Session 119: Pedagogy for the Web: Motivating Adult Learners and Instructors

1. Session 119: Pedagogy for the Web: Motivating Adult Learners and Instructors Curt Bonk, Indiana University President, CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk Vanessa Dennen, San Diego State University Assistant Professor vdennen@mail.sdsu.edu http://edweb.sdsu.edu/people/vdennen

2. How to Improve Learning OutcomesCheryl Flagler, e-Learning, Sept 12, 2002 “Developers have the most influence on the learners’ success through the learning environment they provide them. This environment must take into account self-directive skills that are intrinsic to the learner, including motivation, self reliance, self confidence, and risk tolerance."

3. How to Improve Learning OutcomesCheryl Flagler, e-Learning, Sept 12, 2002 Allow the learner to monitor goals Content engages multiple modalities Clear purpose of content Allow learners to make learning decisions and learn from mistakes Build in challenges and successes Mix creative and analytic skill needs Provide for diverse situations, reflection, interaction, and feedback

4. Cohen & Payiatakis (2002, Feb). E-Learning: Harnessing the hype. Performance Improvement, 41(7), 7-15. …both instructional and graphic (design)…must be compelling and engaging enough to keep the learner involved, interested, and stimulated…The ideal future is a learning experience designed to be memorable, motivational, and magical if it is to make a lasting impact on the capabilities of the learner.

5. From Learning Designers to Experience Designers(Reinhard Ziegler, March 2002, e-learning) “How are we going to create environments, simulations, and real learning experiences unless they’ve participated in them and reflected on their importance for themselves?”…the key is “how to design the interaction so the user lives the experience.”

6. 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.

7. Online PowerPoint? NEXT

8. More Online PowerPoint(even terrorists would be too bored to read)

9. 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)

10. Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee) • Curiosity: Fun, Fantasy, Control • Tone/Climate: Psych Safety, Comfort, Belonging • Tension: Challenge, Dissonance, Controversy • Feedback: Responsive, Supports, Encouragement • Engagement: Effort, Involvement, Excitement • Meaningfulness: Interesting, Relevant, Authentic • Choice: Flexibility, Opportunities, Autonomy • Variety: Novelty, Intrigue, Unknowns • Interactive: Collaborative, Team-Based, Community • Goal Driven: Product-Based, Success, Ownership

11. Part I. Best Practices:Who are some of the key scholars and players…???

12. News Flash: “Instant Messenger (IM) is a huge corporate tool, yet rarely mentioned in corporate productivity or learning plans.” TechLearn TRENDS, Feb. 6, 2002 • Jupiter Media Metrix: • 8.8 million AOL IM users at work • 4.8 million MSN users at work • 3.4 million Yahoo! Messenger users at work • Doubled from 2.3 billion minutes in Sept. 2000 to 4.9 billion minutes in Sept. 2002. • It can connect learners to each other and provide easier access to the instructor (the MASIE Center).

13. Synchronous Presentation Tools

14. Synchronous WBT ProductsJennifer Hoffman, ASTD, Learning Circuits, (2000, Jan) • Deluxe (InterWise, LearnLinc, Centra) • 2-way audio using VOIP, one-way or two-way video, course scheduling, tracking, text chat, assessment (requires thick client-side software) • Standard (HorizonLive, PlaceWare) • One-way VOIP or phone bridge for two-way audio, text chat, application viewing, (requires thin client-side app or browser plug-ini) • Economy (Blackboard, WebCT) • Browser-based, chat, some application viewing (Requires Java-enabled browsers, little cost, free)

15. Web Conferencing Features • Audio (VOIP, bridge) and Videostreaming • Application Sharing or Viewing (e.g., Word and PowerPoint) Includes remote control and emoticons • Text (Q&A) Chat (private and public) • Live Surveys, Polls, and Reports • Synchronous Web Browsing • File Transfer

16. Curiosity:A. Webinar (with Sync Tools)

17. Curiosity: • B. Electronic Guests & Mentoring

18. Curiosity:C. Moderated Online Team Meeting

19. Curiosity: • D. Threaded Discussion plus Expert Chat • (e.g., Starter-Wrapper + Sync Guest Chat)

20. Curiosity: E. Synchronous Collaborative Writing

21. Curiosity:F. Tutoring and Mentoring

22. 2. Tone/Climate: Social Ice BreakersA. Readiness Checklist • The amount of time I can devote to this class is… • I am a self-motivated individual. • I am a good “time-manager.” • I complete whatever I start. • I am not a procrastinator--I like to get things done today and not put off for tomorrow.

23. 2. Tone: Social Ice Breakers • Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductions or stories to a particular cartoon URL. Storytelling is a great way to communicate.http://www.curtoons.com/cartooncoll.htm

24. 2. Tone/Climate:Social Ice Breakers C. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings D. 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!)

27. 3. Tension:A. Role Play Scholar/Author Assume Persona of Scholar • Enroll famous people in your course • Students assume voice of that person for one or more sessions • Enter debate topic or Respond to debate topic • Respond to rdg reflections of others or react to own

28. 3. Tension: B. Role Play PersonalitiesRole 1: Starter/Mediator/Reporter/ Commentator • Summarizes the key terms, ideas, and issues in the chapters, supplemental instructor notes, journal articles, and other assigned readings and asks thought provoking questions typically before one’s peers read or discuss the concepts and ideas. In effect, the starter is a reporter or commentator or teacher of what to expect in the upcoming readings or activities. Once the “start” is posted, this student acts as a mediator or facilitator of discussion for the week.

29. Role 2: Wrapper/SummarizerSynthesizer/Connector/Reviewer • Connects ideas, synthesizes discussion, interrelates comments, and links both explicit and implicit ideas posed in online discussion or other activities. Here, the student looks for patterns and themes in online coursework while weaving information together. The wrapping or summarizing is done at least at the end of the week or unit, but preferably two or more times depending on the length of the activity.

30. 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.

31. Role 5: Idea Squelcher/Biased/Preconceiver • Squelches good and bad ideas of others and submits your own prejudiced or biased ideas during online discussions and other situations. Forces others to think. Is that person you really hate to work with.

32. Role 7: Idea Generator Creative Energy/Inventor • Brings endless energy to online conversations and generates lots of fresh ideas and new perspectives to the conference when addressing issues and problems.

33. Funny thing is that Al thinks he invented the Internet AND e-learning as well!!!

35. 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.

36. 4. Feedback:A. Learner-Content Interactions: Self-Testing

37. 4. Feedback: B. More Learner-Content Interactions (economics) (Friday Sept 13th, 2002)

38. 4. Feedback:C. Learner-Content Interactions: 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

39. 4. Feedback: D. Students Play Online Jeopardy Game www.km-solutions.biz/caa/quiz.zip

40. 4. Feedback:E. 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.

41. 4. Feedback:F. Self-Testing and Self-Assessments(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.

42. Feedback: G. Poll Students for Formative Feedback

43. 4. Feedback (Instructor)H. 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…

44. 5. Engagement: Survey Student Opinions(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

45. 6. Meaningfulness: A. Perspective Taking: Real Life • 1. Perspective sharing discussions: Have learners relate the course material to a real-life experience. Real situations or cases. • Example: In a course on leadership development, have learners share experiences where they were all-of-a-sudden been put in charge of some project or activity and describe what happened as well as what they would do differently.

46. 6. MeaningfulnessB. Perspective Taking: Foreign Languages Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU: • Have students receive e-newsletters from a foreign magazine as well as respond to related questions. • Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.

47. 6. Meaningfulness:C. Case-Based Laboratories Virginia Polytechnic Institute: Veterinary Medicine • Instructors provide all materials for case-based labs: WP files, patient photos & materials, color slides of specimens • Create Web images through scanning photos, slides, radiographs, and computed scans. • Students view patient info (photo, lesion photos, history, physical exam findings) • Can click on active links of sounds (breath, cardiac, etc.) • Students encouraged to discuss cases before class

48. 6. Meaningfulness: D. Authentic Data Analysis Jeanne Sept, IU, Archaeology of Human Origins; Components: From CD to Web • A set of research questions and problems that archaeologists have posed about the site (a set of Web-based activities) • A complete set of data from the site and background info (multimedia data on sites from all regions and prehistoric time periods in Africa) • A set of methodologies and add’l background info (TimeWeb tool to help students visualize, analyze, interpret, and explore space/time dimensions)

49. 6. Meaningfulness: E. Online Co-Laborative Psych Experiments PsychExperiments (University of Mississippi) Contains 30 free psych experiments • Location independent • Convenient to instructors • Run experiments over large number of subjects • Can build on it over time • Cross-institutional Ken McGraw, Syllabus, November, 2001

50. 6. Meaningfulness:F. Games and Simulations “There’s something new on the horizon, though: computer-based soft skills simulations, which let learners practice skills such as negotiation and team building.” Clark Aldrich, The State of Simulations, Sept. 2001, Online Learning