Motivational Strategies When Integrating Technology: Why, What, and How

1. Motivational Strategies When Integrating Technology: Why, What, and How Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

2. I. Why? • New expectations • Exposure • Foster active learning • New connections • Enhance learning outcomes • Rethink role as instructor • Excite instead of bore

3. Online Technology Pushes Pedagogy to the ForefrontFrank Newman & Jamie Scurry, Chronicle of Higher Education, July 13, 2001, B7. “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.”

5. Teen’s Web Use • 94% use the Internet for school research • 78% believe the Internet helps them with schoolwork • 41% use email and instant messaging to contact teachers or schoolmates about class work • The Internet is their primary communication tool • 81% email friends and relatives • 70% use instant messaging to keep in touch • 56% prefer the Internet to the telephone (Lenhart, Simon, & Grarziano, 2001); cited in Diane Oblinger, 2002 Lenhart, Simon & Graziano, 2001

6. I know we have had problems in the past…

7. II. What? What do you currently do with technology? What can you do with technology?

8. Models of Technology in Teaching and Learning(Dennen, 1999, Bonk et al., 2001) • Enhancing the Curriculum • computers for extra activities: drill and practice CD • Extending the Curriculum • transcend the classroom with cross-cultural collaboration, expert feedback, virtual field trips and online collaborative teams. • Transforming the Curriculum • allowing learners to construct knowledge bases and resources from multiple dynamic resources regardless of physical location or time.

9. My Technology Use • Stand Alone Computer Presentations • stat demos, graphical projections, ERIC, PP, Inspiration • School of Education Computer Lab • Train, mentor, student demos, guest speakers, explore • Distance Education: Web (WebCT, Blackboard) • Web pages, syllabi, courses, supplements, explore links • Distance Ed: Videoconferencing Courses • Project Athena, Picture-tel, CU-SeeMe, NetMeeting, VIC, IP. • Electronic Mail (E-mail) • Computer Conferencing & Collab Writing • Sitescape, VU, NiceNet, COW, Connect, FirstClass • Specific Technology Equipment • Document Camera, Fax, CD-ROM, Scanner, Digital Camera, camcorders, Videotape, Stereos, Scanner, Telephone, Audiotape, Overhead Projectors, etc.

10. Technology Goals at Purdue 1. Experience with wide variety of technology 2. Instructional opportunity for diverse learners. 3. Link field to class and discuss/dialogue. 4. Inquiry, reflection, journals, personal sums. 5. Scaffolded learning opportunities. 6. Encourage to create artifacts with tech. 7. Some electronic assignments and portfolios. 8. Link students & faculty-telecommunications. (e.g., bulletin boards and online discussions) 9. Interactive simulations. 10. Informal e-mail.

11. Technology Tools • MBL--sensors, probes, microphones, motion det • Hand held Devices: Graphing calculators, palm pilots, Newtons • Exploratory Simulations—physics, chemistry, etc. • Telecommunications & Interpers Exchanges: e.g., keypals, ask expert, cross-age mentoring. • Assistance Technology: screen magnifiers, speech synthesizers and digitizers, voice recognition devices, touch screens, alternative computer keyboards, and headpointing devices • Writing: post-it notes, outlining aids, semantic webbing tools, prompting tools, word processors, grammar checks.

13. More Technology Tools • Presentation/Integration: Smart lecturns • Cognitive Tools: graphing tools, spreadsheets, word processors, and databases • Intelligent Tutors: Geometry, Algebra, Statistics • Class Management: Gradebooks, track students • Testing: Essay grade, computer adaptive testing • Classroom Assessment: Digital portfolios • Distance Learning: Web and videoconferencing

14. Online Exams and Gradebooks

15. Digital Portfolios

16. Technology Ideas • Bring in experts via video/computer conferencing • Teleconferencing talks to tchrs & experts • Reflect on field & debate cases on the Web • Make Web resources accessible • Collab with Students in other places/countries • Have students generate Web pages/pub work • Represent knowledge with graphing tools • Videoconference with colleagues • Make Web link suggestions

17. Inspiration Example

18. More Technology Ideas • Take to lab for group collaboration. • Take to computer lab for Web search. • Take to an electronic conference. • Put syllabus on the Web. • Create a class computer conference. • Require students sign up for a listserv. • Use e-mail minute papers & e-mail admin. • Have students do technology demos.

19. Level 1: Post Your Syllabus

20. Reflect on Extent of Integration:The Web Integration Continuum(Bonk et al., 2000) 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

21. Still More Technology Idas • Find Free Concept Clips on Internet. • Show Web site glossary--let explore & eval. • Student final project presentations with tech. • Scavenger Hunt (including items on Web). • Explore Simulated businesses, hospitals, schools, farms, planets, etc. • Videotape performances (speaking, teaching, coaching, etc.) • Peer Mentoring sign up.

23. III. How?

25. 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)

26. 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)

27. Must Online Learning be Boring? What Motivates Adult Learners to Participate?

28. 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.

29. Motivational TermsSee 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

30. Tone: B. Social 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. 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.

31. 1. Tone/Climate:B. Social 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!)

34. 1. Tone/Climate: Social 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 • Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

35. Tone/Climate:B. Social Ice Breakers 7. Scavenger Hunt 1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web) 2. Post scores 8. Two Truths, One Lie • Tell 2 truths and 1 lie about yourself • Class votes on which is the lie

36. 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)

38. 2. Feedback:B. 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)

40. 2. Feedback:C. Acknowledgement via E-mail, Web, Live Chats, Telephone

41. 2. Feedback (Instructor)D. Anonymous Suggestion Box George Watson, Univ of Delaware, Electricity and Electronics for Engineers: • Students send anonymous course feedback (Web forms or email) • Submission box is password protected • Instructor decides how to respond • Then provide response and most or all of suggestion in online forum • It defuses difficult issues, airs instructor views, and justified actions publicly. • Caution: If you are disturbed by criticism, perhaps do not use.

42. E. Poll Students for Formative Feedback

43. F. Formative Feedback (and interaction) When Videoconferencing 1. Human Graph: • Have students line up on a scale (e.g., 1 is low and 5 is high) on camera according to how they feel about something (e.g., topic, the book, class). • Debrief

44. 2. Feedback:G. Double-Jeopardy Quizzing Gordon McCray, Wake Forest University, Intro to Management of Info Systems • Students take objective quiz (no time limit and not graded) • Submit answer for evaluation • Instead of right or wrong response, the quiz returns a compelling probing question, insight, or conflicting perspective (i.e., a counterpoint) to force students to reconsider original responses • Students must commit to a response but can use reference materials • Correct answer and explanation are presented

45. 2. Feedback:H. Asynchronous Self-Testing and Self-Assessments

46. 2. Feedback (Instructor)I. 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; October 2001, p. 18)

47. 2. Feedback:J. Synchronous Testing & Assessment(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.

48. 2K. Learner-Content Interactions: Self-Testing

49. 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.

50. 3. EngagementA. Questioning: XanEdu Coursepacks