualties are when
  addressing any problem or issue.

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Role 5 Idea Squelcher/Biased/Preconceiver

• Squelches good and bad ideas of others and
  submits your own prejudiced or biased ideas
  during online discussions and other situations.
  Forces others to think. Is that person you
  really hate to work with.

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Role 7 Idea Generator Creative Energy/Inventor

• Brings endless energy to online conversations
  and generates lots of fresh ideas and new
  perspectives to the conference when addressing
  issues and problems.

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Funny thing is that Al thinks he invented the
Internet AND e-learning as well!!!
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Role 12 Slacker/Slough/Slug/Surfer Dude

• In this role, the student does little or nothing
  to help him/herself or his/her peers learn.
  Here, one can only sit back quietly and listen,
  make others do all the work for you, and
  generally have a laid back attitude (i.e., go to
  the beach) when addressing this problem.

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4. FeedbackA. Learner-Content Interactions
Self-Testing
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4. Feedback B. More Learner-Content Interactions
(economics) (Friday Sept 13th, 2002)
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4. FeedbackC. Learner-Content Interactions
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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4. Feedback D. Students Play Online Jeopardy
Game www.km-solutions.biz/caa/quiz.zip
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4. FeedbackE. 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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4. FeedbackF. Self-Testing and
Self-Assessments(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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Feedback G. Poll Students for Formative Feedback
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4. Feedback (Instructor)H. 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

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5. Engagement Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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6. Meaningfulness A. Perspective Taking Real
Life

• 1. Perspective sharing discussions Have learners
  relate the course material to a real-life
  experience. Real situations or cases.
• Example In a course on leadership development,
  have learners share experiences where they were
  all-of-a-sudden been put in charge of some
  project or activity and describe what happened as
  well as what they would do differently.

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6. MeaningfulnessB. 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.

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6. MeaningfulnessC. Case-Based Laboratories

• Virginia Polytechnic Institute Veterinary
  Medicine
• Instructors provide all materials for case-based
  labs WP files, patient photos materials, color
  slides of specimens
• Create Web images through scanning photos,
  slides, radiographs, and computed scans.
• Students view patient info (photo, lesion photos,
  history, physical exam findings)
• Can click on active links of sounds (breath,
  cardiac, etc.)
• Students encouraged to discuss cases before class

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6. Meaningfulness D. Authentic Data Analysis

• Jeanne Sept, IU, Archaeology of Human Origins
  Components From CD to Web
• A set of research questions 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,
  analyze, interpret, and explore space/time
  dimensions)

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6. Meaningfulness E. 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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6. MeaningfulnessF. 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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Simulations 1. SimTeacher
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Simulations 2. eDrama (Front Desk Hiring)
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Simulations 3. Intermezzon(MoneyMaker Sales
Training)
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Simulations 4. Florio(simulation to see
connection between individuals actions and
overall corp performance)
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Simulations 5. SimuLearn(Virtual Leader)
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Simulations 6. Ninth House(Management Scenarios)
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Science Technology Experimentation with Games

• A highly realistic and innovative PC video game
  that puts you inside an Army unit.
• Youll face your first tour of duty along with
  your fellow Soldiers.
• Free download at www.americasarmy.com

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Screenshot From Obstacle Course
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7. 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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8. VarietyA. 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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9. Interactive A. Just-In-Time-Teaching

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

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9. Interactive B. 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 as well
  as links to freshly-mounted websites. Instructor
  reads and summarizes responses before class and
  weaves them into discussion and changes the
  lecture.
• e.g., To teach or expand the discussion of supply
  or elasticity, an instructor would add new links
  in the Just-in-Time Syllabus to breaking news
  about gasoline prices or the energy blackouts in
  California

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9. InteractiveC. 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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10. Goal Driven A. Thoughtful Reflections
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10. Goal Driven Activities B. Team Product or
Jigsaw

• Team or Course White Paper, Business Plan, Study
  Guide, Glossary, Journal Have students work in
  teams to produce a product and share with other
  groups

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1. Low Risk lt-------gt High RiskStrategy Continuum
2. Low Time lt-------gt High TimeStrategy Continuum
3. Low Reality lt-------gt High RealityStrategy
Continuum
4. Low Cost lt-------gt High CostStrategy Continuum
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Pick an Idea

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

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Questions?Comments?Concerns?