2. Summarizing Research, Best Pedagogical Practices, and the Levels of Web Integration

1. 2. Summarizing Research, Best Pedagogical Practices, and the Levels of Web Integration Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

2. Today is a time for reflection on past 7 years of Web use.

3. Exponential Growth of the Web

4. Are You Ready???

5. Brains Before and After E-learning After Before And when use synchronous and asynchronous tools

6. Tasks Overwhelm Confused on Web Too Nice Due to Limited Share 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 E-Pals; set amounts Embed Informal/Social E-LearningProblems and Solutions

7. Shy open up online Minimal off task Delayed collab more rich than real time; discussion extends 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 (use both to reflect) Structure generation and force reflection/comment Foster debates/critique Find Practitioners/Experts Ask Permission E-LearningBenefits and Implications

8. Do you have any questions about the research???

9. Best of Online Pedagogical Strategies…who are the key players?

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

11. 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 to content to designer of learning experiences.

12. 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

13. Rate 21 Online Teaching Competencies From TAFE Questionnaire

14. 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)

15. 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.

16. 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)

17. Using Online Learning ToolsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) • E-mail: Send and receive emails, add attachments, create distrib lists. • Web-Based Bulletin Boards: create, post message or URL, edit, administer. • Sync Communication Tools: access, post, send and receive files. • HTML: Understand simple HTML tags. • Integrated Learning Platforms: manage, use.

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

19. 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)

20. Student CommentsThe 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.

21. 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

22. 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

23. 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. • Have flexibility in work submission. • Reward early submission. • Send private email nurturing postings.

24. More Tips for Success(DLDC Reference Guide) • Prompt and remind frequently. • Summarize discussion occasionally. • Provide chat transcripts for those unable to attend. • Encourage to answer each other’s q’s. • Make first online discussion an ungraded ice breaker.

25. Gilly Salmon:Open University in UK

26. 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.

27. Zane Berge: University in Maryland, Baltimore County

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

29. 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

30. Social Recommendations(Berge, 1995, The role of the online instructor/facilitator) • Use introductions • Be accepting of lurkers • Do not ignore bad discussant behavior—privately request change • Watch for use of humor and sarcasm • Praise behavior you seek • Guard against fear or public ridicule

31. Vanessa Dennen: San Diego State University

32. Research on Nine Online Courses • 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

33. 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

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

35. 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

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

37. Converting Classes for the Web • Course conversion is not a simple matter of taking materials and putting them on a Web site • Assess how well certain activities transfer • Does it make sense to lecture online? • How do you know students are engaged? • Determine points of assessment • Should participation in a discussion count? • Will access to materials count?

38. 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

39. 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

40. Morton Paulsen: NorwayPaulsen, M. F. (1995). Online report on pedagogical techniques for computer-mediated communication. [Online]. Available: http://www.hs.nki.no/~morten/cmcped.htm [1998, March 25]. http://home.nettskolen.nki.no/%7Emorten/

41. 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)

42. 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.

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

44. 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

45. 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

46. 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

47. Curt Bonk: Indiana University

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

49. Technological Tips(Bonk, 1998) • Use course organizer (e.g., calendar) • Utilize easy to use tools. • Embed portfolio feedback tools • Find tools that provide peer feedback • Signal that work posted ok • Link to prior work (i.e., legacies) • List of who posted thus far

50. 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 • Compare features (Bruce Landon’s Web site) • 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