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2. Motivational Strategies for Adult E-Learning

2. Motivational Strategies for Adult E-Learning. Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com. There is a problem…. Do we want degrees in electronic page turning???.

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2. Motivational Strategies for Adult E-Learning

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  1. 2. Motivational Strategies for Adult E-Learning Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

  2. There is a problem…

  3. Do we want degrees in electronic page turning??? • To get the certificate, learners merely needed to “read” (i.e. click through) each screen of material • Is this pedagogically sound?

  4. Online Training Boring?From Forrester, Michelle Delio (2000), Wired News. (Interviewed 40 training managers and knowledge officers)

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

  6. “Motivation is critical to e-learning success. Would you rather go to the training room, sit with a friend and have a sweet roll while learning about the new inventory system, or stay in your cube and stare at your monitor all afternoon? Anything you do to motivate your students is good. Don’t be afraid to entertain them. Good trainers do it all the time.” Bob Burke (2000, Sept.), 10 e-learning lessons: Please the customer or fail the course. E-learning 1(4), 40-41.

  7. Intrinsic Motivation “…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.

  8. Extrinsic Motivation “…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. (UW-Milwaukee)

  9. E-Learning Pedagogical Strategies

  10. Motivational Terms?See 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

  11. Tone:A. Instructor Modeling • The first week of a course is a critical • If an instructor is personable, students will be personable • If formal, students will be formal • Too little instructor presence can cause low levels of student involvement • Too much presence can cause uninspired student involvement

  12. Tone: B. Thiagi-Like Ice Breakers 1. Introductions: require not only that students introduce themselves, but also that they find and respond to two classmates who have something in common (Serves dual purpose of setting tone and having students learn to use the tool) 2. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other.

  13. 1. Tone/Climate:B. Thiagi-Like Ice Breakers 3. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings 4. Coffee House Expectations 1. Have everyone post 2-3 course expectations 2. Instructor summarizes and comments on how they might be met (or make public commitments of how they will fit into busy schedules!)

  14. 1. Tone/Climate:C. Thiagi-Like Ice Breakers • Pair-Ups: Have pairs of students summarize the course syllabus for each other or summarize initial materials sent from the instructor. • 99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions. • Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

  15. 1. Tone/Climate:B. Thiagi-Like Ice Breakers • Cartoon Time: Find a Web site that has cartoons. Have participants link their introductions to a particular cartoon URL. • Share a Link/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. • Who Has Polls: During initial meeting, pool students on various interesting topics (e.g., who has walked on stilts, swam in the ocean, sat in a casket, flown a plane, etc.)

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

  17. Tone/Climate:B. Thiagi-Like Ice Breakers 13. Scavenger Hunt 1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web) 2. Post scores 14. Two Truths, One Lie • Tell 2 truths and 1 lie about yourself • Class votes on which is the lie

  18. 2. FeedbackA. Requiring Peer Feedback Alternatives: 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)

  19. 2. Feedback:A. Web-Supported GroupReading Reactions • 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)

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

  21. 2. Feedback:C. Self-Testing and Self-Assessments

  22. 2. Feedback:C. 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.

  23. 2. Feedback (Instructor)D. 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)

  24. 3. Engagement:A. Questioning(Morten Flate Pausen, 1995; morten@nki.no) • Shot Gun:Post many questions or articles to discuss and answer any—student choice. • Hot Seat:One student is selected to answer many questions from everyone in the class. • 20 Questions:Someone has an answer and others can only ask questions that have “yes” or “no” responses until someone guesses answer.

  25. 3. Engagement: Textbook Web Sites:A. Questioning.(Post sample questions to the Web for reflection)

  26. 3. EngagementA. Questioning: XanEdu Coursepacks

  27. 3. EngagementB. Annotations and Animations: MetaText (eBooks)

  28. 3. Engagement:C. 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)

  29. 3. EngagementC. Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

  30. 4. Meaningfulness: A. Perspective Taking 1. Perspective sharing discussions: Have learners relate the course material to a real-life experience. Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms. The discussion led to a greater interest in the readings.

  31. 4. Meaningfulness: B. 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

  32. 4. Meaningfulness:B. 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

  33. 4. Meaningfulness:C. 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)

  34. 5. Choice:A. Multiple Topics • Generate multiple discussion prompts and ask students to participate in 2 out of 3 • Provide different discussion “tracks” (much like conference tracks) for students with different interests to choose among • List possible topics and have students vote (students sign up for lead diff weeks) • Have students list and vote.

  35. 5. Choice:B. 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

  36. 5. Choice:C. Web Resource Reviews

  37. 6. Variety:A. Brainstorming • Come up with interesting or topic or problem to solve • Anonymously brainstorm ideas in a chat discussion • Encourage spin off ideas • Post list of ideas generated • Rank or rate ideas and submit to instructor • Calculate average ratings and distribute to group

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