All My Rowdy Friends are Here with Me Tonight: Winning the Online Learning Game

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All My Rowdy Friends are Here with Me Tonight
Winning the Online Learning Game

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

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Online Learning Goes Synchronous(see Tom Barron,
ASTD, Learning Circuits, Jan 2000)

• Just when you were getting used to the idea of
  Web-based training (WBT), with its easy content
  distribution, electronic bulletin boards, and
  self-paced learning model, the Webs
  technological juggernaut has thrown the workplace
  learning field a new curve synchronicity.

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News Flash Instant Messenger (IM) is a huge
corporate tool, yet rarely mentioned in corporate
productivity or learning plans. TechLearn
TRENDS, Feb. 6, 2002

• Jupiter Media Metrix
• 8.8 million AOL IM users at work
• 4.8 million MSN users at work
• 3.4 million Yahoo! Messenger users at work
• Doubled from 2.3 billion minutes in Sept. 2000 to
  4.9 billion minutes in Sept. 2002.
• It can connect learners to each other and provide
  easier access to the instructor (the MASIE
  Center).

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Sounds greatright?Well online this can lead to
rowdy students, because

• Too long a time period.
• Too many people to coordinate.
• Boring tasks.
• Unclear tasks.
• In wrong class.

What to do???
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Dealing with Difficult Learners

• Situation A joke is made early in the
  synchronous discussion and a student keeps
  referring back to it even though it no longer
  applies.
• Situation Guest expert has trouble accessing the
  system and, in the meantime, students are making
  fun of him/her.
• Situation Guest expert or instructor is located
  in one site and students are all located at
  another. Students begin to chatter about
  irrelevant things.

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Redirect Off-Task Students
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Dealing with Difficult Learners (Barbazette, Feb
2002)

• Situation A couple of the more experienced
  computer users are way ahead of the directions
  you are giving and are chatting about something
  else. Then they throw in advice for other
  learners that is more sarcastic than helpful.
  How might you have prevented this? How might you
  deal with it?

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Dealing with Difficult Learners (Barbazette, Feb
2002)

• Situation You are conducting online customer
  service training for 15 new associates but two
  veterans are in the course as a refresher. One
  of these veterans is outspoken about the boring
  and irrelevant aspects of your course material
  during a synchronous chat. What would you do?

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Dealing with Difficult Learners (Barbazette, Feb
2002)

• Confront known disruptive participants and ask
  for help before the event
• Know who question askers are and ask for their
  help before they interrupt
• Ask direct questions of talkers and
  nonparticipants
• Ask each person to make a summary of the learning
  pts
• Acknowledge various pts of view.

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Dealing with Difficult Learners (Barbazette, Feb
2002)

• Questions to Guide Learner Behavior
• thats an interesting question, how have you
  handled similar situations?
• you have had a lot of knowledge management
  experiences, what would you suggest?
• how do others of you view this issue?

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Guide Behavior With Questions and Info
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Online Personality ClashesLesley Darling, May
2000, Learning Circuits

• Use personnel management hat to solve clashes of
  personalities
• At the same time, use conflict as a catalyst for
  interaction
• Coach on how to disagree online
• Foster sharing of info instead of competition

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Reducing Online Rowdiness

• Ask yourself, why are they off task? Look at the
  pedagogy?
• Do they value the assignment?
• Are tasks relevant, challenging, current?
• Are ideas valued and woven into the discussion?
• Are you organized?
• Are students in the right class or level?

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What to do?

• Send out or post rules and procedures
• Point to those on task as role models
• Ask what interests them
• Have an agenda or structure
• Lead to peak moments
• Break into small teams with goals
• Focus participants!!!

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Focus Student Attention
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What else to do?Clive Sheperd, Jan 2002

• Model behavior yourself
• Point to problems in the past (sample archives)
• Summarize key pts that have been made
• Gently nudge the discussion back on task
• Quick and tactful response to the one leading the
  group off task
• Establish rules for communication behavior
• Terminate participation or ask to leave
• Have a private discussion or chat

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Archive Prior Sessions
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How to Engage Students Jennifer Hoffman, Online
Learning Conference (2001, Oct.)

• Have tech checks
• Have prework to share
• Teach the environment and tools
• Get them to participate in events
• Adapt a constructivist framework
• Ask them to be flexible, patient, active,
  reflective

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Presession Tech Check and Training
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Keep it Human Jennifer Hoffman, Learning
Circuits Jan. 2000. Judith Smith, August, 2001)

• Keep the learning process social
• Design breaks
• Call on by first names
• Ask about interests
• Include anecdotes and examples
• Provide consistent feedback
• Allow or foster learning communities

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If cant control, then what to do?

• Join up
• Give up
• Commit suicide
• Find a new job
• Protest e-learning

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The Synchronous Facilitator
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A Juggler???(Karen Frankola, Learning Circuits,
August, 2001)

• Really must walk and chew gum at same time.
• Smooth, energetic delivery while advancing
  slides, checking virtual hands raised, and
  answering notes.
• Must be highly focused and interactive.

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Ideal Environment of Synchronous Trainer
Jennifer Hoffman, Online Learning Conference
(2001, Oct.)

• A private, soundproof room.
• High-speed connection telephone powerful
  computer additional computer tech support phone
  
• Studio microphone and speakers
• A Do Not Disturb sign
• Near restroom pitcher of water

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Be Flexible when Guest Instructor Snowed In
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Tech Check AdviceJennifer Hoffman, Insync
Traininghttp//www.insynctraining.com/pages/tip_t
ech.html

• Turn initial tech check into a learning
  experience
• Technical warm-up audio software working?
• Tools Overview intro the learning environment
  (sound check if microphones work)
• Ground Rules Highlight expectations of behavior
  and interactions
• Learning Environment Discuss tips to max
  learning
• Programs Detail Overview e-learning, lrng tech
  blend.

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Use Signals for Tech Checks to Clarify Tasks
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Characteristics of Successful Synchronous
Trainer Voice Tips Jennifer Hoffman, Online
Learning Conference (2001, Oct.)

• Welcome to the class and explain goals.
• Be ready for down time and ad-libs or have
  exercises in the queue.
• Check feedback monitors, if applicable.
• Ask for constant feedback.
• Have relevant and compact info, not frivolous
  stuff.
• Humor, hand gestures, change tone, etc.

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More Considerations The Event Jennifer Hoffman,
ASTD, Learning Circuits, (2001, March)

• Log on early students come 15 minutes early.
• Check to see if students brought needed items
• Perhaps call or send notes to missing students
• Vary your instructional strategies maximize
  interactivity
• Make it visualcolor, sound, animation
• Design 10-minute breaks every 90 minutes

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Tips for the Online Event(Karen Frankola,
Learning Circuits, August, 2001)

• Show up organized plan till tired of planning.
• Check if following the material.
• Be receptive to criticism.
• Smooth transitions.
• Be open-minded to new techniques.
• Encourage hands-on practice (e.g., lab task).
• Focus with graphics color key phrases.
• Be upbeat, conversational, enthusiastic.

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Key Factors in Sync DeliveryLesley Darling,
Learning Circuits, May 2000Jennifer Hoffman,
Insync Training, Learning Circuits, February 2000

• Mute phone, raise hands, mail resources and
  materials ahead of time
• Ask open-ended questions
• Send emails to nonparticipating students
• Encourage students to answer each others qs
• Feel free to go back and add to answers
• Be aware of needed time commitments

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Key Factors in Online TeachingLesley Darling,
Learning Circuits, May 2000

• Recommendations
• Reply to qs broadly so many can benefit.
• Limit hotdogging by not commenting on student
  work that does not address the assignment.
• Respond to student questions promptly and in some
  depth.
• Post answers at a Web site.

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Survival Tips Jennifer Hoffman, Online Learning
Conference (2001, Oct.)

• Prepare a class roster
• Start promptly (and end when done)
• Welcome to the session/class explain goals ask
  for feedback on goals.
• Instruct on methods of communicationhand
  raising, chat, whiteboard, voice, email, etc.
• Provide phone number for emergencies

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Stop Session When It Seems Done
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Survival Tips Jennifer Hoffman, Online Learning
Conference (2001, Oct.)

• Provide a quick tour and showcase special
  features
• Finish thoughts b4 responding to chat Qs
• Be ready for delays with planned ad-lib stuff
• Dont talk while slides are changing.
• Skip slides if you want to.
• Load application sharing apps ahead of time.

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Online Facilitation Jennifer Hoffman, ASTD,
Learning Circuits, (2000, Jan)

• Make it a collaborative event wherein
  participants view each other as resources
• Set up classrooms or alternative chats wherein
  participants coach each other
• Foster student idea generation/construction.
• Incorporate adult learning principles.
• Prompt interaction every 3-5 minutes
• Have participants log questions in chat room and
  respond to all

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Tips for Teaching Synchronously Jennifer
Hoffman, Online Learning Conference (2001, Oct.)

• Plan for technology gaps (dead air)
• Have fun and relax (go with the flow, embrace the
  experience)
• Plan for recovery period or downtime after
  training

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Make It a Fun and Flexible Environment
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Role of Synchronous FacilitatorGilly Salmon
(1999) E-Moderating The Key to Teaching and
Learning Online, Kogan Page

• Focus conference at beginning.
• Keep conference on track and summarize it.
• Achieve full participationeveryone takes a turn.
• Follow up with an action plan via email or
  asynchronous tool.

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Social Recommendations(Berge, 1995, The role of
the online instructor/facilitator)

• Use introductions
• Be accepting of lurkers
• Do not ignore bad discussant behaviorprivately
  request change
• Watch for use of humor and sarcasm
• Praise behavior you seek
• Guard against fear or public ridicule

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Praise Behavior Seeking
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Encourage activities that motivate
thinking.(Sheinberg, April 2000, Learning
Circuits)
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Information Analysis Techniques

• Pros and Cons
• Force Field Analysis
• Combine async case study with sync discuss
• Simulations
• Graphic Organizers Venn Diagram, Timeline, or
  Flowchart in Whiteboard

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Reflection Writing Techniques

• Nutshell, Abstract, Summing Up
• K-W-L, K-W-H-L
• Muddiest Pt Papers, Minute Papers
• PMI (Plus, Minus, Interesting)
• Wet Ink, Diaries, Freewriting
• Forced Wrap Arounds, Tell Tall Tales
• Starter-Wrapper Guest Chat

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Starter-Wrapper Sync Guest Chat
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Interactive Questioning Techniques

• Swami Questions
• Idea Spurring Questions
• Peer Questioning
• Think Sheet Questions or Reactions
• 20 Questions, Working Backward, Pruning the Tree

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Information Gathering Techniques

• Quick Polling, Voting, Ranking
• What-If Brainstorms
• Nominal Group Process
• Online Surveys
• David Letterman Top Ten
• Delphi Techniquerelease poll results when want to

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Poll Your Students Online
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Survey Your Students Online
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Synchronous Chats

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

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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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Guest Mentoring Example
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Guest Mentoring Example
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Use Digital Whiteboards
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Learn English Online
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Self-Testing and Self-Assessments(Giving Exams
in the Chat Room!, Janet Marta, NW Missouri State
Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute
   slots, first come, first serve.
2. Give 10-12 big theoretical questions to study
   for.
3. Tell can skip one.
4. Assessment will be a dialogue.
5. Get them there 1-2 minutes early.
6. Have hit enter every 2-3 sentences.
7. Ask qs, redirect, push for clarity, etc.
8. Covers about 3 questions in 30 minutes.

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Electronic Seance

• Students read books from famous dead people
• Convene when dark in synchronous discussion
• 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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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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Role Play 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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Role Play Mission Analyses
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Collaboration Group Techniques

• Ice Breakers
• Web Explorations and Sharing/Rating
• Fishbowl Variations (e.g., by geography)
• Numbered Heads Together
• Turn to Your Partner and Share
• Role Play, Debates, and Mock Trials
• Buzz Groups, Phillips 66

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Thiagi-Like Ice Breakers

• 1. 99 Seconds of Fame In an online synchronous
  chat, give each student 99 seconds to present
  themselves and field questions.
• 2. Chat Room Buds Create a discussion prompt in
  one of X number of chat rooms. Introduce
  yourself in the chat room that interests you.

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Example of Multiple Rooms for Chat
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Thiagi-Like Ice Breakers

• 3. 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.
• 4. Public Commitments
• Have students share how they will fit the
  coursework into their busy schedules.

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Collaborative Sync TrainingJennifer Salopek, Feb
2002, e-learning

• When 2 or more instructors work together in an
  synchronous training event, Its a show, an
  eventlike the interplay among the commentators
  in Monday Night Football.

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Questions? Comments?Concerns?