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Finding the Pedagogy to Motivate Students Online

Finding the Pedagogy to Motivate Students Online. Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com. Are You Ready???. Asynchronous Possibilities. 1. Link to peers and mentors.

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Finding the Pedagogy to Motivate Students Online

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  1. Finding the Pedagogy to Motivate Students Online Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

  2. Are You Ready???

  3. Asynchronous Possibilities 1. Link to peers and mentors. 2. Expand and link to alternative resources. 3. Involve in case-based reasoning. 4. Connect students in field to the class. 5. Provide e-mail assistance 6. Bring experts to teach at any time. 7. Provide exam preparation. 8. Foster small group work. 9. Engage in electronic discussions & writing. 10. Structure electronic role play.

  4. Best of Online Pedagogical Strategies…

  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. 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.

  7. 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. • Support others for e-moderator role. • Reward knowledge construction & accomplishments. • Be tolerant of twists in the discussion.

  8. 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

  9. 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 assns. Used incremental deadlines Dennen’s Research on Nine Online Courses (sociology, history, communications, writing, library science, technology, counseling) Poor Instructors Good Instructors

  10. Web-Based Resources(Oliver & McLoughlin, 1999) • URL Postings in Dynamic Database (for inquiry) • Electronic Discussions (to see ideas unfold) • Debates (submit arguments in a public space) • Personal Reflections (encourage to rebut/refute) • Concept Maps (see relationships) • Nominal Group Process (to gain consensus) • Survey (can aggregate student responses)

  11. Pedagogical Techniques of CMC(Paulsen, 1995, The Online Report on Pedagogical Techniques for Computer-Mediated Communication) • Collective databases • Informal socializing (online cafes) • Seminars (read before going online) • Public tutorials • Peer counseling • Simulations, games, and role plays • Forum • Email interviews • Symposia or speakers on a theme • The notice board (class announcements)

  12. Synchronous ConsiderationsJennifer 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 • Welcome to the session/class; explain goals; ask for feedback on goals. • Vary instructional strategies; max interactivity • Make it visual—color, sound, animation • A “Do Not Disturb” sign & be near a restroom; pitcher of water

  13. 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)

  14. What do we need??? FRAMEWORKS!

  15. 1. 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

  16. 2. Reflect on Interactions:Matrix of Web Interactions(Cummings, Bonk, & Jacobs, in press) Instructor to Student: syllabus, notes, feedback to Instructor: Course resources, syllabi, notes to Practitioner: Tutorials, articles, listservs Student to Student: Intros, sample work, debates to Instructor: Voting, tests, papers, evals. to Practitioner: Web links, resumes Practitioner to Student: Internships, jobs, fieldtrips to Instructor: Opinion surveys, fdbk, listservs to Practitioner: Forums, listservs

  17. 3. 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.

  18. 4.

  19. 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?"

  20. But there is a Problem…

  21. We’re Handing out degrees in electronic page turning!!! • To get the certificate, learners merely needed to “read” (i.e. click through) each screen of material

  22. 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)

  23. 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.

  24. Extrinsic Motivation “…is motivation that arises from external contingencies.” (i.e., students who act to get high grades, win a trophy, comply with a deadline—means-to-an-end motivation) See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon.

  25. E-Learning Pedagogical Strategies

  26. 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

  27. Circle Those Strategies You Can Use!!!

  28. Tone:A. Instructor Modeling • The first week of a course is a critical • If an instructor is personable, students will be personable • If formal, students will be formal • Too little instructor presence can cause low levels of student involvement • Too much presence can cause uninspired student involvement

  29. Tone: B. Thiagi-Like Ice Breakers 1. Introductions: require not only that students introduce themselves, but also that they find and respond to two classmates who have something in common (Serves dual purpose of setting tone and having students learn to use the tool) 2. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other.

  30. 1. Tone/Climate:B. Thiagi-Like Ice Breakers 3. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings 4. 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!)

  31. 1. Tone/Climate:C. Thiagi-Like Ice Breakers • Pair-Ups: Have pairs of students summarize the course syllabus for each other or summarize initial materials sent from the instructor. • 99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions. • Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

  32. 1. Tone/Climate:B. Thiagi-Like Ice Breakers • Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductionsor stories to a particular cartoon URL. Storytelling is a great way to communicate. http://www.curtoons.com/cartooncoll.htm • Favorite Web Site: Have students post the URL of a favorite Web site or URL with personal information and explain why they choose that one. • Who Has Polls: During initial meeting, pool students on various interesting topics (e.g., who has walked on stilts, swam in the ocean, sat in a casket, flown a plane, etc.)

  33. 1. Tone/Climate:B. Thiagi-Like Ice Breakers • KNOWU Rooms: • Create discussion forums or chat room topics for people with diff experiences (e.g., soccer parent, runner, pet lovers, like music, outdoor person). Find those with similar interests. • Complete eval form where list people in class and interests. Most names wins. • Public Commitments: Have students share how they will fit the coursework into their busy schedules.

  34. Tone/Climate:B. Thiagi-Like Ice Breakers 13. Scavenger Hunt 1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web) 2. Post scores 14. Two Truths, One Lie • Tell 2 truths and 1 lie about yourself • Class votes on which is the lie

  35. 2. FeedbackA. Requiring 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)

  36. 2. Feedback:A. Web-Supported GroupReading Reactions • Give a set of articles. • Post reactions to 3-4 articles that intrigued them. • What is most impt in readings? • React to postings of 3-4 peers. • Summarize posts made to their reaction. (Note: this could also be done in teams)

  37. 2. Feedback:B. Acknowledgement via E-mail, Live Chats, Telephone (Acknowledge questions or completed assignments)

  38. 2. Feedback:C. Self-Testing and Self-Assessments

  39. 2. Feedback:C. Self-Testing and Self-Assessments(Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ, Syllabus, January 2002) • Post times when will be available for 30 minute slots, first come, first serve. • Give 10-12 big theoretical questions to study for. • Tell can skip one. • Assessment will be a dialogue. • Get them there 1-2 minutes early. • Have hit enter every 2-3 sentences. • Ask q’s, redirect, push for clarity, etc. • Covers about 3 questions in 30 minutes.

  40. 2. Feedback (Instructor)D. Reflective Writing Alternatives: • Minute Papers, Muddiest Pt Papers • PMI (Plus, Minus, Interesting), KWL • Summaries • Pros and Cons • Email instructor after class on what learned or failed to learn… (David Brown, Syllabus, January 2002, p. 23)

  41. 3. Engagement:A. Questioning(Morten Flate Pausen, 1995; morten@nki.no) • Shot Gun:Post many questions or articles to discuss and answer any—student choice. • Hot Seat:One student is selected to answer many questions from everyone in the class. • 20 Questions:Someone has an answer and others can only ask questions that have “yes” or “no” responses until someone guesses answer.

  42. 3. EngagementA. Questioning: XanEdu Coursepacks

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

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

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