Navigating the Myths and Monsoons of e-Learning with Learner Centered Pedagogy: Business Classes and Beyond

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Navigating the Myths and Monsoons of e-Learning
with Learner Centered Pedagogy Business Classes
and Beyond
Dr. Curtis J. Bonk Professor, Indiana
University President, CourseShare http//php.india
na.edu/cjbonk cjbonk_at_indiana.edu
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Talk Subtitle How to avoid Mickey Mouse Courses

• Speaker Curt Bonk
• Alias Mickey Mouse

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Theres a Storm Brewing!!!
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The Perfect Storm!
I. Better Technology
II. Learner Demands
III. Better Pedagogy
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Changes in College Campuses
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More Active Students Gain More During College
(Kuh, in press)
National Survey of Student Engagement(pronounced
nessie)
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What about online students?
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Illinois Virtual Campus

• 68 Illinois institutions (public and private,
  2-year and 4-year) providing online courses and
  programs
• (2652) 2700 different online course titles
• 107 degree and certificate programs

http//www.ivc.illinois.edu/ (Burks Oakley, April
2003)
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Karen Lazenby (2003), Univ of Pretoria
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E-Learning Myths.
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College E-Learning Myths

1. Either-or decision
2. Good tools exist
3. Web no different
4. College owns course
5. Put FTF on Web

1. Cheaper
2. Better/Improved
3. Profit is the key
4. Need to create tools
5. High dropouts

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College Myth 2.Pedagogical tools exist to teach
online.
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College Myth 7.Learning is improved.
After e-learning
Before e-learning
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Instructor E-Learning Myths

1. They are young
2. Use latest tech
3. Teach same
4. Just more training
5. Time equal

1. Will not share
2. Are loyal
3. Not affected by this
4. Can wait it out
5. Teach for free online

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Instructor Myth 1 They are Young
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Instructor Myth 3. Instructors can teach the
same way they always have.
Poor Instructors Good Instructors

• Little or no feedback given
• Always authoritative
• Narrow focus of what was relevant
• Used ultimate deadlines

• Provided regular feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades.

Vanessa Dennen (2001) Research 9 Online
Courses (sociology, history, communications,
writing, library science, technology, counseling)
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Four Key Hats of Instructors

• Technicaldo students have basics? Does their
  equipment work? Passwords work?
• ManagerialDo students understand the assignments
  and course structure?
• PedagogicalHow are students interacting,
  summarizing, debating, thinking?
• SocialWhat is the general tone? Is there a
  human side to this course? Joking allowed?
• Other firefighter, convener, weaver, tutor,
  conductor, host, mediator, filter, editor,
  facilitator, negotiator, e-police, concierge,
  marketer, assistant, etc.

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Still More Hats

• Assistant
• Devils advocate
• Editor
• Expert
• Filter
• Firefighter
• Facilitator

• Gardener
• Helper
• Lecturer
• Marketer
• Mediator
• Priest
• Promoter

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Instructor Myth 7.College Instructors are Loyal.
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Student E-Learning Myths

1. Anytime, anywhere
2. Easy
3. Can cram
4. Procrastinate ok
5. Less social

1. Can hide
2. To many off-task
3. Domination
4. Dont care
5. More excuses ok

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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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Student Myth 2 Its EasyStudent comments from
The Online Teacher, TAFE, Guy Kemshal-Bell
(April, 2001)

• Positive Side intense, challenging, emotional,
  dynamic, addictive, fun, stimulating, flexible,
  empowering, intellectually stimulating.
• Less-Positive Side Time-consuming, frustrating,
  little feedback, isolating, bewildering, a lot to
  grapple with.
• Professors say exciting, fun, challenging,
• demanding, time consuming

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Reflect for a moment on your e-learning myths???
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3 E-learning Storms are Approaching
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Storm 1 Technology

• Many faculty members are still concerned whether
  the technology is simple and reliable enough to
  use for more-sophisticated learning tasks.
  Increasingly, however, better software is
  emerging that engages students in more effective
  learning.
• Online Technology Pushes Pedagogy to the
  ForefrontFrank Newman J. Scurry, Chronicle of
  Higher Ed, July 13, 2001, B7.

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E-Learning Technologies of Future?

1. Assistive Technologies
2. Learning Communities
3. Digital Portfolios
4. Electronic Books
5. Instructor Portals
6. Intelligent Agents
7. Online Exams and Grade Books
8. Online Games and Simulations

1. Online Language Learning
2. Online Mentoring
3. Pedagogical Courseware
4. Peer-to-Peer Collaboration
5. Reusable Learning Objects
6. Virtual Worlds/Reality
7. Wearable Computing
8. Wireless Technology and Handheld Devices

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4. Electronic Books
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15. Wearable Computing
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16. Wireless Technology
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Timeout for a break from our sponsors
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Storm 2E-Learner Demands
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Student Hated Ed Psych OnlineIndiana Daily
Student, March 5, 2003

• Mainly technology problems, somewhat lack of
  interaction and bored

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So What Do Students Want?

1. Relevant Information
2. Organization and Structure
3. Clear Expectations
4. Modeling and Guidance
5. Prompt and Informative Feedback
6. Personal Touch and Caring
7. Address Diverse Needs More Visual Lrng
8. Application to Their Job Setting
9. Choice and Challenge
10. Success

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Storm 3 Pedagogy
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There are many problems online
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Traditional Teaching will NOT Work Online!!!

• Supposed sage, manager, conveyer
• King of the mountain, sets the agenda
• Learner is a sponge
• Passive learning discrete knowledge
• Objectively assess, competitive
• Text- or teacher-centered, transmission model
• Lack interconnections inert
• Squash student ideas

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Too Often Shovelware is encouraged!

• This form of structure encourages teachers
  designing new products to simply shovel
  existing resources into on-line Web pages and
  discourages any deliberate or intentional design
  of learning strategy. (Oliver McLoughlin,
  1999)

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Learner-Centered on Web (Bonk Cummings, 1998)

• 1. Safe Lrng Community 6, 11
• 2. Foster Engagement 1- 6, 11.
• 3. Give Choice 8, 9, 12
• 4. Facilitate Learning 2, 9, 11.
• 5. Offer Feedback 3, 6, 8, 11, 13.
• 6. Apprentice Learning 3, 6, 7-9, 11, 13.
• 7. Use Recursive Tasks 1, 3, 8-9, 10, 13.
• 8. Use Writing Reflection 3, 8, 12-13.
• 9. Build On Web Links 2-4, 8-9, 12-14.
• 10. Be Clear Prompt Help 2, 9, 11, 14.
• 11. Evaluate Dimensionally 1-5, 14.
• 12. Personalize 6, 8, 10-13.

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Active Learning Principles

• 1. Authentic/Raw Data
• 2. Student Autonomy/Inquiry
• 3. Relevant/Meaningful/Interests
• 4. Link to Prior Knowledge
• 5. Choice and Challenge
• 6. Teacher as Facilitator and Co-Learner
• 7. Social Interaction and Dialogue
• 8. Problem-Based Student Gen Learning
• 9. Multiple Viewpoints/Perspectives
• 10. Collab, Negotiation, Reflection

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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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Intrinsic Motivational Terms?

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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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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1. Tone/Climate Ice Breakers

• A. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• B. Coffee House Expectations
• 1. Have everyone post 2-3 course expectations
• 2. Instructor summarizes and
• comments on how they might be met

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2. Feedback A. Critical/Constructive Friends

• Assign a critical friend (based on interests?).
• 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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2. FeedbackB. 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)

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3. EngagementA. 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

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3. EngagementB. Double-Jeopardy Quizzing

• Gordon McCray, Wake Forest University, Intro to
  Management of Info Systems
• Students take objective quiz (no time limitnot
  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)--forces reflection!
• Students must commit to a response but can use
  reference materials
• Correct answer and explanation are presented

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4. MeaningfulnessA. Job interviews Internships

1. Learners interview someone about their job and
   post to the Web or 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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5. ChoiceA. Multiple Topics or Tasks

• Generate multiple discussion prompts 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

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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).
• C. 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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6. Variety 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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7. CuriosityA. Synchronous Chats

• 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
• B. Alternative Séance

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8. Tension Role Play

• A. Assume Persona of Scholar (or famous
  personality)
• Enroll famous people in your course
• Students assume voice of that person for one or
  more sessions
• Post a 300-700 word debate to one or more of the
  readings as if you were that person. Enter
  debate topic or Respond to debate topic
• Respond to rdg reflections of others or react to
  own

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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 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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9. InteractiveA. Symposia of Experts or Press
Conference

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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10. Goal DrivenA. Team Products and Gallery Tours

• 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
• Post work to online gallery. Expert Review and
  rate projects (authentic audience)

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The Perfect Storm.1. Innovative Technology2.
Demanding Learners3. Creative Pedagogy
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So, which direction do we go?