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Navigating the Myths and Monsoons of E-Learning Strategies and Technologies

Navigating the Myths and Monsoons of E-Learning Strategies and Technologies. Dr. Curtis J. Bonk Indiana University and CourseShare http://php.indiana.edu/~cjbonk cjbonk@indiana.edu. There’s a Storm Brewing!!!. Are you ready?. The Perfect Storm!. I. Better Technology. II. Learner

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Navigating the Myths and Monsoons of E-Learning Strategies and Technologies

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  1. Navigating the Myths and Monsoons of E-Learning Strategies and Technologies Dr. Curtis J. Bonk Indiana University and CourseShare http://php.indiana.edu/~cjbonk cjbonk@indiana.edu

  2. There’s a Storm Brewing!!!

  3. Are you ready?

  4. The Perfect Storm! I. Better Technology II. Learner Demands III. Better Pedagogy

  5. Changes in College Campuses

  6. What Really Matters in College: Student Engagement “The research is unequivocal: students who are actively involved in both academic and out-of-class activities gain more from the college experience than those who are not so involved.” Ernest T. Pascarella & Patrick T. Terenzini, How College Affects Students

  7. Benchmarks of Effective Educational Practice (Kuh, in press) National Survey of Student Engagement(pronounced “nessie”)

  8. Level of Academic Challenge Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.

  9. What We’re Learning About Student Engagement From NSSE George Kuh (in press). Change Indiana University Bloomington

  10. What We’re Learning About Student Engagement From NSSE George Kuh (in press). Change Indiana University Bloomington

  11. What about online students?(Wheeler, 2003)

  12. Fall 2002 Semester, Indiana University(Wheeler, 2003) All Campuses IUPUI Faculty 86% Students 87% Bloomington Faculty 62% Students 77%

  13. Illinois Virtual Campus • 68 Illinois institutions (public and private, 2-year and 4-year) providing online courses and programs • (2652) 2700 different online course titles • 107 degree and certificate programs http://www.ivc.illinois.edu/

  14. University of Illinois Online (Prof. Burks Oakley II, 2003)

  15. University of Illinois at Springfield • Retention (day 10 to end-of-semester) in online courses averages >93%, which is comparable to on-campus retention (Prof. Burks Oakley II, 2003)

  16. What about Ohio State? • At Ohio State the # of students using WebCT going from about 250 per quarter in 1999 to more than 25,000 this quarter.  But 90% of those are just web-enhanced (or hybrid) courses … not totally “online.”  • Per Tom Stone [stone.177@osu.edu]. April 6, 2003

  17. Karen Lazenby (2003), Univ of Pretoria

  18. Karen Lazenby (2003), Univ of Pretoria

  19. Karen Lazenby (2003), Univ of Pretoria

  20. Part I. Best Practices:Who are some of the key scholars and players…???

  21. 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)

  22. Tasks Overwhelm Confused on Web Too Nice Due to Limited History Lack Justification Hard not to preach Too much data Communities not easy to form Train and be clear Structure time/dates due Develop roles and controversies Train to back up claims Students take lead role Use Email Pals; set times and amounts Embed Informal/Social E-LearningProblems and Solutions

  23. Shy open up online Minimal off task Delayed collab more rich than real time Students can generate lots of info Minimal disruptions Extensive E-Advice Excited to Publish Use async conferencing Create social tasks Use Async for debates; Sync for help, office hours Structure generation and force reflection/comment Foster debates/critique Find Practitioners/Experts Ask Permission E-LearningBenefits and Implications

  24. E-Learning Myths….

  25. Either-or decision Good tools exist Web no different College owns course Put FTF on Web Cheaper Better/Improved Profit is the key Need to create tools High dropouts College E-Learning Myths

  26. College Myth #1.Web-instruction is an either-or decision.

  27. College Myth #2.Pedagogical tools exist to teach online.

  28. College Myth #7.Learning is improved. After e-learning Before e-learning

  29. They are young Use latest tech Teach same Just more training Time equal Will not share Are loyal Not affected by this Can wait it out Teach for free online Instructor E-Learning Myths

  30. Instructor Myth #1: They are Young

  31. Instructor Myth #2: College Instructorswill flock to sophisticated technologies. “Kirchner foresees faculty increasingly using technology in traditional classes, but comments they, “They need to break through beyond discussion boards and chats.” Cornell Daily, January 20, 2003, Chris Mitchell, Fathoming the future of e-Learning.

  32. Little or no feedback given Always authoritative Narrow focus of what was relevant Used “ultimate” deadlines Provided regular feedback Participated as peer Allowed perspective sharing Tied discussion to grades. Instructor Myth #3. Instructors can teach the same way they always have. Poor Instructors Good Instructors Vanessa Dennen (2001) Research 9 Online Courses (sociology, history, communications, writing, library science, technology, counseling)

  33. 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.

  34. Assistant Devil’s advocate Editor Expert Filter Firefighter Facilitator Gardener Helper Lecturer Marketer Mediator Priest Promoter Still More Hats

  35. Instructor Myth #7.College Instructors are Loyal.

  36. Anytime, anywhere Easy Can cram Procrastinate ok Less social Can hide To many off-task Domination Don’t care More excuses ok Student E-Learning Myths

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

  38. Student Myth #2 It’s EasyStudent comments from “The Online Teacher,” TAFE, Guy Kemshal-Bell (April, 2001) • Positive Side: intense, challenging, emotional, dynamic, addictive, fun, stimulating, flexible, empowering, intellectually stimulating. • Less-Positive Side: Time-consuming, frustrating, little feedback, isolating, bewildering, a lot to grapple with. Professors say: exciting, fun, challenging, demanding, time consuming

  39. What are your e-learning myths???

  40. 3 E-learning Storms are Approaching

  41. Storm 1: Technology “Many faculty members are still concerned whether the technology is simple and reliable enough to use for more-sophisticated learning tasks. Increasingly, however, better software is emerging that engages students in more effective learning.” Online Technology Pushes Pedagogy to the ForefrontFrank Newman & J. Scurry, Chronicle of Higher Ed, July 13, 2001, B7.

  42. Assistive Technologies Learning Communities Digital Portfolios Electronic Books Instructor Portals Intelligent Agents Online Exams and Grade Books Online Games and Simulations Online Language Learning Online Mentoring Pedagogical Courseware Peer-to-Peer Collaboration Reusable Learning Objects Virtual Worlds/Reality Wearable Computing Wireless Technology and Handheld Devices E-Learning Technologies of Future?

  43. 4. Electronic Books

  44. 5. Instructor/Trainer Portals

  45. 8. Online Simulations (SimuLearn)

  46. 9. Online Language Support (pronunciation, communication, vocabulary, grammar, etc.)

  47. 10. Online Mentoring (from remote locations)

  48. A web’s that’s out of this world Alan Boyle, MSNBC, Nov. 8, 1999 • NASA and network gurus are working together to extend the Internet to other worlds in the next few years. But there are some limits that not even the World Wide Web can route around, such as the speed of light. So the builders of the Interplanetary Internet are going back to the basics, retooling protocols for future communications with Mars and beyond.

  49. 13. Reusable Learning Objects • “Learning Objects are small or large resources that can be used to provide a learning experience. These assets can be lessons, video clips, images, or even people. The Learning Objects can represent tiny "chunks" of knowledge, or they can be whole courses.” Claude Ostyn, Click2Learn

  50. 14. Virtual Worlds/Virtual Reality • Avatars--representations of people • Objects--representations of objects • Maps--the landscape which can be explored • Bots--artificial intelligence

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