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e-Learning: Myths, Magic, and Motivational Opportunities

e-Learning: Myths, Magic, and Motivational Opportunities. Dr. Curtis J. Bonk Indiana University and CourseShare.com http://php.indiana.edu/~cjbonk cjbonk@indiana.edu. E-Learning Myths. II. E-Learning Magic. III. E-Learning Motivational Opportunities. I. E-Learning Myths….

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e-Learning: Myths, Magic, and Motivational Opportunities

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  1. e-Learning: Myths, Magic, and Motivational Opportunities Dr. Curtis J. Bonk Indiana University and CourseShare.com http://php.indiana.edu/~cjbonk cjbonk@indiana.edu

  2. E-Learning Myths II. E-Learning Magic III. E-Learning Motivational Opportunities

  3. I. E-Learning Myths….

  4. Myth #1.Instructors can just teach the same way they always have. 10 Myths of Technology Integration

  5. Little or no feedback given Always authoritative Kept narrow focus of what was relevant Created tangential discussions Only used “ultimate” deadlines Provided regular qual/quant feedback Participated as peer Allowed perspective sharing Tied discussion to grades, other assessments. Used incremental deadlines Vanessa Dennen’s (2001) Research on Nine Online Courses (sociology, history, communications, writing, library science, technology, counseling) Poor Instructors Good Instructors

  6. Myth #2.I must have a technology background to use effectively.

  7. You Just Need a Different Mindset

  8. Myth #3.My college or university cannot afford the technology.

  9. Nicenet is Free!

  10. Myth #4.Learning is not improved when using technology.

  11. Brains Before and After Technology Integration After Before

  12. Basic Distance Learning Finding? • Research since 1928 shows that DL students perform as well as their counterparts in a traditional classroom setting. Per: Russell, 1999, The No Significant Difference Phenomenon (5th Edition), NCSU, based on 355 research reports. http://cuda.teleeducation.nb.ca/nosignificantdifference/

  13. Myth #8.If I wait long enough, it will go away.

  14. Let’s brainstorm comments (words or short phrases) that reflect your overall attitudes and feelings towards online teaching…

  15. Feelings Toward Online TeachingThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)(Note: 94 practitioners surveyed.) • Exciting (30) • Challenging (24) • Time consuming (22) • Demanding (18) • Technical issue (16); Flexibility (16) • Potential (15) • Better options (14); Frustrating (14) • Collab (11); Communication (11); Fun (11)

  16. II. E-Learning Magic….

  17. Magical Technology Ideas • Represent knowledge with graphing tools • Take to lab for group collaboration or a Web search. • Use e-mail minute papers for formative feedback on the class. • Have students do technology demos. • Put syllabus on the Web.

  18. Inspiration

  19. More Magical Technology Ideas • Experts via video/computer conferencing • Teleconferencing talks to tchrs & experts • Collaborate with students in other campuses or countries • Have students generate Web pages/pub work • Students make Web link suggestions

  20. It Works!!!

  21. Videoconferencing at IU

  22. Can a community magically occur online?

  23. How Facilitate Online Community? • 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...

  24. The Center for Research on Learning and Technology, Indiana University

  25. Learning to Teach with Technology Studio

  26. Overview of TICKIT • In-service teacher education program • Rural schools in southern Indiana • Yearlong, 25 teachers from 5 schools • Primarily school-based • Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University

  27. III. E-Learning Motivational Opportunities FRAMEWORKS!

  28. 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.

  29. 2. Reflect on Extent of Integration:The Web Integration Continuum 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

  30. Assistant Devil’s advocate Editor Expert Filter Firefighter Facilitator Gardener Helper Lecturer Marketer Mediator Priest Promoter 3. Instructor Hats

  31. 4.

  32. Push to Explore:"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..."

  33. But there problems…

  34. Administrative: “Lack of admin vision.” “Lack of incentive from admin and the fact that they do not understand the time needed.” “Lack of system support.” “Little recognition that this is valuable.” “Rapacious U intellectual property policy.” “Unclear univ. policies concerning int property.” Pedagogical: “Difficulty in performing lab experiments online.” “Lack of appropriate models for pedagogy.” Time-related: “More ideas than time to implement.” “Not enough time to correct online assign.” “People need sleep; Web spins forever.” Problems Faced

  35. How Avoid Shovelware?“This form of structure… encourages teachers designing new products to simply “shovel” existing resources into on-line Web pages and discourages any deliberate or intentional design of learning strategy.” (Oliver & McLoughlin, 1999)

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

  37. How Bad Is It? “Some frustrated Blackboard users who say the company is too slow in responding to technical problems with its course-management software have formed an independent users’ group to help one another and to press the company to improve.” (Jeffrey Young, Nov. 2, 2001, Chronicle of Higher Ed)

  38. Intrinsic Motivational Terms? • 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

  39. 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.

  40. 1. Tone/Climate: Social Ice BreakersA. Readiness Checklist • The amount of time I can devote to this class is… • I am a self-motivated individual. • I am a good “time-manager.” • I complete whatever I start. • I am not a procrastinator--I like to get things done today and not put off for tomorrow.

  41. 1. Tone/Climate: Ice Breakers B. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings C. Two Truths, One Lie (Kulp, IBM) • Tell 2 truths and 1 lie about yourself • Class votes on which is the lie

  42. 2. Feedback:A. Learner-Content Interactions

  43. 2. Feedback:B. 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.

  44. 3. Engagement:A. 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 (Or Delphi or Timed Disclosure Technique) anonymous input till a due date and then post results and reconsider until consensus Rick Kulp, IBM, 1999)

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

  46. 4. Meaningfulness:A. 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

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