Summarizing E-Learning Research and Best Practices for Higher Education

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Summarizing E-Learning Research and Best
Practices for Higher Education

• Curt Bonk, Indiana University
• (and CourseShare.com)
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk

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Ok, What Does the Research Say???
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Tons of Recent Research

• Not much of it
• ...is any good...

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Whats the Basic DL Finding?

• Research since 1928 shows that DL students
  perform as well as their counterparts in a
  traditional classroom setting.
• Per Russell, 1999, The No Significant Difference
  Phenomenon (5th Edition), NCSU, based on 355
  research reports.
• http//cuda.teleeducation.nb.ca/nosignificantdiffe
  rence/

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It is Flawed!

• lack of control groups
• nonrandom assignment to groups
• questionable validity
• anecdotal
• limited to certain educational environments
• Flaws in research designs
• - Only 36 have objective learning measures
• - Only 45 have comparison groups
• (The Report, 1999 Wisher et al., 1999).

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More Flaws!!!

• Impact of individual not multiple technologies.
• Fails to consider learning styles indiv diffs
  (e.g., self-efficacy, motivation, gender).
• Lack reliable and valid testing instruments.
• Does not address higher dropout rates.
• Generally lacks theoretical grounding.
• (National Center for Education Statistics, 1999
  Phipps Merisotos, 1999 Wisher et al., 1999).

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Electronic Conferencing Quantitative Analyses

• Usage patterns, of messages, cases, responses
• Length of case, thread, response
• Average number of responses
• Timing of cases, commenting, responses, etc.
• Types of interactions (11 1 many)
• Data mining (logins, peak usage, location,
  session length, paths taken, messages/day/week),
  Time-Series Analyses (trends)

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Electronic Conferencing Qualitative Analyses

• General Observation Logs, Reflective interviews,
  Retrospective Analyses, Focus Groups
• Specific Semantic Trace Analyses, Talk/Dialogue
  Categories (Content talk, qing, peer fdbk,
  social acknowledgments, off task)
• Emergent Forms of Learning Assistance, Levels of
  Questioning, Degree of Perspective Taking, Case
  Quality, Participant Categories

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Research on Instructors Online

• Constantly shifting roles
• (Rice-Lively, 1994)
• Host Connects people on fringes of party
• (Rogan Denton, 1996)
• Four Key Acts of Instructors
• pedagogical, managerial, technical, and social
• (Ashton, Roberts, Teles, 1999)
• Instructors Tend to Rely on Simple Tools
• (Peffers Bloom, 1999)
• Job Varies--Plan, Interaction, Admin, Tchg
• (McIsaac, Blocher, Mahes, Vrasidas, 1999)

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Instructor as Facilitator

• Minor changes moderating great diff in
  interaction
• (Howell-Richardson Mellar, 1996)
• Informal, exploratory conversation fosters
  risktaking knowledge sharing
• (Weedman, 1999)
• Conversational instructional style produces
  higher and more complex participation
• If teacher-centered, less explore, engage,
  interact
• (Peck, and Laycock, 1992)
• Student interaction instructor monitoring
  produced most favorable student evals
• (Rada, 1998)

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Network Conferencing Interactivity(Rafaeli and
Sudweeks, 1997)

• 1. gt 50 percent of messages were reactive.
• 2. Only around 10 percent were truly interactive.
  
• 3. Most messages factual stmts or opinions
• 4. Many also contained questions or requests.
• 5. Frequent participators more reactive than low.
• 6. Interactive messages more opinions humor.
• 7. More self-disclosure, involvement,
  belonging.
• 8. Attracted to fun, open, frank, helpful,
  supportive environments.

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Interaction Research Findings

• High level of mutual support
• including acknowledgments
• encouragement
• personal information and feelings
• Metainteraction In effect, these online
  conferences blended both cognitive and
  interactive acts.
• Avoid peer controversy critical attitudes
• Need intersubjectivity online wherein
  participants agree, disagree, challenge,
  negotiate.
• Bakardjieva and Harasim (1999)

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Critical Thinking(Newman, Johnson, Webb, and
Cochrane, 1997)

• Used Garrisons five-stage critical thinking
  model
• Critical thinking in both CMC and FTF envir.
• Depth of critical thinking higher in CMC envir.
• More likely to bring in outside information
  (personal experience, course materials, etc.),
• Link ideas and offer interpretations,
• Generate important ideas and solutions.
• FTF settings were better for generating new ideas
  and creatively exploring problems.
• May be even more evident in case studies,
  debates, symposia, role play, voting, etc.

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Social Construction of Knowledge (Gunawardena,
Lowe, and Anderson, 1997)

• Five Stage Model
• 1. Share ideas,
• 2. Discovery of Idea Inconsistencies,
• 3. Negotiate Meaning and Areas of Agreement,
• 4. Test and Modify,
• 5. Phrase Agreements
• In global debate, students very task driven.
• Dialogue remained at Phase I with the sharing of
  info, not negotiating, constructing, of knowledge
• Replicated in follow-up study of 25 managers
• (Kanuka Anderson, 1998).

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Collaborative Behaviors(Curtis and Lawson, 1999)

• Most common were (1) Planning, (2) Contributing,
  and (3) Seeking Input.
• Other common events were
• (4) Initiating activities,
• (5) Providing feedback,
• (6) Sharing knowledge
• Few students challenge others or attempt to
  explain or elaborate
• Recommend using debates and modeling appropriate
  ways to challenge others

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• The Focus Should Shift from whether it makes a
  difference to where it makes a difference
• Phipps Merisotis (1999)
• One common findingonline courses need sensible
  pedagogical approaches that allow students
  opportunities to communicate their learning
• Sloan Center for Asynchronous Learning
  Environments (SCALE) at the University of
  Illinois can be reduced to (Arwan, Ory, Bullock,
  Burnaska, Hanson, 1998)

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Bonks Research
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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.

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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

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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.

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Quantitative Methods

• Average results for prior to TITLE (TITLE)
• Participants per semester 130 (gt300)
• Cases per semester 230 (624)
• Cases per student 1.75 (same 1.80)
• Average responses per case 4.5 (3.9)
• Average words per case 100-140 (198)

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Frequent Case Topics
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Overall Major Findings

• COW enhanced student learning
• provided a link between classroom and field
• encouraged learning about technology
• COW extended student learning
• students got feedback from outside their
  immediate community
• students saw international perspective
• COW transformed student learning
• students took ownership for learning
• students co-constructed knowledge base

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Research on Starter-Wrapper Technique Graduate
Class
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Surface vs. Deep Posts

• Surface Processing
• making judgments without justification,
• stating that one shares ideas or opinions already
  stated,
• repeating what has been said
• asking irrelevant questions
• i.e., fragmented, narrow, and somewhat trite.

• In-depth Processing
• linked facts and ideas,
• offered new elements of information,
• discussed advantages and disadvantages of a
  situation,
• made judgments that were supported by examples
  and/or justification.
• i.e., more integrated, weighty, and refreshing.

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Army Research Project Blended E-LearningOverall
frequency of interactions across chat categories
(6,601 chats).
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Findings from the Qualitative Analysis

• U.S. students more action-oriented and pragmatic
  in seeking results or giving solutions.
• Finnish students were more group focused as well
  as reflective and theoretically driven.
• Korean students were more socially and
  contextually driven.

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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

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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

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Survey 222 College Faculty(Early Adopters of
the Web)
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Any Online Teaching Experiences?
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Is Teaching Online Time-Consuming?
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Courseware Features Like with Current Tool

• Comprehensive, consistent, customizable
• Ease of use, flexible, reliable
• Data and course security
• Detailed statistics on bulletin board use
• Good online help
• Internal e-mail systems, drop boxes, chats
• Posting of tasks due dates on Web
• Randomized test banks

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What Percent of Time Teach Online?
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Any Obstacles to Teaching Online?
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Problems Faced

• Administrative
• Lack of admin vision.
• Lack of incentive from admin and the fact that
  they do not understand the time needed.
• Lack of system support.
• Little recognition that this is valuable.
• Rapacious U intellectual property policy.
• Unclear univ. policies concerning int property.

• Pedagogical
• Difficulty in performing lab experiments
  online.
• Lack of appropriate models for pedagogy.
• Time-related
• More ideas than time to implement.
• Not enough time to correct online assign.
• People need sleep Web spins forever.

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What Instructional Activities are Needed?
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Best of Online Pedagogical Strategies
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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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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
  experiences.

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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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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.

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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

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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 assns.
• 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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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)

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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)

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Synchronous Considerations 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

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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)

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What do we need???

• FRAMEWORKS!

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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

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2. Reflect on InteractionsMatrix of Web
Interactions(Cummings, Bonk, Jacobs, in press)

• Instructor to Student syllabus, notes, feedback
• to Instructor Course resources, syllabi,
  notes
• to Practitioner Tutorials, articles,
  listservs
• Student to Student Intros, sample work, debates
• to Instructor Voting, tests, papers,
  evals.
• to Practitioner Web links, resumes
• Practitioner to Student Internships, jobs,
  fieldtrips
• to Instructor Opinion surveys, fdbk,
  listservs
• to Practitioner Forums, listservs

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3. Models of Technology in Education (Dennen,
1999)

• Enhancing the Curriculum
• computers for extra activities drill and
  practice CD-ROMs tool intelligent
  tutor
• 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
  community.

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4. Reflect on EnvironmentHow to Be
Learner-Centered on the Web (Bonk Cummings,
1998)

• 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

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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).

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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.

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7. Online Mentoring and Assistance Online
Twelve forms of electronic learning mentoring and
assistance(Bonk Kim, 1998 Tharp, 1993 Bonk
et al., 2001)
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There is a problem
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Do we want degrees in electronic page turning???

• To get the certificate, learners merely needed to
  read (i.e. click through) each screen of
  material
• Is this pedagogically sound?

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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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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 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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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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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
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Pedagogical Tools Needed!!!

• Creative Thinking
• Critical Thinking
• Cooperative Learning
• Motivational

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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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ToneA. Instructor Modeling

• Students look to online instructors to model
  expectations
• The first week of a course is a critical period
  for setting the tone and the level of discussion
• If an instructor is personable, students will be
  personable
• If an instructor is very formal, students will be
  formal

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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.

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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!)

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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.

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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.
   http//www.curtoons.com/cartooncoll.htm
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.

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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

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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)

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2. FeedbackB. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge questions or
completed assignments)
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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
   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)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)

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3. EngagementA. Annotations and Animations
MetaText (eBooks)
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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)

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3. EngagementC. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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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
  chapter
• Respond to peers
• Instructor summarizes posts
• Alternative Pool field interviews
• of practitioners

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4. MeaningfulnessB. Case Creation and
Simulations

• 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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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. Choice A. Multiple Topics
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5. ChoiceC. Web Resource Reviews
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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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6. Variety Brainstorming

• Come up with interesting topic to solve
• Suggest ideas anonymously or in a chat
• Encourage spin off ideas
• Post list of ideas generated
• Rank or rate ideas and submit to instructor
• Calculate ave ratings and distribute to group

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6. Variety B. Roundrobin

• Select a topic
• Respond to it
• Pass answer(s) to next person in group
• Keep passing until everyone contributes or ideas
  are exhausted
• Summarize and/or report or findings

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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

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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)

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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
  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. TensionB. 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, 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
group)
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10. Goal DrivenA. Group Problem Solving or
Jigsaw

• 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

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10. Goal Driven Activities A. Group Problem
Solving

• Class Study Guide Have students develop model
  answers to potential exam questions
• Be an Expert/Ask an Expert Have each student
  choose an area in which to become expert and
  moderate a forum for the class. Require
  participation in a certain number of forums
  (choice)

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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

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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)
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Pick an Idea

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

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Questions?Comments?Concerns?