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Projecting the Future of the Cyber University and the New Roles of Instructors. Curt Bonk, Indiana University (and [email protected] Timeout!!! What do you do with technology in Korea today? What about 10 years ago???.

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Projecting the Future of the Cyber University and the New Roles of Instructors

Curt Bonk, Indiana University


[email protected]

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Timeout!!! What do you do with technology in Korea today? Roles of Instructors

What about 10 years ago???

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A Vision of E-learning for America’s Workforce Roles of Instructors, 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).

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Are You Ready??? Roles of Instructors

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Exponential Growth of the Web Roles of Instructors

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Administrative: Support!!!

“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.”


“Difficulty in performing lab experiments online.”

“Lack of appropriate models for pedagogy.”


“More ideas than time to implement.”

“Not enough time to correct online assign.”

“People need sleep; Web spins forever.”

Problems Faced

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Training Support!!!Outside Support

  • Training (

  • Courses & Certificates (JIU, e-education)

  • Reports, Newsletters, & Pubs

  • Aggregators of Info(CourseShare, Merlot)

  • Global Forums (; GEN)

  • Resources, Guides/Tips, Link Collections, Online Journals, Library Resources

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Certified Online Instructor Program Support!!!

  • Walden Institute—12 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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Web-Based Teaching & Learning Workshops (Indiana University) Support!!!

  • 5 Day workshops: $895/person

  • Understand Web technologies

  • Apply sound instructional design

  • Use Web development tools

  • Hands-on instruction

  • Evaluate current environments, conduct needs assessment, apply to current project

Facultytraining net mark adams l.jpg Support!!!(Mark Adams)

  • $400 for 4 week course for beginners

  • $3,500 for an 8 week Master Instructor course for those wanting to license and teach course at own institution

  • Offered twice/month, 20 participants max

  • Topics: Online learning terminology, building a learning community, models, theories, and strategies, instructional design, course development, teaching/making connections, course management/admin,

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TELEStraining Support!!!


  • DWeb: Training the Trainer—Designing, Developing, and Delivering Web-Based Training ($1,200 Canadian)

    (8 weeks: Technology, design, learning, moderating, assessment, course development,

  • Techniques for Online Teaching and Moderation

  • Writing Multimedia Messages for Training

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Distance Ed Certificate Program (Univ of Wisconsin-Madison) Support!!!

  • 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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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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In an effort to analyze and improve their teaching, some professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.

Jeffrey R. Young, The Chronicle of Higher Ed (reporting on the new Knowledge Media Lab, created by the Andrew Carnegie Foundation for the Advancement of Teaching)

Slide17 l.jpg professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.

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Inside Support… professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.

  • Instructional Consulting

  • Mentoring (strategic planning $)

  • Small Pots of Funding

  • Help desks, institutes, 1:1, 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: professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.

  • Technical—do students have basics? Does their equipment work? Passwords work?

  • Managerial—Do students understand the assignments and course structure?

  • Pedagogical—How are students interacting, summarizing, debating, thinking?

  • Social—What 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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Class #1: Undergraduate Course: Ed Psych professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.

  • Technical—Train, early tasks, be flexible, used custom built tools (& INSITE & e-ed)

  • Managerial—Initial meeting(s), detailed syllabus, calendar, posting dots, post administrivia, assign e-mail pals

  • Pedagogical—Peer fdbk, debates, starter-wrapper, cases, structured controversy, field reflections, portfolios, teams

  • Social—Café, humor, interactivity, pics, profiles, foreign guests

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Class #2: Graduate Course: professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom. Instructional Technology

  • Technical—Find collab tool (i.e., ACT)

  • Managerial—FAQs, PBL teams, rubrics, weekly e-mail feedback, clear expectations, monitor discussions, post when off track

  • Pedagogical—PBL environment, inquiry, value multiple perspectives

  • Social—Create online community, support casual conversation, invite visitors

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Class #3a & #3b: professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.Vocational College Course: Computer Info Systems

  • Technical—Use course management tool (e-education) and then developed custom site

  • Managerial—Use nongraded online tests before real test, assignment page, gradebook

  • Pedagogical—Project based--create Web sites and designs, online peer feedback

  • Social—Profiles page, digital camera pics, combine face-to-face and online.

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Class #4: Graduate Education Course: Instructional Technology

  • Technical—Orientation task (SitesScape Forum), decisions on preferred WP’ers, etc.

  • Managerial—Portfolios give overview of how doing, e-mail updates, track logins

  • Pedagogical—Online discussion themes, post favorite Web link, intro, devil’s advocates, link peer responses, ask probing q’s, portfolios, peer fdbk on portfolios

  • Social—Discuss online concerns & survival tactics, profiles, photos, instructor anecdotes

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E-Moderator Technology

  • 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 combined—to hold meetings, to encourage, to provide information, to question, to summarize, etc. (Collins & Berge, 1997; Gilly Salmon, 2000); see

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Other Hats Technology

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Online Concierge Technology

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

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Personal Learning Trainer Technology

  • 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 Technology

  • 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 Technology

  • 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 Technology

  • 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 Technology

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

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Online Host Technology

  • 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 Technology

  • Weaver—linking comments/threads

  • Tutor—individualized attention

  • Participant—joint learner

  • Provocateur—stir the pot (& calm flames)

  • Observer—watch ideas and events unfold

  • Mentor—personally apprentice students

  • Community Organizer—keep system going

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Assistant Technology

Devil’s advocate













Still More Hats

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Reality: Technology






Ideal World:






Activity: Pick a Hat from 40 Options

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Participant Categories Technology

  • Wanderer/Lurker

  • Contributor/Participant

  • Mentor/Expert

  • Instructor

  • Seeker/Questioner

  • Starter-Wrapper

  • Starter/Mediator-Wrapper

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Questioner Technology








Devil’s Advocate









Many Other Roles

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Activity: Pick a Role Or Role Taking Task TechnologyName a role missing from this sheet and discuss how you might use it(see Bonk’s 28 roles)

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Online Mentoring and Assistance Online Technology

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: Technology"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: Technology"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: Technology"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: Technology"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: Technology"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: Technology"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: Technology"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: Technology"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: Technology"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: Technology"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: Technology "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): Technology"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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Web Facilitation??? TechnologyBerge Collins AssociatesMauri Collins and Zane L. Berge

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F Technologyacilitation(Dennen, 2001)

  • Participation was higher when students had a clear goal & extrinsic motivation to participate

  • Relevance has a positive effect on participation

  • Greater dialogue when shared perspectives

  • Fact-based q’ing strategies did not work well

  • Consistent, regular fdbk motivates students

  • Quantitative and qualitative guidelines

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Facilitating Electronic Discussion Technology

  • Have Students Initiate, Sign up for Roles

  • 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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How Facilitate Online Community? Technology

  • Safety: Establish safe environment

  • Tone: Flexible, inviting, positive, respect

  • Personal: Self-disclosures, open, stories telling

  • Sharing: Share frustrations, celebrations, etc

  • Collaboration: Camaraderie/empathy

  • Common language: conversational chat space

  • Task completion: set milestones & grp goals

  • Other: Meaningful, choice, simple, purpose...

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Is Technology it that simple?


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But How Avoid Shovelware??? Technology“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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Intrinsic Motivation Technology

“…innate propensity to engage one’s interests and exercise one’s capabilities, and, in doing so, to seek out and master optimal challenges

(i.e., it emerges from needs, inner strivings, and personal curiosity for growth)

See: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

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Extrinsic Motivation Technology

“…is motivation that arises from external contingencies.” (i.e., students who act to get high grades, win a trophy, comply with a deadline—means-to-an-end motivation)

See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon.

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Motivational Terms? TechnologySee Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)

  • Tone/Climate: Psych Safety, Comfort, Belonging

  • Feedback: Responsive, Supports, Encouragement

  • Engagement: Effort, Involvement, Excitement

  • Meaningfulness: Interesting, Relevant, Authentic

  • Choice: Flexibility, Opportunities, Autonomy

  • Variety: Novelty, Intrigue, Unknowns

  • Curiosity: Fun, Fantasy, Control

  • Tension: Challenge, Dissonance, Controversy

  • Interactive: Collaborative, Team-Based, Community

  • Goal Driven: Product-Based, Success, Ownership

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1. Tone/Climate: TechnologyB. Thiagi-Like Ice 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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2. Feedback TechnologyA. Requiring Peer Feedback


1. Require minimum # of peer comments and give guidance (e.g., they should do…)

2. Peer Feedback Through Templates—give templates to complete peer evaluations.

3. Have e-papers contest(s)

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

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2. Feedback: TechnologyC. Self-Testing and Self-Assessments(Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ, Syllabus, January 2002)

  • Post times when will be available for 30 minute slots, first come, first serve.

  • Give 10-12 big theoretical questions to study for.

  • Tell can skip one.

  • Assessment will be a dialogue.

  • Get them there 1-2 minutes early.

  • Have hit enter every 2-3 sentences.

  • Ask q’s, redirect, push for clarity, etc.

  • Covers about 3 questions in 30 minutes.

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2. Feedback (Instructor) TechnologyD. Reflective Writing


  • Minute Papers, Muddiest Pt Papers

  • PMI (Plus, Minus, Interesting), KWL

  • Summaries

  • Pros and Cons

    • Email instructor after class on what learned or failed to learn…

      (David Brown, Syllabus, January 2002, p. 23)

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3. Engagement: TechnologyB. Electronic Voting and Polling

1. Ask students to vote on issue before class (anonymously or send directly to the instructor)

2. Instructor pulls out minority pt of view

3. Discuss with majority pt of view

4. Repoll students after class

(Note: Delphi or Timed Disclosure Technique: anomymous input till a due date

and then post results and

reconsider until consensus

Rick Kulp, IBM, 1999)

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3. Engagement TechnologyC. Survey Student Opinions(e.g., InfoPoll, SurveySolutions, Zoomerang,

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4. Meaningfulness: TechnologyA. Job or Field Reflections

  • Instructor provides reflection or prompt for job related or field observations

  • Reflect on job setting or observe in field

  • Record notes on Web and reflect on concepts from chapter

  • Respond to peers

  • Instructor summarizes posts

    Alternative: Pool field interviews

    of practitioners

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4. Meaningfulness: TechnologyB. Case Creation and Simulations

  • Model how to write a case

  • Practice answering cases.

  • Generate 2-3 cases during semester based on field experiences.

  • Link to the text material—relate 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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6. Variety Technology

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7. Curiosity: A. Electronic Seance Technology

  • 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: TechnologyB. Electronic Guests & Mentoring

  • Find article or topic that is controversial

  • Invite person associated with that article (perhaps based on student suggestions)

  • Hold real time chat

  • Pose questions

  • Discuss and debrief (i.e., did anyone change their minds?)

    (Alternatives: Email Interviews with experts

    Assignments with expert reviews)

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8. Tension: A. Role Play Technology

A. Role Play Personalities

  • List possible roles or personalities (e.g., coach, optimist, devil’s advocate, etc.)

  • Sign up for different role every week (or 5-6 key roles)

  • Reassign roles if someone drops class

  • Perform within roles—refer 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: TechnologyA. 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, what’s 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 Driven: TechnologyGallery Tours

  • Assign Topic or Project

    (e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)

  • Students Post to Web

  • Experts Review and Rate

  • Try to Combine Projects

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Motivational Top Ten Technology

1. Tone/Climate: Ice Breakers, Peer Sharing

2. Feedback: Self-Tests, Reading Reactions

3. Engagement: Q’ing, 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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University Entrepreneurship Technology

  • Colleges target corp training/exec education.

  • 22 virtual universities to cooperate.

  • 9 universities on 4 continents collaborate to offer online graduate and professional development courses in Asia.

  • Univ of the Arctic is a partnership of 31 “high latitude” colleges, universities, and governments across 8 nations. First course is “Introduction to Circumpolar Studies.” (Feb 15, 2002, Chronicle of Higher Education)

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Faculty Entrepreneurship Technology

  • Create Class Radio Stations

  • Manage or Create Online Journals

  • Start Discussion Forums

  • Freelance Instructor & Guest Expert

  • Develop new courses or programs

  • Teaching music performance over Web

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The Good Technology

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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The Bad Technology

Michael J. Saylor’s plans to create an online university that would offer free education all over the world appear to have been put on hold, at least temporarily. Mr. Saylor, the software magnate, has been occupied for the past few months with financial difficulties at his company, MicroStrategy, Inc.

(Sarah Carr, June 22, 2000, Chronicle of Higher Ed)

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And The Ugly Technology

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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Developing a Successful Partnership Portfolio Technology(Duin & Baer, in press)

  • Need to List: Vision, Description, Beliefs, Assumptions, Operations, Commitment, Collaboration, Risk, Control, Adaptation, and ROI (for learners, faculty, campus, state/country)

  • Five Types of Partnerships: Commerce alliance, minority equity investment, joint venture, spin off, and merger or acquisition

  • Four Types of Risks: legal, financial, experimentation, and academic

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Other ARTI Help Technology

  • Help with Tech Transfer.

    • Intellectual Property, Invention Disclosure, etc.

  • Licensing, Patents, and Trademarks.

  • Access to best strategists, scientists, cutting-edge labs, communication tools, info technologies.

  • Training, consortia, mentoring, sharing meetings.

  • Multidisciplinary project teams, resources, and facilities.

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The Future: Technology20-20 VisionsNote: any predictions are bound to be too conservative!!!

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“We are evolving out of the era of the Lone Rangers…faculty 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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Exploratory Technology in 2020 Rangers…faculty members can choose to be involved in the design, development, content expertise, delivery, or distribution of course…” (Richard T. Hezel)

  • Global Chat, Interplanetary Chat—Guest Lectures from Mars, Space Shuttle, Moon,

  • Virtual Degrees (include educational genealogies)

  • Virtual Instructor Combos—You design guest lectures and mix personalities; holograms

  • Global Instructors (with online skill ratings)

  • Lifetime User Cyberlearning Statistics

  • Nugget and Knowledge Object Sharing

  • Freelance Instructors

  • Debates with the Greats!

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A Vision of What is Coming Soon Rangers…faculty members can choose to be involved in the design, development, content expertise, delivery, or distribution of course…” (Richard T. Hezel)

  • Int’l colleagues, Intraplanetary mentoring

  • Coursesharing tools, Online Consortia

  • Wireless, Integrated, & GPS Technologies (Cell Phone, Email, Web)

    • e.g., Previous Class Discussions

  • More Training than Education

  • Textbook Web Sites and Simulation Tools

  • Personal Assistants and Intelligent Tutors

  • Essay Scoring Tools

  • Course Continuation and Legacies

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Cyber U Trends and Phases Universities???

  • Phase 1: Novelty (i.e., ignore it and it may go away)

  • Phase II: Unit Within Larger Campus (some domains or units are more active)

  • Phase III. Separate University (not equal)

  • Phase IV. The Age of Respect (part of standard flexible learning initiative or options)

  • Phase V. A New Standard or Technology Emerges

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Universities Replaced? No... Universities???

  • Most distance lrng is mixed--Web & Live

  • Entrenched expectations and procedures

  • Brick and mortar needs to be used

  • Online learning only approximates live lrng

  • Expanding birth rate = need for more educ.

  • Web learning is for select reasons

  • Most colleges will find their niche

  • Socialization argument

    • (the 18-20 year old need to party hardy)

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Universities Replaced--Yes! Universities???

  • Web has more potential for active lrng.

  • Tchg/lrng expectations are changing fast!

  • Expanding birth rate = experiments in 3rd world countries will have huge payoffs.

  • Web courses can be repurposed & reused.

  • Web learning will increase in stability

  • Real chance to overthrow the system!!!

  • Who needs more football and drinking?

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Forces Acting Against Replacement Universities???

  • Yes, radical change, but room for both

  • High actual costs of online learning

  • Difficult to be animated on the Web

  • Hard to measure benefits

  • Tenure & hard to change practices

  • Institutional Politics

  • Eye damage reports due to overexposure

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Forces In Favor of Replacement Universities???

  • States not funding as highly as before

  • Wireless technology; add’l emerging tech

  • Global economy and marketplace

  • Commercialization of best lrng products

  • Innovative faculty; stalling universities

  • Demand for perpetual lrng/just in time info

  • Growth in populations

  • Lots of wasted space in university offices

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Virtual University Categories Universities???

I. Core Faculty Offers Distance Ed

(Univ of Phoenix, Athabasca Univ)

II. Core Faculty Devel Lrng Opportunities

(Athena University, Cenquest)

III. No Core Faculty: Manage Learning Oppor

(Jones/E-education, WebCT, VU, West Gov)

IV. Virtual Learning Indexes

(Globewide Network Academy, World Lecture Hall)

Source: Strategic Choices for the Academy: How the Demand for Lifelong Learning Will Re-Create Higher Education. By D. J. Rowly, H. D. Lujan, & M. G. Dolence, Jossey-Bass Publishers, March, 1998.

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Faculty Member in 2020 Universities???

  • 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 Universities???

  • 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 Universities???

  • 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 Universities???

  • 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 Universities???

  • 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 Universities???

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

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Track 6: Work for Hire Online Lecturer Universities???

  • 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 Universities???

  • 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 Universities???

  • 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 Universities???

  • 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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Possible Roles of University in 2020 Universities???

  • Meeting place (degrees conferred, picnics, etc.)

  • Certificate grantor

  • Online tech support desk

  • Matchmaking: pair students with instructors & other students for counseling/mentoring

  • Research online learning communities

  • Outward bound-like experiences (tours and experiences of what universities used to be like)

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Possible Scenarios in Year 2020 Universities???

  • Virtual U’s and Traditional U’s Coexist

  • Traditional Univ’s buy stake in Virtual U’s

  • Traditional Univ’s form Consortia

  • Some Trad U’s Move Ahead, Some Don’t

  • Other Technology arise well beyond Web

  • Large Virtual U’s Buy Competing Traditional U’s and shut them down

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What Uses for Old Institutions of Higher Learning??? Universities???

  • Museums

  • Historical Monuments

  • Bomb Shelters

  • Resorts and Apartment Complexes

  • Nostalgic Retirement Homes

  • Green Space

  • Prisons

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General Recommendations Universities???

  • Develop Instructor Training Programs

  • Foster Instructor Recognition and Support

  • Create Instructor & Resource Sharing Tools

  • Develop Online Learning Policies

  • Conduct Online Learning Research

  • Form Online Learning Dev Partnerships

  • Create/Test Online Learning Pedagogy

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So Where is Korea Headed? Universities???