Technology%20Integration%20for%20Learner-Centered%20Learning:%20Asynchronous%20and%20Synchronous%20Possibilities

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Technology Integration for Learner-Centered
Learning Asynchronous and Synchronous
Possibilities

• Curt Bonk, Professor, Indiana University
• President, CourseShare
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• http//CourseShare.com

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What do we need???

• FRAMEWORKS!

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1. Models of Technology in Teaching and
Learning(Dennen, 1999, Bonk et al., 2001)

• Enhancing the Curriculum
• computers for extra activities drill and
  practice CD
• Extending the Curriculum
• transcend the classroom with cross-cultural
  collaboration, expert feedback, virtual field
  trips and online collaborative teams.
• Transforming the Curriculum
• allowing learners to construct knowledge bases
  and resources from multiple dynamic resources
  regardless of physical location or time.

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My Technology Use

• Stand Alone Computer Presentations
• School and University Computer Labs
• Distance Education Web (WebCT, Blackboard) and
  Videoconferencing Courses
• Electronic Mail
• Computer Conferencing Collab Writing
• Specific Technology Equipment
• Document Camera, Fax, CD-ROM, Scanner, Digital
  Camera, camcorders, Videotape, Stereos, Scanner,
  Telephone, Audiotape.

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2. Reflect on Extent of IntegrationThe Web
Integration Continuum(Bonk et al., 2000)

• 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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3.
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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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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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4. 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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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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Other Hats

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

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

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1. What do you currently do with technology? What
   hats do you wear?
2. What hats do you want to wear? What do you want
   to do?

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Motivational TermsSee 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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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. (UW-Milwaukee)

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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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More students get MBAs online Programs suit busy
executives many schools remain aloof. By Del
Jones, USA TODAY, Feb 11, 2003

• The faculty at Duke worried about the lack of
  networking until its first batch of semi-online
  students gathered for graduation in 1997. Those
  students who had conversed by e-mail and over
  bulletin boards seemed to be better friends at
  graduation than traditional students, says Nevin
  Fouts, associate dean of the Fuqua School of
  Business.

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Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Bergehttp//www.emoderators.com/moderators.shtml
mod
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Teaching in Your Pajamas Lessons of Online
Classes, Peggy Minnis, New York Times, Teachers
Journal, Feb 12, 2003

• One of my favorite parts of college teaching is
  dressing up and putting on a good show. I plan my
  outfits, apply makeup, coordinate accessories,
  even rework my lecture cue cards.
• But here I sit on a Friday night, lecturing 25
  students in my lavender pajamas. I'm teaching
  online.
• Teaching online also required rethinking how I
  deliver the subject matter. For 17 years, I've
  taught chemistry and environmental science
  standing in front of students.

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Why Are Teachers Resistant?Hannafin and Savenye
(1993)

• Believe the software is poorly designed
• Become frustrated in how to use.
• Do not want to look stupid
• Do not believe that computers enhance learning
• Fear losing control and being in the center
• See computers competing with other academic tasks
• See time and effort to use as too great
• Fear upsetting unsupportive administrators

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More Blended Ideas(Bonk, 2003)

• Take to lab for online 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.

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My Technology Use

• Stand Alone Computer Presentations
• School and University Computer Labs
• Distance Education Web (WebCT, Blackboard) and
  Videoconferencing Courses
• Electronic Mail
• Computer Conferencing Collab Writing
• Specific Technology Equipment
• Document Camera, Fax, CD-ROM, Scanner, Digital
  Camera, camcorders, Videotape, Stereos, Scanner,
  Telephone, Audiotape.

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More Technology Tools

• Cognitive Tools graphing tools, spreadsheets,
  word processors, and databases
• Class Management Gradebooks, track students
• Presentation/Integration Smart lecturns
• Testing Essay grade, computer adaptive testing
• Classroom Assessment Digital portfolios
• MBL--sensors, probes, microphones, motion det
• Hand held Devices Graphing calculators, palm
  pilots
• Assistance Technology screen magnifiers, speech
  synthesizers and digitizers, voice recognition
  devices, touch screens, alternative keyboards

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Online Exams and Gradebooks
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Technology Ideas

• Bring in 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

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More Technology Ideas

• Take to lab for group collaboration.
• Take to computer lab for Web search.
• Take to an electronic conference.
• Put syllabus or class pic on the Web.
• Create a class computer conference.
• Have students do technology demos.

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Post Syllabus is Important!
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Still More Technology Idas

• Find Free Concept Clips on Internet.
• Show Web site glossary--let explore eval.
• Final project presentations with technology
• Scavenger hunt (including items on Web).
• Explore simulations and Web sites.
• Create electronic portfolios (CD, Web, video)
• Peer Mentoring sign up.

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Web Resource and Tool Reviews
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Teacher E-Portfolios

• Digital pictures of student activities
• Handouts from coursework
• Philosophy statements
• Videotapes of teaching
• Audio recordings
• Lesson plans

• Letters to parents
• Letters of rec
• Sample writing
• Newspaper clippings of their activities
• Work from students
• Student evaluations
• Self-evaluations

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Blended LearningSample Synchronous and
Asynchronous Activities
(David Brown, Syllabus, January 2002, p. 23
October 2001, p. 18)
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10 Blended Asynchronous Activities

1. Social Ice Breakers intros, favorite Web sites
2. Learner-Content Interactions self-testing
3. Scenario-Based Simulations
4. Starter-Wrapper Discussion, Other Forums
5. Anonymous Suggestion Box
6. Role Play, Debate, Assume Persona of a Scholar
7. Online Experiments and Demonstrations
8. Case-Based Learning and Authentic Data Analysis
9. Online Reflection or Polling
10. Perspective Taking, Gallery Tour of Work

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1. Social Ice Breakers

• a. 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)
• b. 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 Social Ice Breakers

• c. Scavenger Hunt
• 1. Create a 20-30 item online scavenger hunt
  (e.g., finding information on the Web)
• 2. Post scores
• d. Two Truths, One Lie
• Tell 2 truths and 1 lie about yourself
• Class votes on which is the lie

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2a. Learner-Content Interactions Self-Testing
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2b. Students Play Online Jeopardy
Game www.km-solutions.biz/caa/quiz.zip
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2c. 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
  responses
• Students must commit to a response but can use
  reference materials
• Correct answer and explanation are presented

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3. Scenario-Based Simulations
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4a. 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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4b. Multiple Discussion 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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4c. Discussion and 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.

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5a. Web-Supported GroupReading Reactions and
Feedback

• Give a set of articles.
• Post reactions to 3-4 articles that intrigued
  them.
• 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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5b. Critical Friend Feedback
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5c. 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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5d. Formative Feedback Anonymous Suggestion Box

• 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.

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6a. Role PlayAssume 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 reading reflections of others or react
  to own

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6b. Role Play Personalities 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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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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6c. 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
  organization
• Note technique used in a business info systems
  class where discussion got too predictable!

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6d. 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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6e. Symposia 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

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Panels of Experts

• 6f. Be an Expert/Ask an Expert Have each learner
  choose an area in which to become expert and
  moderate a forum for the class. Require
  participation in a certain number of forums
  (choice)
• 6g. Press Conference Have a series of press
  conferences at the end of small group projects
  one for each group)

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6h. Secret Coaches and Proteges

1. Input learner names into a Web site.
2. When learners arrive it randomly assigns them a
   secret protégé for a meeting.
3. Tell them to monitor the work of their protégé
   but to avoid being obvious by giving feedback to
   several different people.
4. Give examples of comments.
5. At end of mtg, have proteges guess coaches.
6. Discuss how behavior could be used in other
   meetings.

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7. Online Co-laborative Psych Experiments

• 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
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8a. Case-Based Learning Student Cases

• 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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8b. Instructor or Text Generated Cases
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8c. Cases from NewsAuthentic Data Analysis

• Jeanne Sept, IU, Archaeology of Human Origins
  Components From CD to Web
• A set of research questions 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
  Africa)
• A set of methodologies and addl background info
  (TimeWeb tool to help students visualize,
  analyze, interpret, and explore space/time
  dimensions)

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9. Analyzing Cases with Wireless Technology
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9a. 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)

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9b. Thoughtful Reflections on Web
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9c. 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)

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Student Generated Polls
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9d. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
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10a. 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
  questions.
• 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
  contexts.

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10b. Job or Field Reflections

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

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10c. Share Work in Gallery Tour
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Blended Synchronous Activities? (Sheinberg,
April 2000, Learning Circuits)
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Synchronous WBT Products Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)

• Deluxe (InterWise, LearnLinc, Centra)
• 2-way audio using VOIP, one-way or two-way video,
  course scheduling, tracking, text chat,
  assessment (requires thick client-side software)
• Standard (HorizonLive, PlaceWare)
• One-way VOIP or phone bridge for two-way audio,
  text chat, application viewing, (requires thin
  client-side app or browser plug-ini)
• Economy (Blackboard, WebCT)
• Browser-based, chat, some application viewing
  (Requires Java-enabled browsers, little cost,
  free)

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Web Conferencing Features

• Audio (VOIP, bridge) and Videostreaming
• Application Sharing or Viewing (e.g., Word and
  PowerPoint) Includes remote control and emoticons
• Text (QA) Chat (private and public)
• Live Surveys, Polls, and Reports
• Synchronous Web Browsing
• File Transfer

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10 Synchronous Activities

1. Webinar, Webcast
2. Synchronous Testing and Assessment
3. Sync Guests or Expert Forums, Séance
4. Threaded Discussion Plus Expert Chat
5. Moderated Online Team Meeting
6. Collaborative Online Writing
7. Online Mentoring
8. Graphic Organizers in Whiteboard (e.g., Venn)
9. Human Graphs (videoconferencing)
10. Stand and Share (videoconferencing)

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1. Webinar
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2. Synchronous Testing Assessment(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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3a. Electronic Guests Mentoring
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3b. 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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4. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
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5. Moderated Online Team Meeting
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6. Collaborative Online Writing Peer-to-Peer
Document Collaboration
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7. Online Mentoring(e.g., GlobalEnglish)
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8. Graphic Organizers(e.g., Digital Whiteboards)
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9. Human Graph (formative Feedback) When
Videoconferencing

• Have students line up on a scale (e.g., 1 is low
  and 5 is high) on camera according to how they
  feel about something (e.g., topic, the book,
  class).
• Debrief

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10. Stand and Share (Interaction) when
Videoconferencing

• Have students think about a topic or idea and
  stand when they have selected an answer or topic.
• Call on students across sites and sit when speak.
• Also, sit when you hear your answer or your ideas
  are all mentioned by someone else.

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Look for Tech Champions

• 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
• Web resources white papers, reports, projects

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Pick an Idea

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

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What About Instructor Sharing and Support???
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Research Results

• 9 case studies of online classes using
  asynchronous discussion
• Topics sociology, history, communications,
  writing, library science, technology, counseling
• Range of class size 15 - 106
• Level survey, upper undergraduate, and graduate
• Tools custom and commercial
• Private, semi-public, and public discussion areas

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Guidelines and Feedback

• Qualitative discussion guidelines and feedback
  helped students know what their participation
  should look like
• Quantitative discussion guidelines and feedback
  comforted students and was readily understood by
  them
• Feedback of both varieties was needed at regular
  intervals, although the qualitative feedback need
  not be individualized

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Deadlines

• Deadlines motivated participation
• Message counts increased in the days immediately
  preceding a deadline
• Deadlines inhibited dialogue
• Students posted messages but did not discuss
• Too much lag time between initial messages and
  responses

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Modeling

• Instructor modeling increased the likelihood of
  student messages meeting quality and content
  expectations
• Modeling was more effective than guidelines

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Facilitating Electronic Discussion (see also
Mauri Collins and Zane L. Bergehttp//www.emodera
tors.com/moderators.shtmlmod)

• Have Students Initiate Discussion
• Provide Guidelines and Structure
• Sign Up for Roles
• Foster Role Play, Debate, and Interaction
• Assign Due Dates, Times, Points
• Converse, dont dictate, be flexible
• Constantly Monitor
• Weave and summarize weekly
• Assign Buddies/Pals or Mentors

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Faculty Support for Online learning???
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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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Distance Ed Certificate Program (Univ of
Wisconsin-Madison)

• 12-18 month self-paced certificate program, 20
  CEUs, 2,500-3,185
• Integrate into practical experiences
• Combines distance learning formats to cater to
  busy working professionals
• Open enrollment and self-paced
• Support services

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• Online Sharing is Key!!!
• (Course Aggregators MERLOT.org, WLH,
  HungryMinds.com, UniversalClass.com,
  CourseShare.com)
• E-learning is revolutionizing the way people
  learn and share information.
• Elsa Schelin, (2001, April), e-learning, 2(4),
  pp. 26 28.
• Reduce, reuse, recycle.
• Chris Jones, (2001, Jan.), OnlineLearning, 5(1),
  p. 62.

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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
• Also See MIT Cheered from a Distance, Wired
  News, http//www.wired.com/news/culture/0,1284,428
  41,00.html

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University Resource Partnership

• 3/3/02 DSpace Archive MIT and HP to create a LT
  sustainable digital repository
• Instead of submitting the paper to a print
  commercial journal and waiting months for the
  results to be published, the researcher can
  simply pull up MITs Center of Teleportation
  Research Web page and instandly submit the paper
  and data online, for all his cohorts to review.
• Kendra Mayfield Wired News, College Archives
  Dig Deeper.
• http//www.wired.com/news/culture/0,1284,54229,00.
  html

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National Resource Partnership
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http//www.utexas.edu/world/lecture/
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What is a Learning Object?

• Learning Objects are small or large resources
  that can be used to provide a learning
  experience. These assets can be lessons, video
  clips, images, or even people. The Learning
  Objects can represent tiny "chunks" of knowledge,
  or they can be whole courses.
• Claude Ostyn, Click2Learn

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Publishers
Software Developers Book Publishers
Hollywood Producers
Newspapers On-Line
Services
Distribution
Technology
USERS
Cable Companies Broadcasters
Telephone Cos. Computer Nets
Retail Stores
ISDN MPEG/DVI Photo CD HDTV
QuickTime OS/2
Windows
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ADL Functional Requirements (Bob Wisher, 2001)
Accessible access instructional components from
one location and deliver them to many other
locations Interoperable use instructional
components developed in one location with a
different platform in another location Reusable
incorporate instructional components into
multiple applications Durable operate
instructional components when base technology
changes, without redesign or recoding Affordable
increase learning effectiveness significantly
while reducing time and costs
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Overhaul of Basic Practices

• Vita will mainly be about learning objects
  created for teaching research is secondary
• Conferences will emerge on learning objects and
  sharing best practices
• Learning object forums on college campuses
• Instructors will be equated with objects
• There will be a black market of learning objects

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Overhaul of Basic Practices

• All pay based on learning objects generated
• Object exchange sites and programs
• Instructors form teams to generate content
• Lawsuits between text publishers and universities
• Instructor base pay and royalties
• From diploma mills to object bills

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Overhaul of Basic Practices

• Universities no longer exist replaced by
  objectories
• New types of universities emerge
• New definitions of what a teacher/teaching is
• Skills find and filter information, flexible
  scheduling, individualization of content, match
  needs to content, question students on learning,
  organize guest experts to comment on information
• New consortia form
• Reuse university space

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At one university, (the Univ of North Texas)
royalties entice professors to design Web
courses(to spend on professional dev, research,
grading, teaching help, or pocket as a
bonus)however, the department had to add an
extra feeabout 8.50 per studentsto cover the
professors royalty. Jeffrey Young, March 30,
2001, Chronicle of Higher Education
123

• Before creating or teaching a course, professors
  sign a contract outlining who owns what, and how
  much of any future revenue from the course the
  professor will get if the university offers the
  course without his or her involvement. (contract
  copies are at http//www.unt.edu/cdl/approval_pro
  cedures/intellectual.htm)
• Jeffrey Young, March 30, 2001, Chronicle of
  Higher Education

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TrainingInside Support

• Instructional Consulting
• Mentoring (strategic planning )
• Small Pots of Funding
• Facilities
• 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

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Technology and Professional Dev Ten Tips to Make
it Better (Rogers, 2000)

• 1. Offer training, mentors, tutorials
• 2. Give technology to take home
• 3. Provide on-site technical support
• 4. Encourage collegial collaboration
• 5. Send to professional development
• 6. Stretch the day
• 7. Encourage research
• 8. Provide online resources
• 9. Lunch bytes, faculty institutes
• 10. Celebrate success

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Final advicewhatever you do