Online%20Roles%20of%20Faculty%20and%20Students:%20Changing%20the%20Way%20We%20Teach

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Online Roles of Faculty and Students Changing
the Way We Teach

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

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Are You Ready???
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• Administrators and faculty members at the
  Massachusetts Institute of Technology are
  debating what could become a 100-million effort
  to create extensive World Wide Web pages for
  nearly every course the university offers.
• Jeffrey R. Young, March 1, 2001, The Chronicle of
  Higher Ed

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Faculty Entrepreneurship

• Douglas Rowlett has turned his English-department
  office into a virtual radio station that
  broadcasts continuously on the Internet, offering
  a mix of poetry readings, lectures, and popular
  music. He plans to deliver entire courses over
  the Internet radio station.
• Jeffrey R. Young (Jan 8., 2001). Chronicle of
  Higher Ed.

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Faculty Entrepreneurship?

• Santa Clara University has fired an adjunct
  instructor who sold his students thousands of
  dollars worth of stock in an online-education
  venture that appears to never have gotten off the
  ground.
• Sarah Carr, The Chronicle of Higher Ed.

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What Percent of Time Teach Online?
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To Cope with the Explosion, We Need Instructor
E-Learning Support!!!
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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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TrainingOutside Support

• Training (FacultyTraining.net)
• Courses Certificates (JIU, e-education)
• Reports, Newsletters, Pubs
• Aggregators of Info (CourseShare, Merlot)
• Global Forums (FacultyOnline.com GEN)
• Resources, Guides/Tips, Link Collections, Online
  Journals, Library Resources

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Certified Online Instructor Program

• Walden Institute12 Week Online Certification
  (Cost 995)
• 2 tracks one for higher ed and one for online
  corporate trainer
• Online tools and purpose
• Instructional design theory techniques
• Distance ed evaluation
• Quality assurance
• Collab learning communities

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http//merlot.org http//www.utexas.edu/world/lect
ure/
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Inside Support

• Instructional Consulting
• Mentoring (strategic planning )
• Small Pots of Funding
• Help desks, institutes, 11, tutorials
• Summer and Year Round Workshops
• Office of Distributed Learning
• Colloquiums, Tech Showcases, Guest Speakers
• Newsletters, guides, active learning grants,
  annual reports, faculty development, brown bags,
  other professional development

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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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Study of Four Classes(Bonk, Kirkley, Hara,
Dennen, 2001)

• TechnicalTrain, early tasks, be flexible,
  orientation task
• ManagerialInitial meeting, FAQs, detailed
  syllabus, calendar, post administrivia, assign
  e-mail pals, gradebooks, email updates
• PedagogicalPeer feedback, debates, PBL, cases,
  structured controversy, field reflections,
  portfolios, teams, inquiry, portfolios
• SocialCafé, humor, interactivity, profiles,
  foreign guests, digital pics, conversations,
  guests

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How to Combine these Roles?
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E-Moderator

• Refers to online teaching and facilitation role.
  Moderating used to mean to preside over a meeting
  or a discussion, but in the electronic world, it
  means more than that. It is all roles
  combinedto hold meetings, to encourage, to
  provide information, to question, to summarize,
  etc. (Collins Berge, 1997 Gilly Salmon, 2000)
  see http//www.emoderators.com/moderators.shtml.

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Other Hats
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Online Concierge

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

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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).

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E-Police

• 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).

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Online Conductor

• The pulling together of a variety of resources as
  people as in an orchestra to produce beautiful
  integrated sound or perhaps electrical current
  conductors if your conferences are effective and
  flow along, there will be energy, excitement, and
  power (Gilly Salmon, 2000).

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Convener

• A term that is used especially with online
  conferences and courses where there is a fairly
  sizable audience (Gilly Salmon, 2000).

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Online Negotiator

• Where knowledge construction online is desired,
  the key role for the e-moderator is one of
  negotiating the meaning of activities and
  information throughout online discussion and
  construction (Gilly Salmon, 2000).

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Online Host

• The social role of online working is important so
  there may be a need for a social host or hostess.
  They do not need to run social events online
  (though they may) but ensure everyone is greeted
  and introduced to others with like-minded
  interests (Gilly Salmon, 2000).

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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

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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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Surebut Cat Herder???
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Activity Pick a Online Instruction Metaphor from
40 Options

• Reality
• ___________
• ___________
• ___________
• ___________
• ___________

• Ideal World
• ___________
• ___________
• ___________
• ___________
• ___________

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(No Transcript)
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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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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..."
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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?"
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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..."
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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..."
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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
mention..."
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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...," "How might the textbook
authors have solved this case."
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7. Cognitive Elaborations/Explanations "Provide
more information here that explains your
rationale," "Please clarify what you mean by...,"
"I'm just not sure what you mean by...," "Please
evaluate this solution a little more carefully."
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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..."
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9. Fostering Reflection/Self Awareness "Restate
again what the teacher did here," "How have you
seen this before?," "When you took over this
class, what was the first thing you did?,"
"Describe how your teaching philosophy will vary
from this...," "How might an expert teacher
handle this situation?"
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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."
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11. General Advice/Scaffolding/Suggestions "If I
were in her shoes, I would...," "Perhaps I would
think twice about putting these people into...,"
"I know that I would first...," "How totally
ridiculous this all is certainly the person
should be able to provide some..."
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12. Management (via private e-mail or
discussion) "Don't just criticize....please be
sincere when you respond to your peers," "If you
had put your case in on time, you would have
gotten more feedback." "If you do this again, we
will have to take away your privileges."
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What About Student Roles???
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Participant Categories

• Web Resource Finder
• Starter-Wrapper
• Researcher
• Online Journal Editor
• Expert Resource Gatherer
• Technology Reviewer
• Mentor/Expert
• Instructor
• Seeker/Questioner

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Role 1 Starter/MediatorReporter/Commentator

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

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Role 2 Wrapper/SummarizerSynthesizer/Connector/R
eviewer

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

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Role 3 Conqueror or Debater/Arguer/Bloodletter

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

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Role 4 Devil's Advocate or Critic/Censor/Confeder
ate

• Takes opposite points of view for the sake of an
  argument and is an antagonist when addressing any
  problem posed. This might be a weekly role that
  is secretly assigned.

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Role 5 Idea Squelcher/Biased/Preconceiver

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

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Role 6 Optimist/Open-minded/Idealist

• In this role, the student notes what appears to
  be feasible, profitable, ideal, and "sunny" ideas
  when addressing this problem. Always sees the
  bright or positive side of the situation.

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Role 7 Emotional/Sensitive/Intuitive

• Comments with the fire and warmth of emotions,
  feelings, hunches, and intuitions when
  interacting with others, posting comments, or
  addressing problems.

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Role 8 Idea Generator Creative Energy/Inventor

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

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Role 9 Questioner/Ponderer/Protester

• Role is to question, ponder, and protest the
  ideas of others and the problem presented itself.
  Might assume a radical or ultra-liberal tone.

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Role 10 Coach Facilitator/Inspirer/Trainer

• Offers hints, clues, supports, and highly
  motivational speeches to get everyone fired-up or
  at least one lost individual back on track when
  addressing a problem or situation.

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Role 11 Controller/Executive Director/CEO/Leader

• In this role, the student oversees the process,
  reports overall findings and opinions, and
  attempts to control the flow of information,
  findings, suggestions, and general problem
  solving.

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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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Activity Pick a Role Or Role Taking TaskName a
role missing from this sheet and discuss how you
might use it(see Bonks 28 roles)
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Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Bergehttp//www.emoderators.com/moderators.shtml
mod
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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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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, but be
  tolerant of new twists in it.
• Reward knowledge construction accomplishments.

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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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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 relevant tasks
• Tied discussion to grades, other assessments.
• Clear goals

• Little or no feedback given
• Always authoritative
• Used factual Qs.
• Created tangential discussions
• Only used ultimate deadlines

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Facilitating Electronic Discussion

• 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

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Is it that simple?
NOPE!!!
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But How Avoid Shovelware???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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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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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/ClimateIce Breakers

• 1. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• 2. 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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Multiple Rooms for Chat
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2. FeedbackRequiring 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. EngagementElectronic 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. EngagementSurvey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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4. MeaningfulnessJob 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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5. ChoiceMultiple 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 Multiple Topics
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6. Variety
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7. Curiosity 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 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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9. Interactive 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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10. Goal DrivenGallery 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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Peer Questions Team Meeting Moderated
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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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So What Happens to Instructors and Students in
the Future???
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• We are evolving out of the era of the Lone
  Rangersfaculty members can choose to be involved
  in the design, development, content expertise,
  delivery, or distribution of course (Richard T.
  Hezel)
• Sarah Carr, (Dec 15, 2000, A47), A Day in the
  Life of a New Type of Professor, The Chronicle of
  Higher Education

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Faculty Member in 2020

• Track 1 Technical Specialist
• Track 2 Personal Guide
• Track 3 Online Facilitator
• Track 4 Course Developer
• Track 5 Course or Program Manager
• Track 6 Work for Hire Online Lecturer
• Track 7 High School Teacher
• Track 8 Unemployed

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Track 1 Technical Specialist

• Help critique technical aspects of media and
  materials built into online courses. Here one
  would be part of a course development team or
  instructional design unit. Freelance learning
  object evaluator. Here one would likely operate
  alone or as part of a consulting company.

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Track 2 Personal Guide

• Provide program or course guidance to students on
  demand or preplanned. Becomes more of a
  generalist across university offerings. For
  example, one might help students see how
  different learning objects or modules fit
  together into a degree.

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Track 3 Online Facilitator

• Offers timely and informed support to students
  struggling to complete an online course or
  inserting questions and nudging development of
  students who are successfully completing
  different modules. This is the most similar to
  college teaching positions today.

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Track 4 Course Developer

• Help develop specific courses or topic areas for
  one or more universities. In many institutions,
  this will move beyond a course royalty system to
  a paid position.

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Track 5 Course or Program Manager

• Supervisor or manager of an entire new program or
  courses, most often leading to certificates or
  masters degrees. Similar in stature to a
  development head or chairperson.

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Track 6 Work for Hire Online Lecturer

• Is a freelance instructor for one course or a
  range of course. May work on just one campus or
  on a range of campuses around the world. While
  this will be highly popular and rejuvenate
  careers, institutional policies are yet to be
  sorted out.

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Track 7 High School Teacher

• As universities begin to offer secondary degrees,
  some college faculty with online teaching
  experience and teaching degrees will find
  positions in those classes. Some may view such
  positions as being demoted to the minor leagues.

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Track 8 Unemployed

• If one does not find a niche in one or more of
  the above tracks or roles, he or she will likely
  be unemployed or highly unsuccessful.

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Student Differences in 2020

• Live Longer
• More Educated
• Multiple Degrees
• Accustomed to Multiple Learning Formats
• Design own programs and courses
• Specialists AND Generalists
• Courses/Degrees for unknown occupations
• Expect to Take Courses Where Live
• Cyber-students (various digital aids attached to
  appendages)

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So Where is Nebraska Headed?