Navigating the Myths and Monsoons of e-Learning with Learner Centered Pedagogy: Business Classes and Beyond

Slide 1:Navigating the Myths and Monsoons of e-Learning with Learner Centered Pedagogy: Business Classes and Beyond

Slide 2:Talk Subtitle: How to avoid Mickey Mouse Courses Speaker: Curt Bonk Alias: Mickey Mouse

Slide 3:There�s a Storm Brewing!!!

Slide 4:The Perfect Storm!

Slide 5:Changes in College Campuses

Slide 7:What about online students?

Slide 8: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

Slide 9:Karen Lazenby (2003), Univ of Pretoria

Slide 10:E-Learning Myths�.

Slide 11:College E-Learning Myths 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

Slide 12:College Myth #2.Pedagogical tools exist to teach online.

Slide 13:College Myth #7.Learning is improved.

Slide 14:Instructor E-Learning Myths 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

Slide 16: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.

Slide 17: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.

Slide 18:Still More Hats Assistant Devil�s advocate Editor Expert Filter Firefighter Facilitator Gardener Helper Lecturer Marketer Mediator Priest Promoter

Slide 19:Instructor Myth #7.College Instructors are Loyal.

Slide 20:Student E-Learning Myths Anytime, anywhere Easy Can cram Procrastinate ok Less social Can hide To many off-task Domination Don�t care More excuses ok

Slide 21:Let�s brainstorm comments (words or short phrases) that reflect your overall attitudes and feelings towards online teaching�

Slide 22: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

Slide 23:Reflect for a moment on your e-learning myths???

Slide 24:3 E-learning Storms are Approaching

Slide 25: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.

Slide 26:E-Learning Technologies of Future? 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

Slide 27:4. Electronic Books

Slide 28:15. Wearable Computing

Slide 29:16. Wireless Technology

Slide 30:Timeout for a break from our sponsors�

Slide 31:Storm 2:E-Learner Demands

Slide 32:Student Hated Ed Psych OnlineIndiana Daily Student, March 5, 2003 Mainly technology problems, somewhat lack of interaction and bored

Slide 33:So What Do Students Want? Relevant Information Organization and Structure Clear Expectations Modeling and Guidance Prompt and Informative Feedback Personal Touch and Caring Address Diverse Needs & More Visual Lrng Application to Their Job Setting Choice and Challenge Success

Slide 34:Storm 3: Pedagogy

Slide 35:There are many problems online�

Slide 36:Traditional Teaching will NOT Work Online!!! Supposed sage, manager, conveyer King of the mountain, sets the agenda Learner is a sponge Passive learning & discrete knowledge Objectively assess, competitive Text- or teacher-centered, transmission model Lack interconnections & inert Squash student ideas

Slide 37:Too Often Shovelware is encouraged! �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)

Slide 38:Learner-Centered on Web (Bonk & Cummings, 1998) 1. Safe Lrng Community: 6, 11 2. Foster Engagement: 1- 6, 11. 3. Give Choice: 8, 9, 12 4. Facilitate Learning: 2, 9, 11. 5. Offer Feedback: 3, 6, 8, 11, 13. 6. Apprentice Learning: 3, 6, 7-9, 11, 13. 7. Use Recursive Tasks: 1, 3, 8-9, 10, 13. 8. Use Writing & Reflection: 3, 8, 12-13. 9. Build On Web Links: 2-4, 8-9, 12-14. 10. Be Clear & Prompt Help: 2, 9, 11, 14. 11. Evaluate Dimensionally: 1-5, 14. 12. Personalize: 6, 8, 10-13.

Slide 39:Active Learning Principles: 1. Authentic/Raw Data 2. Student Autonomy/Inquiry 3. Relevant/Meaningful/Interests 4. Link to Prior Knowledge 5. Choice and Challenge 6. Teacher as Facilitator and Co-Learner 7. Social Interaction and Dialogue 8. Problem-Based & Student Gen Learning 9. Multiple Viewpoints/Perspectives 10. Collab, Negotiation, & Reflection

Slide 41: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)

Slide 42:Intrinsic Motivational Terms? 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

Slide 43: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)

Slide 44:1. Tone/Climate: Ice Breakers A. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings B. Coffee House Expectations 1. Have everyone post 2-3 course expectations 2. Instructor summarizes and comments on how they might be met

Slide 45:2. Feedback: A. Critical/Constructive Friends Assign a critical friend (based on interests?). 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.

Slide 46:2. FeedbackB. 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)

Slide 47:3. Engagement:A. 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

Slide 48:3. Engagement:B. Double-Jeopardy Quizzing Gordon McCray, Wake Forest University, Intro to Management of Info Systems Students take objective quiz (no time limit;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)--forces reflection! Students must commit to a response but can use reference materials Correct answer and explanation are presented

Slide 49:4. MeaningfulnessA. Job interviews & Internships Learners interview someone about their job and post to the Web or 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

Slide 50:5. Choice:A. Multiple Topics or Tasks Generate multiple discussion prompts & 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

Slide 51:5. Choice:B. Discussion: Starter-Wrapper (Hara, Bonk, & Angeli, 2000) Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate). C. Alternative: Facilitator-Starter-Wrapper (Alexander, 2001) Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

Slide 52:6. Variety: A. Just-In-Time-Teaching Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication): Lectures are built around student answers to short quizzes that have an electronic due date just hours before class. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

Slide 53:7. Curiosity:A. Synchronous Chats 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 B. Alternative: S�ance

Slide 54:8. Tension: Role Play A. Assume Persona of Scholar (or famous personality) Enroll famous people in your course Students assume voice of that person for one or more sessions Post a 300-700 word debate to one or more of the readings as if you were that person. Enter debate topic or Respond to debate topic Respond to rdg reflections of others or react to own

Slide 55: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.

Slide 56: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.

Slide 57:9. Interactive:A. Symposia of Experts or Press Conference Find topic during semester that peaks interest Find students who tend to be more controversial Invite to a panel discussion on a topic or theme Have them prepare statements Invite questions from audience (rest of class) Assign panelists to start

Slide 58:10. Goal DrivenA. Team Products and Gallery Tours Team or Course White Paper, Business Plan, Study Guide, Glossary, Journal: Have students work in teams to produce a product and share with other groups Post work to online gallery. Expert Review and rate projects (authentic audience)

Slide 59:The Perfect Storm�.1. Innovative Technology2. Demanding Learners3. Creative Pedagogy

Slide 60:So, which direction do we go?