Web Advances Continue: From Best Pedagogical Practices to Evaluation and Assessment

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Web Advances Continue From Best Pedagogical
Practices to Evaluation and Assessment

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

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Brains Before and After E-learning
After
Before
And when use synchronous and asynchronous tools
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Part I. Best PracticesWho are some of the key
scholars and players???
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Southern Hemisphere Pedagogy
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Karen Lazenby, Instructor Qualities,
Deputy-Director, Telematic Learning and Education
Innovation (now Director, Client Service
Center)(University of Pretoria, Nov., 2001,
klazenby_at_tsamail.trsa.ac.za)

• Flexible (ability to shift between roles)
• Patient, responsive
• Friendly, positive, supportive
• Limit lecture
• Publish best student work
• Set clear rules for posting and interaction
• Involve outside experts

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Guy Kemshal-BellTechnical Further Education
(TAFE) in Australia (guykb_at_iprimus.com.au) (Had
Instructors Rate 21 Online Teaching Competencies
From TAFE Questionnaire)
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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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Less Impt Skills or Attributes (scale 0-3)The
Online Teacher, TAFE, Guy Kemshal-Bell (April,
2001)

• Higher-level Web page development (.606)
• Use of video/audioconferencing (1.06)
• Ability to develop simple Web pages (1.45)
• Skills in using online chat (1.84)
• Ability to build online teams (2.10)
• Skills in planning, monitoring trng (2.20)

Ability to say dumb things. Ability to offend
people. Ability to sleep.
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Three Most Vital SkillsThe Online Teacher, TAFE,
Guy Kemshal-Bell (April, 2001)

• Ability to engage the learner (30)
• Ability to motivate online learners (23)
• Ability to build relationships (19)
• Technical ability (18)
• Having a positive attitude (14)
• Adapt to individual needs (12)
• Innovation or creativity (11)

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Lets brainstorm comments (words or short
phrases) that reflect your overall attitudes and
feelings towards online teaching
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Feelings Toward Online TeachingThe Online
Teacher, TAFE, Guy Kemshal-Bell (April,
2001)(Note 94 practitioners surveyed.)

• Exciting (30)
• Challenging (24)
• Time consuming (22)
• Demanding (18)
• Technical issue (16) Flexibility (16)
• Potential (15)
• Better options (14) Frustrating (14)
• Collab (11) Communication (11) Fun (11)

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

• 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

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John Hedberg, Univ of WollongongResearch centre
for Interactive Learning Environments (RILE),
Co-Director of the Educational Media (em) Lab,
Professor, School of Educ john_hedberg_at_uow.edu.au

• Built multi-award winning CD-ROM products -
  Investigating Lake Iluka, Exploring the Nardoo
  and StageStruck

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John Hedberg, Univ of WollongongChapter
CybereducationRILE Monograph 2001 Online
Learning Environments Research and Teaching

• Learner must be active in learning process
• Provide variety of contexts and viewpoints
• Learning is a process of construction
• Immerse learners in authentic contexts
• Reflective thinking is the ultimate goal
• Learning involves social negotiation
• Need to develop realistic strategic, pedagogical,
  commercial models for online learning

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• Portal/Hub
• (Stuckey, Hedberg, Lockyer, in press)
• Users as passive consumers
• Varied membership
• May not need to register
• No ties between or access to other members
• Links to resources and indexed sites
• Database driven
• Success of hits

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• Factors in Developing Online Community
• (Stuckey, Hedberg, Lockyer, in press)
• 1. Users are producers, consumers, and builders
• 2. Strong reciprocal ties real names used
  (members might even seek F2F contact
• 3. Shared or team projects/activities joint
  artefacts
• 4. Access to experts and mentoring
• 5. Commitment from developers and members
• 6. Varied roles for members (moderators,
  facilitators, mentors, etc.)
• 8. Success engagement, ideas, development,
  trends

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European Pedagogy
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E-ModeratingE-Moderating The Key to Teaching
and Learning Online, (Gilly Salmon, (1999) Kogan
Page G.K.Salmon_at_open.ac.uk)

• 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.

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Robyn Masons (1991) 3 Roles(The Open
University r.d.mason_at_open.ac.uk)http//iet.open.
ac.uk/pp/r.d.mason/main.html

• Organizationalset agenda, objectives, timetable,
  procedural rules
• Patience, vary things, spur discussion, invites
• Socialwelcome, thank, provide feedback, and set
  generally positive tone
• Reinforce good things, invite to be candid
• Intellectualprobe, ask qs, refocus, set goals,
  weave comments, synthesize comments
• Know when to summarize and to leave alone

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Robyn Mason (Models of Online Courses)
http//www.aln.org/alnweb/magazine/vol2_issue2/Mas
onfinal.htmALN Magazine Volume 2, Issue 2 -
October 1998

• The Web often acts as the resource around which
  the activities are designed Students are often
  asked to construct a group Web site as the focus
  for their joint work. Alternatively they could be
  asked to work through problems, experiments or
  simulations presented online and to compare their
  solutions.

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Robyn Masons (1998) http//www.aln.org/alnweb/mag
azine/vol2_issue2/Masonfinal.htmALN Magazine
Volume 2, Issue 2 - October 1998

• Computer conferencing ideal medium to break down
  distinction between teacher and taught
• Online resources, places, and people make
  possible online learning communities
• Need to motivate students to participate
  actively, providing some synchronous events to
  maintain their interest and enthusiasm
• Need to design activities for nonparticipators
• Lack of time is a challenge for DL (learners want
  short courses, learning objects, and just-in-time
  teaching)

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Pedagogical Techniques of CMC(Paulsen, 1995, The
Online Report on Pedagogical Techniques for
Computer-Mediated Communication morten_at_nki.no)

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

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

• 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.

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PROF. DR. BETTY COLLISUniversity of Twente (UT)
, Faculty of Educ Science Technology (TO)
collis_at_edte.utwente.nl

• Lead successful development and implementation of
  the TeleTOP (http//teletop.edte.utwente.nl)
  Web-based course-management system (1997), now in
  use throughout university and beyond.
• Learning is active, collaborative, construction,
  and contribution (i.e., learner-centered)
• Learning environment should stimulate different
  forms of collab and communication
• Give the learner support tools and options
• Built based on extensive research and wide
  experiences

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PROF. DR. BETTY COLLISUniversity of Twente (UT)
, Faculty of Educ Science Technology (TO)

• Use technology to extend good teaching, not
  replace teachers
• Learners have varied backgrounds that we need to
  adapt to (i.e., allow flexible access)
• Skill acquisition is important but content is not
  the main focus of the learning environment
• Instructors can restructure the environment (they
  should control not the instructional designer)
• Envir must be simple for instructors and students

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North American Pedagogy
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Jennifer Hoffman, InSync Training
(jennifer_at_insynctraining.com)
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Ideal Environment of Synchronous Trainer
Jennifer Hoffman, Online Learning Conference
(2001, Oct.)

• A private, soundproof room.
• High-speed connection telephone powerful
  computer additional computer tech support phone
  
• Studio microphone and speakers
• A Do Not Disturb sign
• Near restroom pitcher of water

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Pedagogical Recommendations(Berge, 1995, The
role of the online instructor/facilitatorberge_at_u
mbc.edu)

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

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

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Linda Harasims Model of Online Collaborative
LearningSimon Fraser University,
linda_harasim_at_sfu.ca

• In 1985, Dr. Harasim was one of the first to
  teach a totally online graduate course. The
  following year, she and her colleagues at the
  Ontario Institute for Studies in Education
  delivered the first professional development
  courses taught online.
• Harasim, L. (2001). Shift Happens Online
  Education as a New Paradigm in Learning. The
  Internet and Higher Education, 3(1). Elsevier
  Science, New York, NY
• Harasim, L.. The Virtual University A State of
  the Art. Advances in Computers, Book Series -
  Volume 54. Academic Press, London, UK.

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Linda Harasim, Simon Fraser and TeleLearning
Centres of Excellence(Quote June 4, 2002,
Global Educators Network))

• Bruffee (1999) argues that knowledge is a
  construct of the communitys form of discourse,
  maintained by local consensus and subject to
  endless conversation. Learning is a social,
  negotiated, consensual process.  Discourse is
  keystudents collaborate in small groups, then in
  larger or plenary groups to  increasingly come to
  intellectual convergence.

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Linda Harasims Model of Online Collaborative
Learning

• Idea Generating implies divergent thinking,
  brainstorming, verbalization and thus sharing of
  ideas and positions.
• Idea Linking involves evidence of conceptual
  change, intellectual progress and the beginning
  of convergence as new or different ideas become
  clarified and identified and clustered into
  various positions.
• Intellectual Convergence is typically reflected
  in shared understanding (including agreeing to
  disagree) and is especially evident in
  co-production, whether a theory, a publication,
  an assignment, a work of art.

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But how to determine the pedagogical quality of
courses and course materials you develop?
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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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Dennens Research on Nine Online Courses
(sociology, history, communications, writing,
library science, technology, counseling)
Poor Instructors Good Instructors

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

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

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Common Instructor Complaints

• Students dont participate
• Students all participate at the last minute
• Students post messages but dont converse
• Facilitation takes too much time
• If they must be absent, the discussion dies off
• Students are confused

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Reasons why...

• Students dont participate
• Because it isnt required
• Because they dont know what is expected
• Students all participate at last minute
• Because that is what was required
• Because they dont want to be the first
• Instructor posts at the last minute

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Solutions

• A well-designed discussion prompt, followed by
• Clear guidelines
• Clear modeling
• Regular feedback

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Guidelines and Feedback

• Qualitative discussion guidelines and feedback
  helped students know what their participation
  should look like
• Quantitative discussion guidelines and feedback
  comforted students and was readily understood by
  them
• Feedback of both varieties was needed at regular
  intervals, although the qualitative feedback need
  not be individualized

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Pedagogical Tips(Bonk 1998 Indiana University)

• Build peer interactivity
• Design Interaction to extend beyond class
• Embed choices on tasks
• Simplify (everything!!!)
• Scheduling something due early
• Create Variety tasks, topics, participants,
  accomplishments, etc.

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Just a Lot of Bonk

• Make learners also the teachers
• Provide multiple ways to succeed
• Provide clear easy to navigate course
• Market/Share what do
• Archive work, repurpose it, use it
• Take a course onlinebe a student
• Find a tech mentor
• Be flexible

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(No Transcript)
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6. Cognitive Task Structuring "You know, the
task asks you to do...," "Ok, as was required,
you should now summarize the peer responses that
you have received...," This is a difficult task,
so you might start with..."
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Surebut Cat Herder???