Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration

1. Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

2. Timeout!!! What do you do with technology today? ____________________ ____________________ What about 10 years ago??? ___________________ ____________________

3. Are StudentsActive?

4. 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

5. 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.

6. 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.

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

8. Technology Ideas • 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

9. 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.

10. 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.

11. Are you ready?

12. To Cope with the Technology Explosion, We Need Instructor E-Learning Support!!!

13. Administrative: “Lack of admin vision.” “Lack of incentive from admin and the fact that they do not understand the time needed.” “Lack of system support.” “Little recognition that this is valuable.” “Rapacious U intellectual property policy.” “Unclear univ. policies concerning int property.” Pedagogical: “Difficulty in performing lab experiments online.” “Lack of appropriate models for pedagogy.” Time-related: “More ideas than time to implement.” “Not enough time to correct online assign.” “People need sleep; Web spins forever.” Problems Faced

14. Best of Online Pedagogical Strategies…

15. 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.

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

17. What do we need??? FRAMEWORKS!

18. 1. 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.

19. 2. 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

20. 3. Reflect on Interactions:Matrix of Web Interactions(Cummings, Bonk, & Jacobs, 2002) 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

21. 4. 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.

22. 5.

23. 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..."

24. 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."

25. 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..."

26. How to Combine these Roles?

27. E-Moderator • Refers to online teaching and facilitation role. Moderating used to mean to preside over a meeting or a discussion, but in the electronic world, it means more than that. It is all roles combined—to hold meetings, to encourage, to provide information, to question, to summarize, etc. (Collins & Berge, 1997; Gilly Salmon, 2000); see http://www.emoderators.com/moderators.shtml.

28. Other Hats

29. Other Hats • Weaver—linking comments/threads • Tutor—individualized attention • Participant—joint learner • Provocateur—stir the pot (& calm flames) • Observer—watch ideas and events unfold • Mentor—personally apprentice students • Community Organizer—keep system going

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

31. Web Facilitation???Berge Collins AssociatesMauri Collins and Zane L. Bergehttp://www.emoderators.com/moderators.shtml#mod

32. Facilitating Electronic Discussion • Have Students Initiate, Sign up for Roles • Provide Guidelines and Structure • Weave and Summarize Weekly • Be patient, prompt, and clear • Foster Role Play, Debate, and Interaction • Assign Due Dates, Times, and Points • Constantly Monitor, Converse not Dictate • Assign Buddies/Pals or Include Mentoring

33. Is it that simple? NOPE!!!

34. There is a Problem…

35. 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

36. 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)

38. 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)

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

40. 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.

41. 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.

42. 6. E-Learning Pedagogical Strategies

44. 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

45. Encourage activities that motivate thinking.(Sheinberg, April 2000, Learning Circuits)

46. 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

47. 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.

48. 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!)

50. 1. Tone/Climate:B. 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.