Dr. Curtis J. Bonk Professor, Indiana University President, CourseShare

1. Part I. Navigating the Myths and Monsoons of Emerging Technologies, Motivational Strategies, and Demanding Learners Dr. Curtis J. Bonk Professor, Indiana University President, CourseShare http://php.indiana.edu/~cjbonk cjbonk@indiana.edu

2. There’s a Storm Brewing!!!

3. Are you ready?

4. Overview of Today’s Workshop A Monsoon of Online Learning Strategies Part I: Strategies Part II: Tools Part III: Resources From Current States to Future Trends

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

6. Changes in College Campuses

7. 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

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

9. 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.

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

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

12. What about online students?

13. Fall 2002 Semester, Indiana University All Campuses IUPUI Faculty 86% Students 87% Bloomington Faculty 62% Students 77%

14. 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/ (Oakley, 2003)

15. University of Illinois Online http://www.ivc.illinois.edu/ (Oakley, 2003)

16. University of Illinois at Springfield • Retention (day 10 to end-of-semester) in online courses averages >93%, which is comparable to on-campus retention http://www.ivc.illinois.edu/ (Oakley, 2003)

17. 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

18. Karen Lazenby (2003), Univ of Pretoria

19. Karen Lazenby (2003), Univ of Pretoria

20. Karen Lazenby (2003), Univ of Pretoria

22. 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)

23. 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

24. 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

25. E-Learning Myths….

26. 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

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

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

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

30. 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

31. Instructor Myth #1: They are Young

32. 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.

33. 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)

34. 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

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

36. Common Instructor Complaints • Students don’t participate • Students all participate at the last minute • Students post messages but don’t converse • Facilitation takes too much time • If they must be absent, the discussion dies off • Students are confused

37. Reasons why... Students don’t participate • Because it isn’t required • Because they don’t know what is expected Students all participate at last minute • Because that is what was required • Because they don’t want to be the first Instructor posts at the last minute

38. 3.

39. 1. Social (and cognitive) Acknowledgement:"Hello...," "I agree with everything said so far...," "Wow, what a case," "This case certainly has provoked a lot of discussion...," "Glad you could join us..."

40. 2. Questioning:"Another reason for this might be...?," "An example of this is...," "In contrast to this might be...,""What else might be important here...?," "How might the teacher..?." "What is the real problem here...?," "How is this related to...?,“, "Can you justify this?"

41. 5. Feedback/Praise:"Wow, I'm impressed...," "That shows real insight into...," "Are you sure you have considered...," "Thanks for responding to ‘X’...," "I have yet to see you or anyone mention..."

42. 6. Cognitive Task Structuring:"You know, the task asks you to do...," "Ok, as was required, you should now summarize the peer responses that you have received...," "How might the textbook authors have solved this case."

43. 8. Push to Explore:"You might want to write to Dr. ‘XYZ’ for...," "You might want to do an ERIC search on this topic...," "Perhaps there is a URL on the Web that addresses this topic..."

44. 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.

45. Online Concierge • To provide support and information on request (perhaps a map of the area…) (Gilly Salmon, 2000).

46. Personal Learning Trainer • Learners need a personal trainer to lead them through materials and networks, identify relevant materials and advisors and ways to move forward (Mason, 1998; Salmon, 2000).

47. E-Police • While one hopes you will not call yourself this nor find the need to make laws and enforce them, you will need some Code of Practice or set procedures, and protocols for e-moderators (Gilly Salmon, 2000).

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

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

50. 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