On to Storm 4: Enhanced Teaching (a swirling storm)

1. On to Storm 4: Enhanced Teaching (a swirling storm)

2. 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)

3. Online is EasyIdeal Student and InstructorEducation Week, May 9, 2002. p. 16 Student: Mature, independent learner. Instructor: Flexible, enthusiastic, patient, innovative, creative, provide prompt feedback, builds communities, hard working, facilitate, motivate, support, engage, responsive, planful, etc.

4. 1. Risk Easy to Embed Extensive Planning 2. Time Enterprise Licenses Free or Inexpensive 3. Cost 4. Student-Centered Low High Low Risk High Risk Instructor-Focus Student-Focus

5. Mucho Motivational Techniques

6. 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

7. Poll #1. Which blended learning strategy might like to try? • Post assessments and reviews online • Follow-up discussion activities • Use online mentors, experts, and coaches • Rely on instant messaging and chat • Online simulations, games, demos, and hands-on activities • Online surveys, polls, research, and authentic data collection • Extensive Web support materials (papers, discussion forums, test examples)

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

9. Tone/Climate: Social Ice Breakers 3. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other. 4. 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. 5. Public Commitments: Have students share how they will fit the coursework into their busy schedules

10. Choice/Explore:6. Rich Supplemental Resources

11. Feedback 7. Student Self-Testing (e.g., “CALM” Chemistry)

12. Set Goals:8. Post Model Answers

13. Meaningfulness: 9. Workplace and Field Reflections • 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

14. Curiosity: 10. Internships/Field Experience Job Interviews Field Definition Activity: Have students interview(via e-mail, if necessary) someone working in the field of study and share their results • As a class, pool interview results and develop a group description of what it means to be a professional in the field

15. Feedback: Async Discussion: Starter-Wrapper(Hara, Bonk, & Angeli, 2000) 11. Starter-Wrapper: Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed. 12. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate). 13. Alternative: Facilitator-Starter-Wrapper (Alexander, 2001) Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

16. Requiring Peer Feedback Alternatives: 14. Require minimum # of peer comments and give guidance (e.g., they should do…) 15. Peer Feedback Through Templates—give templates to complete peer evaluations. 16. Have e-papers contest(s)

17. Interact: 17. Critical/Constructive Friends, Email Pals… • 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.

18. Interact18. 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 (i.e., did anyone change their minds?) (Alternatives: B. Email Interviews with experts; C. Assignments with expert reviews)

19. Interact 19. Asynchronous Threaded Discussion plus Sync Expert Chat(e.g., Starter-Wrapper + Sync Guest Chat)

20. Curiosity:20. Reuse Chat Transcripts

21. Tension:21. Scholar Online Role Play Assume Persona of Scholar • 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 reading reflections of others or react to own

22. Tension: 22. Personalities Role Play • List possible roles or personalities (e.g., coach, questioner, optimist, devil’s advocate, etc.) • Sign up for different role every week (or for 5-6 key roles during semester) • Reassign roles if someone drops class • Perform within roles—try to refer to different personalities in peer commenting

23. Meaningful: 23. Real-time, Real-World Cases

24. Meaningful:24. Business Class Simulated Boardrooms and 25. Audio Dramas; eCollege Wales, Univ. of Glamorgan

25. Engagement: 16. Weblogs: Various Uses • Instructor or Tutor blog: resources, information, space to chat • Learner blog: reflections, sharing links and pics, fosters ownership of learning • Partner blog: work on team projects or activities • Class blog: international exchanges, projects, PBL • Story blog: cooperatively compose a story

26. Weblogs: More Uses • Revision: review and explode sentences from previous posts, add details • Nutshell: summarize themes or comments across blogs • Blog on blog: reflections on feelings, confusions, and experiences with blogs • International language exchange • Model discussion and reflection: archive of prior student or instructor blogs

27. Blog Established to Support Higher Education for Adult LearnersEducationforAdults.com, an online directory of nontraditional education programs for busy adults, has created a blog in the interest of making adults' transitions back into the classroom easier.

28. Variety: 27. 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.

29. 28. Thinking About the Readings (TARS) JIiT; Claude Cookman, IU, Photography Class

30. Variety:29. Just-In-Time Syllabus(Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htm Syllabus is created as a "shell" which is thematically organized and contains print, video, and web references as well as assignments. (Goals = critical thinking, collab, develop interests) e.g., To teach or expand the discussion of supply or elasticity, an instructor might add new links in the Just-in-Time Syllabus to breaking news about rising gasoline prices.

31. Goals and Project-Based Learning:30. Students as Web Designers(Human Intelligence Homepage, Jonathan Plucker, IU)

32. Goals/Problem-Based Learning:31. Digital Movies of Campus Life

33. Engagement32. Flash Visuals and Animations(e.g., Statistics, Cash Flow, etc.)eCollege Wales, Univ. of Glamorgan

34. Engagement: 33. Video Library of Concepts, Cases, or Experts

35. Choice: 34. Video Streaming Course Sessions (e.g., the BobWeb)

36. Goal Driven and Product Based:35. Video Papers

37. Engagement:36. Hands-on Handhelds • Practice foreign language dialects • Record scripts for theater classes • Analyze music in engineering labs • Digitally record own radio shows • Tape writing center tutoring sessions • Access portal of university info • Record lectures

38. USA Today, March 29, 2005, Money • The University of Maryland last fall gave 400 incoming MBA students free BlackBerry portable e-mail devices so they could practice prioritizing e-mails in an always-connected mode. • Jason Madhosingh uses the gizmo to communicate with classmates about group projects. "I can use it when I'm waiting to get a cup of coffee," Madhosingh says, noting that it flashes with new e-mail about every 10 minutes. "It's training me to communicate effectively in a large organization."

39. Choice:37. Electronic Voting and Polling(L/H = Cost, M = Risk, M = Time) 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)

40. Meaningfulness 38. Survey Research (e.g., SurveyShare)

41. Engagement:39. Online Performance

42. Curiosity40. Adventure Learning: Reality Teaching and Learning (Andrew Revkin, New York Times, May 25, 2003)

43. Virtual Surgery

44. Recap of the Perfect E-Storm…. 1. Emerging Technology 2. Escalating (Learner) Demands 3. Erased Budgets 4. Enhanced Teaching