Best Pedagogical Practices of E-Learning for Building Motivational and Interactive Communities - PowerPoint PPT Presentation

About This Presentation

Best Pedagogical Practices of E-Learning for Building Motivational and Interactive Communities


Best Pedagogical Practices of E-Learning for Building Motivational and Interactive Communities Curt Bonk, Indiana University (and – PowerPoint PPT presentation

Number of Views:255
Avg rating:3.0/5.0
Slides: 133
Provided by: ehm32


Transcript and Presenter's Notes

Title: Best Pedagogical Practices of E-Learning for Building Motivational and Interactive Communities

Best Pedagogical Practices of E-Learning for
Building Motivational and Interactive Communities
  • Curt Bonk, Indiana University
  • (and
  • http//

  • Timeout!!! What do you do with technology in New
    Zealand today?
  • ____________________
  • What about 10 years ago??? ___________________

Asynchronous Possibilities
  • 1. Link to peers and mentors.
  • 2. Expand and link to alternative resources.
  • 3. Involve in case-based reasoning.
  • 4. Connect students in field to the class.
  • 5. Provide e-mail assistance.
  • 6. Bring experts to teach at any time.
  • 7. Provide exam preparation.
  • 8. Foster small group work.
  • 9. Engage in electronic discussions writing.
  • 10. Structure electronic role play.

Pedagogical Actualities
  1. Teacher-Created Cases
  2. Student-Created Cases
  3. Online Mentoring
  4. Starter-Wrapper Discussions
  5. Field Reflections
  6. Reading Reactions
  7. Debates (Teacher and Student Created)
  8. Critical Friend Activities
  9. Web Buddies
  10. Synchronous Group Problem Solving

E-Learning Vision and Goals?
  • Making connections through cases.
  • Appreciating different perspectives.
  • Students as teachers.
  • Greater depth of discussion.
  • Fostering critical thinking online.
  • Interactivity online.

Exponential Growth of the Web
(No Transcript)
Brains Before and After E-learning
And when use synchronous and asynchronous tools
E-LearningProblems and Solutions
  1. Tasks Overwhelm
  2. Confused on Web
  3. Too Nice Due to Limited Share History
  4. Lack Justification
  5. Hard not to preach
  6. Too much data
  7. Communities not easy to form
  • Train and be clear
  • Structure time/dates due
  • Develop roles and controversies
  • Train to back up claims
  • Students take lead role
  • Use Email Pals set times and amounts
  • Embed Informal/Social

E-LearningBenefits and Implications
  1. Shy open up online
  2. Minimal off task
  3. Delayed collab more rich than real time
    discussion extends
  4. Students can generate lots of info
  5. Minimal disruptions
  6. Extensive E-Advice
  7. Excited to Publish
  • Use async conferencing
  • Create social tasks
  • Use Async for debates Sync for help, office
    hours (use both to reflect)
  • Structure generation and force reflection/comment
  • Foster debates/critique
  • Find Practitioners/Experts
  • Ask Permission

Best of Online Pedagogical Strategies
Selecting Distance Learning Instructors(Karen
Mantyla, July 2000, Learning Circuits author of
Distance Learning A Step-by-Step Guide for
Trainers QuietPower_at_aolcom)
  • Exude enthusiasm
  • Be learner-centered
  • Be flexible and willing to learn new skills
  • Be adaptable to student and team needs
  • Display a sense of humor
  • Learn new technologies and practice or rehease
  • Willing to create and use interactive tasks

Tips for SuccessUniv of Missouri Extension,
Distance Learning Design Center
  • Give pts for participation contribution.
  • Set time limits for task, feedback, etc.
  • Set quantity for regular participation.
  • Prompt and remind frequently.
  • Summarize discussion occasionally.
  • Encourage to answer each others qs.

Steps in Building an Electronic Community
(Palloff Pratt, 1999)
  • Clearly define the purpose of the group.
  • Create a distinctive gathering place for group.
  • Promote effective leadership from within.
  • Define norms and a clear code of conduct.
  • Allow for a range of member roles.
  • Allow for and facilitate subgroups.
  • Allow members to resolve their own disputes.

Online Strategies(Karen Lazenby, University of
Pretoria, Nov., 2001)
  • Limit lecturing onlinepromote self-directed
  • 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

Changing Role of the TeacherThe Online Teacher,
TAFE, Guy Kemshal-Bell (April, 2001)
  • From oracle to guide and resource provider
  • From providers of answers to expert questioners
  • From solitary teacher to member of team
  • From total control of teaching environment to
    sharing as a fellow student
  • From provider of content to designer of learning

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)

Online Techniques Moderator ActionGilly
Salmon, The Open University Business School
  • Type
  • Idea Generation
  • Deepen Engagement
  • Interest Groups
  • Debating
  • Market Research
  • Resource Recog.
  • Exam Preparation
  • Moderator Action
  • Emphasize BS rules
  • Challenge, test, share
  • Summarize, current info
  • Moderate, lobby, detail
  • Ask key qs, follow-up
  • Offer feedback, prizes
  • Post qs, facilitate discuss

Knowledge Sharing ConstructionE-Moderating
The Key to Teaching and Learning Online, (Gilly
Salmon, (1999) Kogan Page)
  • Be an equal participant in the conference.
  • Provide sparks or interesting comments.
  • Avoid directives and right answers.
  • Acknowledge all contributions.
  • Weave, summarize, and model discussion.
  • Support others for e-moderator role.
  • Reward knowledge construction accomplishments.
  • Be tolerant of twists in the discussion.

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

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

Dennens Research on Nine Online Courses
  • 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

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

Web-Based Resources(Oliver McLoughlin, 1999)
  • URL Postings in Dynamic Database (for inquiry)
  • Electronic Discussions (to see ideas unfold)
  • Debates (submit arguments in a public space)
  • Personal Reflections (encourage to rebut/refute)
  • Concept Maps (see relationships)
  • Nominal Group Process (to gain consensus)
  • Survey (can aggregate student responses)

Collaborative and Constructivist Web Tasks
(McLoughlin Oliver, 1999 Oliver McLoughlin,
  1. Apprenticeship QA Ask an Expert (chats
    asynchronous discussion).
  2. Case-Based and Simulated Learning Exchange
    remote views enact events online.
  3. Active Learning Design Web pages and project
  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

Pedagogical Techniques of CMC(Paulsen, 1995, The
Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
  1. Collective databases
  2. Informal socializing (online cafes)
  3. Seminars (read before going online)
  4. Public tutorials
  5. Peer counseling
  6. Simulations, games, and role plays
  7. Forum
  8. Email interviews
  9. Symposia or speakers on a theme
  10. The notice board (class announcements)

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,
  4. Many-to-many Techniques Debates, simulations,
    games, case studies, discussion groups,
    brainstorming, Delphi techniques, nominal group
    process, forums, group projects.

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
  • Welcome to the session/class explain goals ask
    for feedback on goals.
  • Vary instructional strategies max interactivity
  • Make it visualcolor, sound, animation
  • A Do Not Disturb sign be near a restroom
    pitcher of water

Pedagogical Tips (Bonk 1998)
  • Test system with immediate task
  • Build peer interactivity
  • Embed choices (avatars, tasks, etc.)
  • Simplify (everything!!!)
  • Embed peer and portfolio fdbk tools
  • Offer early feedback
  • Link to prior work (legacies)

What do we need???

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

2. Reflect on InteractionsMatrix of Web
Interactions(Cummings, Bonk, Jacobs, in press)
  • Instructor to Student syllabus, notes, feedback
  • to Instructor Course resources, syllabi,
  • to Practitioner Tutorials, articles,
  • Student to Student Intros, sample work, debates
  • to Instructor Voting, tests, papers,
  • to Practitioner Web links, resumes
  • Practitioner to Student Internships, jobs,
  • to Instructor Opinion surveys, fdbk,
  • to Practitioner Forums, listservs

3. Models of Technology in Education (Dennen,
  • Enhancing the Curriculum
  • computers for extra activities drill and
    practice CD-ROMs tool intelligent
  • Extending the Curriculum
  • transcend classroom and engage in activities not
    possible without it Online class conferences,
    Cross-University Collaboration, CSCL.
  • Transforming the Curriculum
  • allowing learners to construct knowledge bases
    and resources in a community setting regardless
    of physical location or time and join a learning

4. Reflect on EnvironmentHow to Be
Learner-Centered on the Web (Bonk Cummings,
  • 1. Safe Lrng Community
  • 2. Foster Engagement
  • 3. Give Choice
  • 4. Facilitate Learning
  • 5. Offer Feedback
  • 6. Apprentice Learning
  • 7. Use Recursive Tasks
  • 8. Use Writing Reflection
  • 9. Build On Web Links
  • 10. Be Clear Prompt Help
  • 11. Evaluate Dimensionally
  • 12. Personalize in Future

5. New Theories
  • Situated Learning--asserts that learning is most
    effective in authentic, or real world, contexts
    with problems that allow students to generate
    their own solution paths (Brown, Collins,
    Duguid, 1989).
  • Constructivism--concerned with learner's actual
    act of creating meaning (Brooks, 1990). The
    constructivist argues that the child's mind
    actively constructs relationships and ideas
    hence, meaning is derived from negotiating,
    generating, and linking concepts within a
    community of peers (Harel Papert, 1991).

5a. Smartweb Activities and Sociocultural Link
(Bonk, 1998)
  • Smartweb Activities
  • Weekly Chapter Activ
  • Web Link Suggestions
  • Personal Profiles
  • Student Portfolios
  • Feedback on Portfolios
  • Class Picture
  • Links to Prior Semesters
  • Web Assignment Posting Chart
  • Sociocultural Link
  • Connect to Experience
  • Push to Explore Res.
  • Build Intersubjectivity
  • Dynamic Assessment
  • Scaffolding within ZPD
  • Learning Community
  • Modeling and Legacy
  • Visual Overview of Smartweb Activity

5b. COW Activities and Sociocultural Links (Bonk,
  • COW Activity
  • Starter-Wrapper Disc
  • Field Reflections
  • Café Latte, Intl Café
  • Field Observ Case Disc
  • ( samples cases)
  • Small Schools Small Grp
  • Whole Class Disc
  • Service Teaching
  • Volunteer Explorations
  • Sociocultural Link
  • Recip Teach Dialogue
  • Apprentices Learning
  • Intersubjectivity
  • Scaffolded Authentic
  • (assist in learning)
  • Build ZPD Negotiate.
  • Learning Community
  • Context for Apprent.
  • Student Choice

6. 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.

Other Hats
Personal Learning Trainer
  • Learners need a personal trainer to lead them
    through materials and networks, identify relevant
    materials and advisors and ways to move forward
    (Mason, 1998 Salmon, 2000).

Online Concierge
  • To provide support and information on request
    (perhaps a map of the area) (Gilly Salmon, 2000).

  • While one hopes you will not call yourself this
    nor find the need to make laws and enforce them,
    you will need some Code of Practice or set
    procedures, and protocols for e-moderators (Gilly
    Salmon, 2000).

Other Hats
  • Weaverlinking comments/threads
  • Tutorindividualized attention
  • Participantjoint learner
  • Provocateurstir the pot ( calm flames)
  • Observerwatch ideas and events unfold
  • Mentorpersonally apprentice students
  • Community Organizerkeep system going

Still More Hats
  • Assistant
  • Devils advocate
  • Editor
  • Expert
  • Filter
  • Firefighter
  • Facilitator
  • Gardener
  • Helper
  • Lecturer
  • Marketer
  • Mediator
  • Priest
  • Promoter

7. Online Mentoring and Assistance Online
Twelve forms of electronic learning mentoring and
assistance(Bonk Kim, 1998 Tharp, 1993 Bonk
et al., 2001)
(No Transcript)
1. Social (and cognitive) Acknowledgement
"Hello...," "I agree with everything said so
far...," "Wow, what a case," "This case certainly
has provoked a lot of discussion...," "Glad you
could join us..."
2. Questioning "What is the name of this
concept...?," "Another reason for this might
be...?," "An example of this is...," "In contrast
to this might be...,""What else might be
important here...?," "Who can tell me....?," "How
might the teacher..?." "What is the real problem
here...?," "How is this related to...?,, "Can
you justify this?"
3. Direct Instruction "I think in class we
mentioned that...," Chapter X talks about...,"
"Remember back to the first week of the semester
when we went over X which indicated that..."
4. Modeling/Examples "I think I solved this sort
of problem once when I...," "Remember that video
we saw on X wherein Y decided to...,"
"Doesn't X give insight into this problem in
case Z when he/she said..."
5. Feedback/Praise "Wow, I'm impressed...,"
"That shows real insight into...," "Are you sure
you have considered...," "Thanks for responding
to X...," "I have yet to see you or anyone
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...," "How might the textbook
authors have solved this case."
8. 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..."
10. Encouraging Articulation/Dialogue Prompting
"What was the problem solving process the teacher
faced here?," "Does anyone have a counterpoint or
alternative to this situation?," "Can someone
give me three good reasons why...," "It still
seems like something is missing here, I just
can't put my finger on it."
Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Facilitation (Dennen, 2001)
  • Participation was higher when students had a
    clear goal extrinsic motivation to participate
  • Relevance has a positive effect on participation
  • Greater dialogue when shared perspectives
  • Fact-based qing strategies did not work well
  • Consistent, regular fdbk motivates students
  • Quantitative and qualitative guidelines

Facilitating Electronic Discussion
  • Have Students Initiate, Sign up for Roles
  • Provide Guidelines and Structure
  • Weave and Summarize Weekly
  • Be patient, prompt, and clear
  • Foster Role Play, Debate, and Interaction
  • Assign Due Dates, Times, and Points
  • Constantly Monitor, Converse not Dictate
  • Assign Buddies/Pals or Include Mentoring

There is a problem
Do we want degrees in electronic page turning???
  • To get the certificate, learners merely needed to
    read (i.e. click through) each screen of
  • Is this pedagogically sound?

(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
Im mad as hell and Im not going to take this
anymore!!! Network, 1976, shouted by Howard
Beale (Peter Finch)
  • Howard Beale We'll tell you anything you want to
    hear, we lie like hec.
  • Howard Beale You're beginning to believe the
    illusions we're spinning here, you're beginning
    to believe that the Web is reality and your own
    lives are unreal! You do! Why, whatever the Web
    tells you you dress like the Web, you eat like
    the Web, you raise your children like the Web,
    you even think like the Web! This is mass
    madness, you maniacs! ..., you people are the
    real thing, WE are the illusion!

  • Howard Beale Right now, there is a whole, an
    entire generation that never knew anything that
    didn't come out of this Web! This Web is the
    gospel, the ultimate revelation this Web can
    make or break presidents, popes, prime ministers
    this Web is the most awesome darn propaganda
    force in the whole godless world, and woe is us
    if it ever falls into the hands of the wrong
    people...And when the 12th largest company in the
    world controls the most awesome darn propaganda
    force in the whole godless world, who knows what
    stuff will be peddled for truth on this

Who am I Mad At???
  • Administrators
  • Colleagues
  • The Registrars Office
  • Students
  • Textbook Companies
  • Bookstores
  • Courseware Companies
  • The Media

Must Online Learning be Boring?
What Motivates Adult Learners to Participate?
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)

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.
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.

8. E-Learning Pedagogical Strategies
Motivational/Ice Breakers 8 Noun Introductions Coffee House Expectations Scavenger Hunt Two Truths, One Lie Public Commitments Share-A-Link Creative Thinking Brainstorming Role Play Topical Discussions Web-Based Explorations Readings Recursive Tasks Electronic Séance
Critical Thinking Electronic Voting and Polling Delphi Technique Reading Reactions Summary Writing and Minute Papers Field Reflection Online Cases Analyses Evaluating Web Resources Instructor as well as Student Generated Virtual Debates Collaborative Learning Starter-Wrapper Discussions Structured Controversy Symposium or Expert Panel Electronic Mentors and Guests Round robin Activities Jigsaw Group Problem Solving Gallery Tours and Publishing Work Email Pals/Web Buddies and Critical/Constructive Friends
(No Transcript)
Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
  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

Tone B. Thiagi-Like 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. Peer Interviews Have learners interview each
    other via e-mail and then post introductions for
    each other.

1. Tone/ClimateB. Thiagi-Like Ice Breakers
  • 3. Eight Nouns Activity
  • 1. Introduce self using 8 nouns
  • 2. Explain why choose each noun
  • 3. Comment on 1-2 peer postings
  • 4. 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!)

(No Transcript)
1. Tone/ClimateC. Thiagi-Like Ice Breakers
  • Public Commitments
  • Have students share how they will fit the
    coursework into their busy schedules.
  • 99 Seconds of Fame In an online synchronous
    chat, give each student 99 seconds to present
    themselves and field questions.
  • Chat Room Buds Create a discussion prompt in one
    of X number of chat rooms. Introduce yourself
    in the chat room that interests you.

1. Tone/ClimateB. Thiagi-Like 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.
  2. Favorite Web Site Have students post the URL of
    a favorite Web site or URL with personal
    information and explain why they choose that one.

Tone/Climate B. Thiagi-Like Ice Breakers
  • 10. Scavenger Hunt
  • 1. Create a 20-30 item online scavenger hunt
    (e.g., finding information on the Web)
  • 2. Post scores
  • 11. Two Truths, One Lie
  • Tell 2 truths and 1 lie about yourself
  • Class votes on which is the lie

2. FeedbackA. Requiring Peer Feedback
  • Alternatives
  • 1. 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)

(No Transcript)
(No Transcript)
2. FeedbackB. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge questions or
completed assignments)
(No Transcript)
2. FeedbackC. 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
  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.

2. Feedback (Instructor)D. 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)

3. EngagementA. Annotations and Animations
MetaText (eBooks)
3. EngagementB. Electronic Voting and Polling
  • 1. Ask students to vote on issue before class
    (anonymously or send directly to the instructor)
  • 2. Instructor pulls out 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)

(No Transcript)
3. EngagementC. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
4. MeaningfulnessA. Job or Field Reflections
  • Instructor provides reflection or prompt for job
    related or field observations
  • Reflect on job setting or observe in field
  • Record notes on Web and reflect on concepts from
  • Respond to peers
  • Instructor summarizes posts
  • Alternative Pool field interviews
  • of practitioners

4. MeaningfulnessB. Case Creation and
  • Model how to write a case
  • Practice answering cases.
  • Generate 2-3 cases during semester based on field
  • 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)

(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
5. Choice A. Multiple Topics
6. Variety
7. Curiosity A. 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

(No Transcript)
7. Curiosity B. 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)

(No Transcript)
(No Transcript)
8. Tension A. Role Play
  • 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
  • Reassign roles if someone drops class
  • Perform within rolesrefer to different
  • 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

8. TensionB. Instructor Generated Virtual
Debate (or student generated)
  1. Select controversial topic (with input from
  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.

9. Interactive A. Critical/Constructive
Friends, Email Pals, Web Buddies
  • Assign a critical friend (perhaps based on
  • 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
  • Reflect on experience.

(No Transcript)
9. InteractiveB. Symposia, Press Conference, or
Panel 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

(Alternative Have a series of press conferences
at the end of small group projects one for each
10. Goal DrivenA. Group Problem Solving or
  • Provide a real-world problem
  • Form a committee of learners to solve the problem
  • Assign a group reporter/manager
  • Provide interaction guidelines and deadlines
  • Brainstorming
  • Research
  • Negotiation
  • Drafting
  • Editing
  • Reflecting

(No Transcript)
10. Goal DrivenB. Gallery Tours
  • 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

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)
Pick an Idea
  • Definitely Will Use ___________________________
  • May Try to Use ___________________________
  • No Way ___________________________

(No Transcript)
Have you seen an online community???
  • A learning community is a group of individuals
    interested in a common topic or area, who engage
    in knowledge related transactions as well as
    transformations within it. They take advantage
    of the opportunity to exchange ideas and learn
  • (Bonk Wisher, 2000
  • Fulton Riel, 1999)

Factors in Creating any Community
  • (1) membership/identity
  • (2) influence
  • (3) fulfill of indiv needs/rewards
  • (4) shared events emotional connections
  • (McMillan Chavis, 1986).
  • History, stories, expression, identity,
    participation, respect, autonomy, celebration,
    team building, shape group, Schwier, 1999)

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...

(No Transcript)
Four Sample Communities
  • Or
  • Not...

(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
  • 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)

Final advicewhatever you do
Write a Comment
User Comments (0)