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Best Pedagogical Practices for Online Learning

Best Pedagogical Practices for Online Learning. Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com. Who are some of the key players ….

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Best Pedagogical Practices for Online Learning

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  1. Best Pedagogical Practices for Online Learning Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

  2. Who are some of the key players…

  3. Tips for SuccessUniv of Missouri Extension, Distance Learning Design Center (DLDC)http://dldc-courses.ext.missouri.edu/dldcwww/dlplanning/ • Give pts for participation & contribution. • Set time limits for task, feedback, etc. • Set quantity for regular participation. • Provide chat transcripts for those unable to attend. • Reward early submission. • Make first online discussion an ungraded ice breaker.

  4. Karen Lazenby Instructor Qualities(University of Pretoria, Nov., 2001, klazenby@tsamail.trsa.ac.za) • Web-Smart (technology smart) • Flexible (ability to shift between roles) • Patient • Responsive • Friendly • Positive • Supportive

  5. Online Strategies(Karen Lazenby, University of Pretoria, Nov., 2001) • Limit lecturing online—promote self-directed learning • Set clear rules for posting and interaction • Explain tasks and overlooked info. • Let learners synthesize key points. • Publish best work of students (with permission) • Involve participation from outside experts

  6. Guy Kemshal-BellTechnical & Further Education (TAFE) in Australia(guykb@iprimus.com.au)(Had Instructors Rate 21 Online Teaching Competencies From TAFE Questionnaire)

  7. Online Teaching SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) • Technical: email, chat, Web development • Facilitation: engaging, questioning, listening, feedback, providing support, managing discussion, team building, relationship building, motivating, positive attitude, innovative, risk taking • Managerial: planning, reviewing, monitoring, time management ======================================== • From provider to content to designer of learning experiences. • From oracle to guide and resource provider • From solitary teacher to member of team

  8. Key Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) • Ability to provide effective online fdbk (2.86) • Ability to engage the learner (2.84) • Ability to provide direction and support (2.82) • Skills in online listening (2.76) • Ability to use email effectively (2.70) • Ability to motivate online learners (2.66) • Positive attitude to online teaching (2.66) • Skills in effective online questioning (2.65)

  9. Less Impt Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) • Higher-level Web page development (.606) • Use of video/audioconferencing (1.06) • Ability to develop simple Web pages (1.45) • Skills in using online chat (1.84) • Ability to build online teams (2.10) • Skills in planning, monitoring trng (2.20) Ability to say dumb things. Ability to offend people. Ability to sleep 24 X 7. Ability to get distracted.

  10. Three Most Vital SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) • Ability to engage the learner (30) • Ability to motivate online learners (23) • Ability to build relationships (19) • Technical ability (18) • Having a positive attitude (14) • Adapt to individual needs (12) • Innovation or creativity (11)

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

  12. 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)

  13. E-ModeratingE-Moderating: The Key to Teaching and Learning Online, (Gilly Salmon, (1999) Kogan Page) • Know when to stay silent for a few days. • Close off unused or unproductive conferences. • Provide a variety of relevant conference topics. • Deal promptly with dominance, harassment, etc. • Weave, summarize, and archive often. • Be an equal participant in the conference. • Provide sparks or interesting comments. • Avoid directives and right answers. • Acknowledge all contributions. • Support others for e-moderator role.

  14. Pedagogical Recommendations(Berge, 1995, The role of the online instructor/facilitator) • Draw attention to conflicting views • Don’t expect too much/thread • Do not lecture (Long, coherent sequence of comments yields silence) • Request responses within set time • Maintain non-authoritarian style • Promote private conversations

  15. Managerial Recommendations(Berge, 1995, The role of the online instructor/facilitator) • Distribute lists of participants • Provide timely administrative info—books, enrollment, counseling, etc. • Change procedures that are not working • Change misplaced subject headings • Decisively end discussion sessions • Don’t overload

  16. Research on Nine Online Courses(Vanessa Dennen, San Diego State Univ) • 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

  17. 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

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

  19. 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

  20. Little or no feedback given Always authoritative Kept narrow focus of what was relevant Created tangential discussions, fact questions Only used “ultimate” deadlines Provided regular qual/quant feedback Participated as peer Allowed perspective sharing Tied discussion to grades, other tasks. Used incremental deadlines Poor Instructors Good Instructors

  21. Common Instructor Complaints • Students don’t participate • Students all participate at the last minute • Students post messages but don’t converse • Facilitation takes too much time • If they must be absent, the discussion dies off • Students are confused

  22. Reasons why... Students don’t participate • Because it isn’t required • Because they don’t know what is expected Students all participate at last minute • Because that is what was required • Because they don’t want to be the first Instructor posts at the last minute

  23. How would you respond? • Who invented ______? • Who was the most influential political figure of the 1990’s? • What were the 3 main points of the reading?

  24. Common problems with online discussion prompts Too vague • Learners have no idea how to respond Too fact-based • Only one or two persons need to respond Lack directions for interactions • Learners don’t know what acceptable participation looks like

  25. Elements of a good prompt • Specifies the desired response type • Allows for multiple correct answers (perspective sharing, unique application of knowledge) • Provides guidance for peer interaction • Fosters reflection, thinking, or collaboration

  26. A 5-Stage Approach: Async • Initial topic or idea generation • Initial response • Respond to peers (can continue for as long as desired) • Wrap up questions • Reflect

  27. A sample 5-part prompt Step 1: Idea Generation • Find a recent news story online or announcement that provides an example of one of the issues or concepts in our recent readings. Post the URL and a brief summary of the article. Do not go into detail of what this is an example of or how it relates to the reading.

  28. A sample 5-part prompt (2) Step 2: Initial Response • Select and read one of your classmate's contributions, and post a message under their thread that discusses what major issues this article relates to and support your assertions with references to our course readings. If there are secondary issues, mention those as well. Please respond to a message that has not yet received a response so that we can make sure everyone gets at least one response. You may, of course, respond to multiple threads if you wish.

  29. 3-sentence rule • Avoid overwhelming “I agree” type messages • Require that all students post messages of 3 sentences or longer • The result: • I agree with you. • That’s a good idea • Ummm…. I have to actually say something now!

  30. Ron Oliver: Edith Cowan University in Australiahttp://elrond.scam.ecu.edu.au//oliver/; r.oliver@cowan.edu.au Professor of Interactive Multimedia, and the Director of the Centre for Research in Information Technology and Communications

  31. Collaborative and Constructivist Web Tasks(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999)) • Apprenticeship: Q&A; Ask an Expert (chats & async). • Case-Based and Simulated Learning: exchange remote views; enact events online. • Active Learning: Design Web pages and project databases. • Reflective/Metacognitive Learning: Reflect in online journals, bulletin boards • Experiential Learning: Post (articulate ideas) to discussion groups • Authentic Learning: PBL, search current databases

  32. Pedagogical Techniques of CMC(Paulsen, 1995, The Online Report on Pedagogical Techniques for Computer-Mediated Communication) • Collective databases, Access to Online Resources • Informal socializing (online cafes) • Seminars (read before going online) • Public tutorials • Peer counseling, learning partnerships (Online Support Groups) • Simulations, games, and role plays • Free Flowing Discussions/Forums • Email interviews • Symposia or speakers on a theme • The notice board (class announcements)

  33. Framework for Pedagogical CMC Techniques(Paulsen, 1995, The Online Report on Pedagogical Techniques for Computer-Mediated Communication) • One-alone Techniques: Online journals, online databases, interviews, online interest groups. • One-to-one Techniques: Learning contracts, internships, apprenticeships. • One-to-many Techniques: Lectures, symposiums, skits. • Many-to-many Techniques: Debates, simulations, games, case studies, discussion groups, brainstorming, Delphi techniques, nominal group process, forums, group projects.

  34. Jennifer Hoffman, InSync Training (jennifer@insynctraining.com)

  35. Ideal Environment of Synchronous TrainerJennifer 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

  36. Other Survival TipsJennifer Hoffman, Online Learning Conference (2001, Oct.) • Prepare a class roster; prepare quick tour • Start promptly; load applic ahead of time • Welcome to the session/class; explain goals; ask for feedback on goals. • Instruct on communication methods—hand raising, chat, whiteboard, voice, email. • Provide phone number for emergencies • Be ready for delays with planned ad-lib stuff

  37. Considerations: The EventJennifer Hoffman, ASTD, Learning Circuits, (2001, March) • Log on early; students come 15 minutes early. • Do tech checks of microphones (sound check). • Check to see if students brought needed items • Perhaps call or send notes to missing students • Vary your instructional strategies; maximize interactivity • Make it visual—color, sound, animation • Design 10-minute breaks every 90 minutes

  38. Use Signals for Tech Checks & to Clarify Tasks

  39. 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.

  40. Redirect Off-Task Students

  41. 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.

  42. Dealing with Difficult Learners(Barbazette, Feb 2002) Questions to Guide Learner Behavior: • …that’s 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?

  43. What else 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!!!

  44. If can’t control, then what to do? • Join up • Give up • Commit suicide • Find a new job • Protest e-learning

  45. Pedagogical Tips(Bonk 1998; Indiana University) • Build peer interactivity • Utilize multiple forms of assessment • Provide feedback cues (dots) • Embed choices (avatars, tasks, etc.) • Simplify (everything!!!) • Offer early feedback • Scheduling something due early

  46. Web Advice for Instructors(Bonk, 2001; Jamie Chamberlin, (2001, Jan), Digital Dissemination, Monitor on Psych, pp. 64-67. • Do some usability testing • Start small--Try 1-2 new things each time • Read free reports • Market/Share what do • Archive work, repurpose it, use it • Be flexible • Take a course online—be a student • Find a tech mentor, join a discussion board • Contact potential partners, interns, students

  47. But how to determine the pedagogical quality of courses and course materials you develop?

  48. Just a Lot of Bonk • Variety: tasks, topics, participants, accomplishments, etc. • Interaction extends beyond class • Learners are also teachers • Multiple ways to succeed • Personalization and choice • Clarity and easy to navigate course

  49. Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed(Blackboard & NEA, 2000) Teaching/Learning Process • Student interaction with faculty is facilitated through a variety of ways. • Feedback to student assignments and questions is provided in a timely manner. • Each module requires students to engage themselves in analysis, synthesis, and evaluation as part of their course assignments. • Course materials promote collaboration among students. • http://www.ihep.com/Pubs/PDF/Quality.pdf

  50. Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed (Blackboard & NEA, 2000) Other Benchmark Categories: • Institutional Support: incentive, rewards, plans • Course Development: processes, guidelines, teams, structures, standards, learning styles • Course Structure: expectations, resources • Student Support: training, assistance, info • Faculty Support: mentoring, tech support • Evaluation and Assessment: review process, multiple methods, specific standards

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