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Online Roles of Faculty and Students: Changing the Way We Teach. Curt Bonk, Indiana University (and CourseShare.com) cjbonk@indiana.edu http://php.indiana.edu/~cjbonk. Are You Ready???.

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online roles of faculty and students changing the way we teach

Online Roles of Faculty and Students: Changing the Way We Teach

Curt Bonk, Indiana University

(and CourseShare.com)

cjbonk@indiana.edu

http://php.indiana.edu/~cjbonk

slide3
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

faculty entrepreneurship
Faculty Entrepreneurship

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.

faculty entrepreneurship5
Faculty Entrepreneurship?

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.

problems faced
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
training outside support
TrainingOutside Support
  • Training (FacultyTraining.net)
  • Courses & Certificates (JIU, e-education)
  • Reports, Newsletters, & Pubs
  • Aggregators of Info(CourseShare, Merlot)
  • Global Forums (FacultyOnline.com; GEN)
  • Resources, Guides/Tips, Link Collections, Online Journals, Library Resources
certified online instructor program
Certified Online Instructor Program
  • 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
slide11

http://merlot.org

http://www.utexas.edu/world/lecture/

inside support
Inside Support…
  • 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
four key hats of instructors
Four Key Hats of Instructors:
  • 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.
study of four classes bonk kirkley hara dennen 2001
Study of Four Classes(Bonk, Kirkley, Hara, & Dennen, 2001)
  • Technical—Train, early tasks, be flexible, orientation task
  • Managerial—Initial meeting, FAQs, detailed syllabus, calendar, post administrivia, assign e-mail pals, gradebooks, email updates
  • Pedagogical—Peer feedback, debates, PBL, cases, structured controversy, field reflections, portfolios, teams, inquiry, portfolios
  • Social—Café, humor, interactivity, profiles, foreign guests, digital pics, conversations, guests
e moderator
E-Moderator
  • 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 http://www.emoderators.com/moderators.shtml.
online concierge
Online Concierge
  • To provide support and information on request (perhaps a map of the area…) (Gilly Salmon, 2000).
personal learning trainer
Personal Learning Trainer
  • 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).
e police
E-Police
  • 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).
online conductor
Online Conductor
  • 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).
convener
Convener
  • A term that is used especially with online conferences and courses where there is a fairly sizable audience (Gilly Salmon, 2000).
online negotiator
Online Negotiator
  • Where knowledge construction online is desired, the key role for the e-moderator is one of negotiating the meaning of activities and information throughout online discussion and construction (Gilly Salmon, 2000).
online host
Online Host
  • 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).
other hats25
Other Hats
  • 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
still more hats
Assistant

Devil’s advocate

Editor

Expert

Filter

Firefighter

Facilitator

Gardener

Helper

Lecturer

Marketer

Mediator

Priest

Promoter

Still More Hats
activity pick a online instruction metaphor from 40 options
Reality:

___________

___________

___________

___________

___________

Ideal World:

___________

___________

___________

___________

___________

Activity: Pick a Online Instruction Metaphor from 40 Options
online mentoring and assistance online
Online Mentoring and Assistance Online

Twelve forms of electronic learning mentoring and assistance(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)

slide31

1. Social (and cognitive) Acknowledgement:"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..."

slide32

2. Questioning:"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?"

slide33

3. Direct Instruction:"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..."

slide34

4. Modeling/Examples:"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..."

slide35

5. Feedback/Praise:"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..."

slide36

6. Cognitive Task Structuring:"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."

slide37

7. Cognitive Elaborations/Explanations:"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."

slide38

8. 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..."

slide39

9. Fostering Reflection/Self Awareness:"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?"

slide40

10. Encouraging Articulation/Dialogue Prompting:"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."

slide41

11. General Advice/Scaffolding/Suggestions: "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..."

slide42

12. Management (via private e-mail or discussion):"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."

participant categories
Participant Categories
  • Web Resource Finder
  • Starter-Wrapper
  • Researcher
  • Online Journal Editor
  • Expert Resource Gatherer
  • Technology Reviewer
  • Mentor/Expert
  • Instructor
  • Seeker/Questioner
role 1 starter mediator reporter commentator
Role 1: Starter/MediatorReporter/Commentator
  • Summarizes the key terms, ideas, and issues in the chapters, supplemental instructor notes, journal articles, and other assigned readings and asks thought provoking questions typically before one’s peers read or discuss the concepts and ideas. In effect, the starter is a reporter or commentator or teacher of what to expect in the upcoming readings or activities. Once the “start” is posted, this student acts as a mediator or facilitator of discussion for the week.
role 2 wrapper summarizer synthesizer connector reviewer
Role 2: Wrapper/SummarizerSynthesizer/Connector/Reviewer
  • Connects ideas, synthesizes discussion, interrelates comments, and links both explicit and implicit ideas posed in online discussion or other activities. Here, the student looks for patterns and themes in online coursework while weaving information together. The wrapping or summarizing is done at least at the end of the week or unit, but preferably two or more times depending on the length of the activity.
role 3 conqueror or debater arguer bloodletter
Role 3: Conqueror or Debater/Arguer/Bloodletter
  • Takes ideas into action, debates with others, persists in arguments and never surrenders or compromises nomatter what the casualties are when addressing any problem or issue.
role 4 devil s advocate or critic censor confederate
Role 4: Devil\'s Advocate or Critic/Censor/Confederate
  • Takes opposite points of view for the sake of an argument and is an antagonist when addressing any problem posed. This might be a weekly role that is secretly assigned.
role 5 idea squelcher biased preconceiver
Role 5: Idea Squelcher/Biased/Preconceiver
  • Squelches good and bad ideas of others and submits your own prejudiced or biased ideas during online discussions and other situations. Forces others to think. Is that person you really hate to work with.
role 6 optimist open minded idealist
Role 6: Optimist/Open-minded/Idealist
  • In this role, the student notes what appears to be feasible, profitable, ideal, and "sunny" ideas when addressing this problem. Always sees the bright or positive side of the situation.
role 7 emotional sensitive intuitive
Role 7: Emotional/Sensitive/Intuitive
  • Comments with the fire and warmth of emotions, feelings, hunches, and intuitions when interacting with others, posting comments, or addressing problems.
role 8 idea generator creative energy inventor
Role 8: Idea Generator Creative Energy/Inventor
  • Brings endless energy to online conversations and generates lots of fresh ideas and new perspectives to the conference when addressing issues and problems.
role 9 questioner ponderer protester
Role 9: Questioner/Ponderer/Protester
  • Role is to question, ponder, and protest the ideas of others and the problem presented itself. Might assume a radical or ultra-liberal tone.
role 10 coach facilitator inspirer trainer
Role 10: Coach Facilitator/Inspirer/Trainer
  • Offers hints, clues, supports, and highly motivational speeches to get everyone fired-up or at least one lost individual back on track when addressing a problem or situation.
role 11 controller executive director ceo leader
Role 11: Controller/Executive Director/CEO/Leader
  • In this role, the student oversees the process, reports overall findings and opinions, and attempts to control the flow of information, findings, suggestions, and general problem solving.
role 12 slacker slough slug surfer dude
Role 12: Slacker/Slough/Slug/Surfer Dude
  • In this role, the student does little or nothing to help him/herself or his/her peers learn. Here, one can only sit back quietly and listen, make others do all the work for you, and generally have a laid back attitude (i.e., go to the beach) when addressing this problem.
slide57
Activity: Pick a Role Or Role Taking TaskName a role missing from this sheet and discuss how you might use it(see Bonk’s 28 roles)
slide58
Web Facilitation???Berge Collins AssociatesMauri Collins and Zane L. Bergehttp://www.emoderators.com/moderators.shtml#mod
changing role of the teacher the online teacher tafe guy kemshal bell april 2001
Changing Role of the TeacherThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
  • From oracle to guide and resource provider
  • From providers of answers to expert questioners
  • From solitary teacher to member of team
  • From total control of teaching environment to sharing as a fellow student
  • From provider of content to designer of learning experiences.
slide60
Knowledge Sharing & ConstructionE-Moderating: The Key to Teaching and Learning Online, (Gilly Salmon, (1999) Kogan Page)
  • Be an equal participant in the conference.
  • Provide sparks or interesting comments.
  • Avoid directives and right answers.
  • Acknowledge all contributions.
  • Weave, summarize, and model discussion, but be tolerant of new twists in it.
  • Reward knowledge construction & accomplishments.
pedagogical tips bonk 1998
Pedagogical Tips(Bonk 1998)
  • Test system with immediate task
  • Build peer interactivity
  • Embed choices (avatars, tasks, etc.)
  • Simplify (everything!!!)
  • Embed peer and portfolio fdbk tools
  • Offer early feedback
  • Link to prior work (legacies)
slide62
Little or no feedback given

Always authoritative

Used factual Q’s.

Created tangential discussions

Only used “ultimate” deadlines

Provided regular qual/quant feedback

Participated as peer

Allowed perspective sharing; relevant tasks

Tied discussion to grades, other assessments.

Clear goals

Dennen’s Research on Nine Online Courses (sociology, history, communications, writing, library science, technology, counseling)

Poor Instructors Good Instructors

facilitating electronic discussion
Facilitating Electronic Discussion
  • 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
slide65

But 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)

slide66

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
intrinsic motivation
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.

1 tone climate ice breakers
1. Tone/Climate: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!)

2 feedback requiring peer feedback
2. FeedbackRequiring 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)

3 engagement electronic voting and polling
3. Engagement: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)

3 engagement survey student opinions e g infopoll surveysolutions zoomerang surveyshare com
3. EngagementSurvey Student Opinions(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)
4 meaningfulness job or field reflections
4. Meaningfulness: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

5 choice multiple topics
5. Choice: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.
7 curiosity electronic guests mentoring
7. Curiosity: 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)

8 tension role play
8. Tension: Role Play

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
9 interactive critical constructive friends email pals web buddies
9. Interactive: 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.
10 goal driven gallery tours
10. Goal Driven:Gallery 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
motivational top ten
Motivational Top Ten

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)

slide85
“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

faculty member in 2020
Faculty Member in 2020
  • 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
track 1 technical specialist
Track 1: Technical Specialist
  • 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.
track 2 personal guide
Track 2: Personal Guide
  • 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.
track 3 online facilitator
Track 3: Online Facilitator
  • 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.
track 4 course developer
Track 4: Course Developer
  • 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.
track 5 course or program manager
Track 5: Course or Program Manager
  • 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.
track 6 work for hire online lecturer
Track 6: Work for Hire Online Lecturer
  • 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.
track 7 high school teacher
Track 7: High School Teacher
  • 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.
track 8 unemployed
Track 8: Unemployed
  • 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.
student differences in 2020
Student Differences in 2020
  • 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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