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Title: 3.%20Engaging%20Students,%20Engaging%20Instructors:%20Fueling%20Active%20Learning%20Through%20Technology%20Integration

3. Engaging Students, Engaging Instructors
Fueling Active Learning Through Technology
  • Curt Bonk, Indiana University
  • President, CourseShare.com
  • cjbonk_at_indiana.edu
  • http//php.indiana.edu/cjbonk
  • http//CourseShare.com

A Vision of E-learning for Americas Workforce,
Report of the Commission on Technology and Adult
Learning, (2001, June)
  • A remarkable 84 percent of two-and four-year
    colleges in the United States expect to offer
    distance learning courses in 2002 (only 58 did
    in 1998) (US Dept of Education report, 2000)
  • Web-based training is expected to increase 900
    percent between 1999 and 2003. (ASTD, State of
    the Industry Report 2001).

  • The Market is Exploding!
  • IDC expects the market to double in size every
    year through 2003 when the total e-learning
    market will reach 11.5 billion. Corporations
    are particularly interested in training their
    employees in soft skills (leadership, sales,
    etc.)growing at twice the rate of IT training.
  • Steven McWilliam (2000), e-learning, 1(2), p.
    48. (same numbers from Merrill Lynch)

Software and hardware customers e-learn the
ropes, Scott Tyler Shafer, Red Herring, Feb. 13,
  • Since Cisco is looking to educate 800,000 people
    globally, the classroom model wasnt feasible.
    Cisco selected and certified 120 partner
    training companies
  • Oracle says it has 1,000 developers signing up
    every day to take courses over the companys Web
    Oracle Network (OLN)estimates it will train 2.5
    million engineers in 2001. (this was only
    500,000 in 2000)

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

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

Are your studentsmore active with technology?
Technology Goals at Purdue
  • 1. Experience with wide variety of technology
  • 2. Instructional opportunity for diverse
  • 3. Link field to class and discuss/dialogue.
  • 4. Inquiry, reflection, journals, personal sums.
  • 5. Scaffolded learning opportunities.
  • 6. Encourage to create artifacts with tech.
  • 7. Some electronic assignments and portfolios.
  • 8. Link students faculty-telecommunications.
  • (e.g., bulletin boards and online discussions)
  • 9. Interactive simulations.
  • 10. Informal e-mail.

Technology Tools
  • MBL--sensors, probes, microphones, motion det
  • Hand held Devices Graphing calculators, palm
    pilots, Newtons
  • Exploratory Simulationsphysics, chemistry, etc.
  • Telecommunications Interpers Exchanges e.g.,
    keypals, ask expert, cross-age mentoring.
  • Assistance Technology screen magnifiers, speech
    synthesizers and digitizers, voice recognition
    devices, touch screens, alternative computer
    keyboards, and headpointing devices
  • Writing post-it notes, outlining aids, semantic
    webbing tools, prompting tools, word processors,
    grammar checks.

More Technology Tools
  • Cognitive Tools graphing tools, spreadsheets,
    word processors, and databases
  • Intelligent Tutors Geometry, Algebra, Statistics
  • Distance Learning Web and videoconferencing
  • Class Management Gradebooks, track students
  • Presentation/Integration Smart lecturns
  • Testing Essay grade, computer adaptive testing
  • Classroom Assessment Digital portfolios

Technology Ideas
  • Experts via video/computer conferencing
  • Teleconferencing talks to tchrs experts
  • Reflect on field debate cases on the Web
  • Make Web resources accessible
  • Collab with Students in other places/countries
  • Have students generate Web pages/pub work
  • Represent knowledge with graphing tools
  • Videoconference with colleagues
  • Make Web link suggestions

More Technology Ideas
  • Take to lab for group collaboration.
  • Take to computer lab for Web search.
  • Take to an electronic conference.
  • Put syllabus on the Web.
  • Create a class computer conference.
  • Require students sign up for a listserv.
  • Use e-mail minute papers e-mail admin.
  • Have students do technology demos.

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.

  • 1. Human Graphs, Stand and Share, Present
  • 2. Tell Tall Tales, Creative Writing
  • 3. Think-Pair-Share, Three Step Interviews
  • 4. Swami Questions, Bingo Quizzes
  • 5. Numbered Heads Together
  • 6. Cooperative Scripts
  • 7. Three Stay, One Stray
  • 8. Phillips 66/Buzz Groups
  • 9. Pruning the Tree
  • 10. Double Fishbowl

Are you ready?
Is it that simple?
To Cope with the Technology Explosion, We Need
Instructor E-Learning Support!!!
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
  • 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.

There is a problem
Online Training Boring? From Forrester, Michelle
Delio (2000), Wired News. (Interviewed 40
training managers and knowledge officers)
  • Motivation is critical to e-learning success.
    Would you rather go to the training room, sit
    with a friend and have a sweet roll while
    learning about the new inventory system, or stay
    in your cube and stare at your monitor all
    afternoon? Anything you do to motivate your
    students is good. Dont be afraid to entertain
    them. Good trainers do it all the time.
  • Bob Burke (2000, Sept.), 10 e-learning lessons
  • Please the customer or fail the course.
  • E-learning 1(4), 40-41.

Were Handing out degrees in electronic page
  • To get the certificate, learners merely needed to
    read (i.e. click through) each screen of

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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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

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

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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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

Encourage activities that motivate
thinking.(Sheinberg, April 2000, Learning
ToneA. Instructor Modeling
  • The first week of a course is a critical
  • If an instructor is personable, students will be
  • If formal, students will be formal
  • Too little instructor presence can cause low
    levels of student involvement
  • Too much presence can cause uninspired student

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!)

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1. Tone/ClimateB. Thiagi-Like Ice Breakers
  1. Pair-Ups Have pairs of students summarize the
    course syllabus for each other or summarize
    initial materials sent from the instructor.
  2. 99 Seconds of Fame In an online synchronous
    chat, give each student 99 seconds to present
    themselves and field questions.
  3. 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
    introductionsor 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.
  3. Who Has Polls During initial meeting, pool
    students on various interesting topics (e.g., who
    has walked on stilts, swam in the ocean, sat in a
    casket, flown a plane, etc.)

1. Tone/ClimateB. Thiagi-Like Ice Breakers
  • KNOWU Rooms
  • Create discussion forums or chat room topics for
    people with diff experiences (e.g., soccer
    parent, runner, pet lovers, like music, outdoor
    person). Find those with similar interests.
  • Complete eval form where list people in class and
    interests. Most names wins.
  • Public Commitments
  • Have students share how they will fit the
    coursework into their busy schedules.

Multiple Rooms for Chat
Tone/Climate B. Thiagi-Like Ice Breakers
  • 13. Scavenger Hunt
  • 1. Create a 20-30 item online scavenger hunt
    (e.g., finding information on the Web)
  • 2. Post scores
  • 14. 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)

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2. FeedbackB. Web-Supported GroupReading
  • Give a set of articles.
  • Post reactions to 3-4 articles that intrigued
  • What is most impt in readings?
  • React to postings of 3-4 peers.
  • Summarize posts made to their reaction.
  • (Note this could also be done in teams)

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2. FeedbackC. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge questions or
completed assignments)
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2. Feedback (Instructor)D. Anonymous Suggestion
  • George Watson, Univ of Delaware, Electricity and
    Electronics for Engineers
  • Students send anonymous course feedback (Web
    forms or email)
  • Submission box is password protected
  • Instructor decides how to respond
  • Then provide response and most or all of
    suggestion in online forum
  • It defuses difficult issues, airs instructor
    views, and justified actions publicly.
  • Caution If you are disturbed by criticism,
    perhaps do not use.

2. FeedbackE. Double-Jeopardy Quizzing
  • Gordon McCray, Wake Forest University, Intro to
    Management of Info Systems
  • Students take objective quiz (no time limit and
    not 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)
    to force students to reconsider original
  • Students must commit to a response but can use
    reference materials
  • Correct answer and explanation are presented

2. FeedbackF. Async Self-Testing and
2. FeedbackG. Synchronous Testing
Assessment(Giving Exams in the Chat Room!, Janet
Marta, NW Missouri State Univ, Syllabus, January
  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)H. 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
  • October 2001, p. 18)

3. EngagementA. Questioning(Morten Flate
Pausen, 1995 morten_at_nki.no)
  1. Shot Gun Post many questions or articles to
    discuss and answer anystudent choice.
  2. Hot Seat One student is selected to answer many
    questions from everyone in the class.
  3. 20 Questions Someone has an answer and others
    can only ask questions that have yes or no
    responses until someone guesses answer.

3. EngagementA. Questioning XanEdu Coursepacks
3. EngagementB. Annotations and Animations
MetaText (eBooks)
3. EngagementC. 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
  • (Note Delphi or Timed Disclosure Technique
    anomymous input till a due date
  • and then post results and
  • reconsider until consensus
  • Rick Kulp, IBM, 1999)

3. EngagementD. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
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4. Meaningfulness A. Perspective Taking Oral
Histories and Interviews
  • 1. Perspective sharing discussions Have learners
    relate the course material to a real-life
  • Example In a course on Technology Culture,
    students freely shared experiences of visiting
    grandparents on rural farms. The discussion led
    to a greater interest in the readings.

4. Meaningfulness B. Perspective Taking
Foreign Languages
  • Katy Fraser, Germanic Studies at IU and Jennifer
    Liu, East Asian Languages and Cultures at IU
  • Have students receive e-newsletters from a
    foreign magazine as well as respond to related
  • Students assume roles of those in literature from
    that culture and participate in real-time chats
    using assumed identity.
  • Students use multimedia and Web for self-paced
    lessons to learn target language in authentic

4. Meaningfulness C. Knowledge Construction
Virtual Models (Ken Hay, Univ of Georgia)
  • Introduction to Astronomy Professor
  • Uses Celestial Construction Kit A 3-D modeling
    environment where learners can construct models
    of the solar system.
  • Uses a variety of resources NASA data,
    textbooks, and Web resources
  • Learners construct models through direct
    manipulation interface and explore fundamental
    scientific concepts (e.g., elliptical orbits and
    the physics underlying them).

4. Meaningfulness D. Simulations and
Perspective Taking
  • Nick Cullather, History Professor at IU
  • Students play roles in a Vietnam War simulation
    called Escalation to rethink notions of war,
    force, and victory as well as improve decision

4. Meaningfulness E. Expert Job Interviews
  • 1. Field Definition Activity Have student
    interview (via e-mail, if necessary) someone
    working in the field of study and share their
  • As a class, pool interview results and develop a
    group description of what it means to be a
    professional in the field

4. MeaningfulnessF. Job or Field Reflections
  1. 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
  4. Respond to peers
  5. Instructor summarizes posts

4. MeaningfulnessG. Case-Based Learning
Student Cases
  • 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)

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10 Ways of Using Cases on Web
  • 1. Build Web weekly work around case.
  • 2. Include cases on Web exams or readings.
  • 3. Put video of case on Web.
  • 4. Read diff cases form database.
  • 5. Use prepackaged Web simulations or cases.
  • 6. One team writes case another answers.
  • 7. Small interest groups post cases.
  • 8. Publish class cases and enter competitions.
  • 9. Students generate discuss cases.
  • 10. Instructor repurposes student cases.

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4. MeaningfulnessH. Case-Based Laboratories
  • Virginia Polytechnic Institute Veterinary
    Medicine (Active learning goal access diagnostic
    test results, interpret significance, read ref
  • Instructors provide all materials for case-based
    labs WP files, patient photos materials, color
    slides of specimens
  • Create Web images through scanning photos,
    slides, radiographs, and computed scans.
  • Find approp sound files on educational sites.
  • Students view patient info (photo, lesion photos,
    history, physical exam findings)
  • Can click on active links of sounds (breath,
    cardiac, etc.)
  • Students must answer questions
  • Students encouraged to discuss cases before class
  • Students and instructors discuss in class.

4. MeaningfulnessI. Authentic Data Analysis
  • Jeanne Sept, IU, Archaeology of Human Origins
    Components From CD to Web
  • A set of research qs and problems that
    archaeologists have posed about the site (a set
    of Web-based activities)
  • A complete set of data from the site and
    background info (multimedia data on sites from
    all regions and prehistoric time periods in
  • A set of methodologies and addl background info
    (TimeWeb tool to help students visualize and
    explore space/time dimensions)
  • Students work collaboratively to integrate
    multidisciplinary data interpret age of site
  • Interpret evidence for sites ancient
  • Analyze info on artifacts and fossils from the

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. 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
  • Alternative Facilitator-Starter-Wrapper
    (Alexander, 2001)
  • Instead of starting discussion, student acts as
    moderator or questioner to push student thinking
    and give feedback

5. ChoiceC. Web Resource Reviews
6. VarietyA. Brainstorming
  • Come up with interesting or topic or problem to
  • Anonymously brainstorm ideas in a chat discussion
  • Encourage spin off ideas
  • Post list of ideas generated
  • Rank or rate ideas and submit to instructor
  • Calculate average ratings and distribute to group

6. VarietyB. 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

6. VarietyC. Just-In-Time-Teaching
  • Gregor Novak, IUPUI Physics Professor (teaches
    teamwork, collaboration, and effective
  • 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.

6. VarietyD. Just-In-Time Syllabus(Raman,
Shackelford, Sosin) http//ecedweb.unomaha.edu/j
  • Syllabus is created as a "shell" which is
    thematically organized and contains print, video,
    and web references as well as assignments.
  • Goal critical thinking (analysis, evaluation),
    developing student interests, collaboration,
  • e.g., Economics instructors incorporate
    time-sensitive data, on-line discussions as well
    as links to freshly-mounted websites into the
    delivery of most of the undergraduate courses in
    economics. Instructor reads and summarizes
    responses before class and weaves them into
    discussion and changes the lecture as
  • e.g., To teach or expand the discussion of supply
    or elasticity, an instructor would add new links
    in the Just-in-Time Syllabus to breaking news
    about gasoline prices or the energy blackouts in

6. Variety E. Virtual Classroom
  • Joachim Hammer, University of Florida, Data
    Warehousing and Decision Support
  • Voice annotated slides on Web 7 course modules
    with a number of 15-30 minutes units
  • Biweekly QA chat sessions moderated by students
  • Bulletin Board class discussions
  • Posting to Web of best 2-3 assignments
  • Exam Qs posted to BB answers sent via email
  • Team projects posted in a team project space
  • Addl Web resources are structured for students
    (e.g., white papers, reports, project and product
    home pages)
  • Email is used to communicate with students

7. CuriosityA. 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. Online Fun and Games
  • (see Thiagi.com
  • Or deepfun.com)
  • Puzzle games
  • Solve puzzle against
  • timer
  • Learn concepts
  • Compete
  • Get points

7. Curiosity C. 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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7. Curiosity D. Video Mentoring
  • Audiology Professor, Univ of Florida
  • Course instructor invites national known experts
    to lecture in specific content areas.
  • Lectures are videotaped in a recording studio,
    edited by professional, duplicated, and
    distributed to each student.
  • Average of ten hours of lectures from 3-5 experts
    are prepared for each class.
  • Visual aids are added to each tape and a
    transcript is prepared for hearing-impaired

7. CuriosityE. Synchronous Chats
  1. Webinar, Webcast
  2. Guest speaker moderated (or open) QA forum
  3. Instructor meetings, private talk, admin help
  4. Quick Polls/Quizzes, Voting Ranking, Surveys
  5. Swami Questions
  6. Peer QA and Dialogue
  7. Team activities or meetings
  8. Brainstorming ideas, What-Ifs, Quick reflections
  9. Graphic Organizers in Whiteboard (e.g., Venn)
  10. Twenty Questions, Hot Seat, etc.

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Tech check since anything can happen
F. Peer Questions Team Meeting
G. Peer Questions Team Meeting Moderated
H. Collaborative Document Writing
Online Peer-to-Peer Collaboration
I. Online Language Support (pronunciation,
communication, vocabulary, grammar, etc.)
Instructor-Led Training(e.g., GlobalEnglish)
Typical Features (e.g., Englishtown (millions of
users from over 100 countries)
  • Online Conversation Classes
  • Experienced Teachers (certified ESL)
  • Expert Mentors
  • Peer-to-Peer Conversation
  • Private Conversation Classes
  • Placement Tests
  • Personalized Feedback
  • University Certification
  • Self-Paced Lessons

8. TensionA. 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. Tension.C. Six Hats (from De Bono, 985
adopted for online learning by Karen Belfer,
2001, Ed Media)
  • White Hat Data, facts, figures, info (neutral)
  • Red Hat Feelings, emotions, intuition, rage
  • Yellow Hat Positive, sunshine, optimistic
  • Black Hat Logical, negative, judgmental, gloomy
  • Green Hat New ideas, creativity, growth
  • Blue Hat Controls thinking process
  • Note technique used in a business info systems
    class where discussion got too predictable!

8. TensionD. 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.

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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.

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9. InteractiveB. Symposia 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

C. Press Conference Have a series of press
conferences at the end of small group projects
one for each group)
9. InteractiveD. Online Co-Laborative Psych
  • PsychExperiments (University of Mississippi)
  • Contains 30 free psych experiments
  • Location independent
  • Convenient to instructors
  • Run experiments over large number of subjects
  • Can build on it over time
  • Cross-institutional

Ken McGraw, Syllabus, November, 2001
10. Goal DrivenA. Group Problem Solving
  • 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
  • B. Jigsaw Technique
  • Assign chapters within groups
  • (member 1 reads chapters 1 2 2 reads 3 4,

10. Goal DrivenC. 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 ___________________________

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Final advicewhatever you do
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