Engaging Students Engaging Instructors Fueling Active Learning Through

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

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

Are Students Active?

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

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.

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.

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

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

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.

Asynchronous Possibilities 1. Link to peers and mentors. 2. Expand 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.

Are you ready?

To Cope with the Technology Explosion, We Need Instructor ELearning Support!!!

Problems Faced Administrative: Pedagogical: • “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. ” • “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. ”

Best of Online Pedagogical Strategies…

Changing Role of the Teacher The 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.

Dennen’s Research on Nine Online Courses (sociology, history, communications, writing, library science, technology, counseling) Poor Instructors • Little or no feedback given • Always authoritative • Kept narrow focus of what was relevant • Created tangential discussions • Only used “ultimate” deadlines Good Instructors • Provided regular qual/quant feedback • Participated as peer • Allowed perspective sharing • Tied discussion to grades, other assessments. • Used incremental deadlines

What do we need? ? ? FRAMEWORKS!

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.

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

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

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.

5.

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. . . "

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. "

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. . . "

How to Combine these Roles?

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.

Other Hats

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

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

Web Facilitation? ? ? Berge Collins Associates Mauri Collins and Zane L. Berge http: //www. emoderators. com/moderators. shtml#mod

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

Is it that simple? NOPE!!!

There is a Problem…

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

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 & Mc. Loughlin, 1999)

How Bad Is It? “Some frustrated Blackboard users who say the company is too slow in responding to technical problems with its coursemanagement 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)

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

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 selfdetermination in human behavior. NY: Plenum Press.

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.

6. E-Learning Pedagogical Strategies Motivational/Ice Breakers: Creative Thinking: 1. 2. 3. 4. 5. 6. 8 Noun Introductions Coffee House Expectations Scavenger Hunt Two Truths, One Lie Public Commitments Share-A-Link 1. 2. 3. 4. 5. 6. Brainstorming Role Play Topical Discussions Web-Based Explorations & Readings Recursive Tasks Electronic Séance Critical Thinking: Collaborative Learning: 1. 2. 3. 4. 5. 6. 7. 8. Electronic Voting and Polling Delphi Technique Reading Reactions Summary Writing and Minute Papers Field Reflection Online Cases Analyses Evaluating Web Resources Instructor as well as Student Generated Virtual Debates Starter-Wrapper Discussions Structured Controversy Symposium or Expert Panel Electronic Mentors and Guests Round robin Activities Jigsaw & Group Problem Solving Gallery Tours and Publishing Work Email Pals/Web Buddies and Critical/Constructive Friends

Motivational Terms? See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee) 1. Tone/Climate: Psych Safety, Comfort, Belonging 2. Feedback: Responsive, Supports, Encouragement 3. Engagement: Effort, Involvement, Excitement 4. Meaningfulness: Interesting, Relevant, Authentic 5. Choice: Flexibility, Opportunities, Autonomy 6. Variety: Novelty, Intrigue, Unknowns 7. Curiosity: Fun, Fantasy, Control 8. Tension: Challenge, Dissonance, Controversy 9. Interactive: Collaborative, Team-Based, Community 10. Goal Driven: Product-Based, Success, Ownership

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

1. 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

1. 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.

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!)

1. Tone/Climate: B. Thiagi-Like Ice Breakers 5. Pair-Ups: Have pairs of students summarize the course syllabus for each other or summarize initial materials sent from the instructor. 6. 99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions. 7. Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

1. Tone/Climate: B. Thiagi-Like Ice Breakers 8. Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductionsor stories to a particular cartoon URL. Storytelling is a great way to communicate. http: //www. curtoons. com/cartooncoll. htm 9. 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. 10. Who Has Polls: During initial meeting, pool students on various interesting topics (e. g. , who has walked on stilts, swam in the ocean, sat in a casket, flown a plane, etc. )

1. Tone/Climate: B. Thiagi-Like Ice Breakers 11. KNOWU Rooms: a. Create discussion forums or chat room topics for people with diff experiences (e. g. , soccer parent, runner, pet lovers, like music, outdoor person). Find those with similar interests. b. Complete eval form where list people in class and interests. Most names wins. 12. Public Commitments: Have students share how they will fit the coursework into their busy schedules.

Multiple Rooms for Chat

1. Tone/Climate: B. Thiagi-Like Ice Breakers 13. Scavenger Hunt 1. Create a 20 -30 item online scavenger hunt (e. g. , finding information on the Web) 2. Post scores 14. Two Truths, One Lie 1. Tell 2 truths and 1 lie about yourself 2. Class votes on which is the lie

2. Feedback A. 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)

2. Feedback: B. Web-Supported Group Reading Reactions 1. Give a set of articles. 2. Post reactions to 3 -4 articles that intrigued them. 3. What is most impt in readings? 4. React to postings of 3 -4 peers. 5. Summarize posts made to their reaction. (Note: this could also be done in teams)

2. Feedback: C. Acknowledgement via E-mail, Live Chats, Telephone (Acknowledge questions or completed assignments)

2. Feedback (Instructor) D. Anonymous Suggestion Box George Watson, Univ of Delaware, Electricity and Electronics for Engineers: 1. Students send anonymous course feedback (Web forms or email) 2. Submission box is password protected 3. Instructor decides how to respond 4. Then provide response and most or all of suggestion in online forum 5. It defuses difficult issues, airs instructor views, and justified actions publicly. 6. Caution: If you are disturbed by criticism, perhaps do not use.

2. Feedback: E. Double-Jeopardy Quizzing Gordon Mc. Cray, Wake Forest University, Intro to Management of Info Systems 1. Students take objective quiz (no time limit and not graded) 2. Submit answer for evaluation 3. 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 4. Students must commit to a response but can use reference materials 5. Correct answer and explanation are presented

2. Feedback: F. Async Self-Testing and Self-Assessments

2. Feedback: G. Synchronous Testing & Assessment (Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ, Syllabus, January 2002) 1. Post times when will be available for 30 minute slots, first come, first serve. 2. Give 10 -12 big theoretical questions to study for. 3. Tell can skip one. 4. Assessment will be a dialogue. 5. Get them there 1 -2 minutes early. 6. Have hit enter every 2 -3 sentences. 7. Ask q’s, redirect, push for clarity, etc. 8. Covers about 3 questions in 30 minutes.

2. Feedback (Instructor) H. Reflective Writing Alternatives: 1. Minute Papers, Muddiest Pt Papers 2. PMI (Plus, Minus, Interesting), KWL 3. Summaries 4. Pros and Cons 1. Email instructor after class on what learned or failed to learn… (David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18)

3. Engagement: A. Questioning (Morten Flate Pausen, 1995; morten@nki. no) 1. Shot Gun: Post many questions or articles to discuss and answer any—student choice. 2. Hot Seat: One student is selected to answer many questions from everyone in the class. 3. 20 Questions: Someone has an answer and others can only ask questions that have “yes” or “no” responses until someone guesses answer.

3. Engagement A. Questioning: Xan. Edu Coursepacks

3. Engagement B. Annotations and Animations: Meta. Text (e. Books)

3. Engagement: C. 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 (Note: Delphi or Timed Disclosure anomymous input till a due date and then post results and reconsider until consensus Rick Kulp, IBM, 1999) Technique:

3. Engagement D. Survey Student Opinions (e. g. , Info. Poll, Survey. Solutions, Zoomerang, Survey. Share. com)

4. Meaningfulness: A. Perspective Taking: Oral Histories and Interviews 1. Perspective sharing discussions: Have learners relate the course material to a real-life experience. Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms. The discussion led to a greater interest in the readings.

4. Meaningfulness: B. Perspective Taking: Foreign Languages Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU: 1. Have students receive e-newsletters from a foreign magazine as well as respond to related questions. 2. Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity. 3. Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

4. Meaningfulness: C. Knowledge Construction & Virtual Models (Ken Hay, Univ of Georgia) Introduction to Astronomy Professor Uses Celestial Construction Kit: A 3 -D modeling environment where learners can construct models of the solar system. Uses a variety of resources: NASA data, textbooks, and Web resources Learners construct models through direct manipulation interface and explore fundamental scientific concepts (e. g. , elliptical orbits and the physics underlying them).

4. Meaningfulness: D. Simulations and Perspective Taking Nick Cullather, History Professor at IU: Students play roles in a Vietnam War simulation called “Escalation” to rethink notions of war, force, and victory as well as improve decision making.

4. Meaningfulness: E. Expert Job Interviews 1. Field Definition Activity: Have student 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

4. Meaningfulness: F. Job or Field Reflections 1. Instructor provides reflection or prompt for job related or field observations 2. Reflect on job setting or observe in field 3. Record notes on Web and reflect on concepts from chapter 4. Respond to peers 5. Instructor summarizes posts

4. Meaningfulness: G. Case-Based Learning: Student Cases 1. Model how to write a case 2. Practice answering cases. 3. Generate 2 -3 cases during semester based on field experiences. 4. Link to the text material—relate to how text author or instructor might solve. 5. Respond to 6 -8 peer cases. 6. Summarize the discussion in their case. 7. Summarize discussion in a peer case. (Note: method akin to storytelling)

10 Ways of Using Cases on Web 1. Build Web weekly work around case. 2. Include cases on Web exams or readings. 3. Put video of case on Web. 4. Read diff cases & form database. 5. Use prepackaged Web simulations or cases. 6. One team writes case & another answers. 7. Small interest groups post cases. 8. Publish class cases and enter competitions. 9. Students generate & discuss cases. 10. Instructor repurposes student cases.

4. Meaningfulness: H. Case-Based Laboratories Virginia Polytechnic Institute: Veterinary Medicine (Active learning goal: access diagnostic test results, interpret significance, & read ref materials) • 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. • Find approp sound files on educational sites. • Students view patient info (photo, lesion photos, history, physical exam findings) • Can click on active links of sounds (breath, cardiac, etc. ) • Students must answer questions • Students encouraged to discuss cases before class • Students and instructors discuss in class.

4. Meaningfulness: I. Authentic Data Analysis Jeanne Sept, IU, Archaeology of Human Origins; Components: From CD to Web • • • A set of research q’s 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 (Time. Web tool to help students visualize and explore space/time dimensions) Students work collaboratively to integrate multidisciplinary data & interpret age of site Interpret evidence for site’s ancient environments Analyze info on artifacts and fossils from the site

5. Choice: A. Multiple Topics • Generate multiple discussion prompts and 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 • List possible topics and have students vote (students sign up for lead diff weeks) • Have students list and vote.

5. Choice: B. Discussion: Starter-Wrapper (Hara, Bonk, & Angeli, 2000) 1. Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed. 2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate). Alternative: Facilitator-Starter-Wrapper (Alexander, 2001) Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

5. Choice: C. Web Resource Reviews

6. Variety: A. Brainstorming • Come up with interesting or topic or problem to solve • Anonymously brainstorm ideas in a chat discussion • Encourage spin off ideas • Post list of ideas generated • Rank or rate ideas and submit to instructor • Calculate average ratings and distribute to group

6. Variety: B. Roundrobin • • Select a topic Respond to it Pass answer(s) to next person in group Keep passing until everyone contributes or ideas are exhausted • Summarize and/or report or findings

6. Variety: C. Just-In-Time-Teaching Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication): 1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class. 2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

6. Variety: D. 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. Goal = critical thinking (analysis, evaluation), developing student interests, collaboration, discussion e. g. , Economics instructors incorporate time-sensitive data, on-line discussions as well as links to freshly-mounted websites into the delivery of most of the undergraduate courses in economics. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate. e. g. , To teach or expand the discussion of supply or elasticity, an instructor would add new links in the Just-in-Time Syllabus to breaking news about gasoline prices or the energy blackouts in California

6. Variety: E. Virtual Classroom Joachim Hammer, University of Florida, Data Warehousing and Decision Support 1. Voice annotated slides on Web; 7 course modules with a number of 15 -30 minutes units 2. Biweekly Q&A chat sessions moderated by students 3. Bulletin Board class discussions 4. Posting to Web of best 2 -3 assignments 5. Exam Q’s posted to BB; answers sent via email 6. Team projects posted in a team project space 7. Add’l Web resources are structured for students (e. g. , white papers, reports, project and product home pages) 8. Email is used to communicate with students

7. Curiosity: A. Electronic Seance • • Students read books from famous dead people Convene when dark (sync or asynchronous). Present present day problem for them to solve Participate from within those characters (e. g. , read direct quotes from books or articles) • Invite expert guests from other campuses • Keep chat open for set time period • Debrief

7. Curiosity B. Online Fun and Games (see Thiagi. com Or deepfun. com) 1. Puzzle games 2. Solve puzzle against timer 3. Learn concepts 4. Compete 5. Get points

7. Curiosity: C. Electronic Guests & Mentoring 1. Find article or topic that is controversial 2. Invite person associated with that article (perhaps based on student suggestions) 3. Hold real time chat 4. Pose questions 5. Discuss and debrief (i. e. , did anyone change their minds? ) (Alternatives: Email Interviews with experts Assignments with expert reviews)

7. Curiosity: D. Video Mentoring Audiology Professor, Univ of Florida 1. Course instructor invites national known experts to lecture in specific content areas. 2. Lectures are videotaped in a recording studio, edited by professional, duplicated, and distributed to each student. 3. Average of ten hours of lectures from 3 -5 experts are prepared for each class. 4. Visual aids are added to each tape and a transcript is prepared for hearing-impaired students.

7. Curiosity: E. Synchronous Chats 1. Webinar, Webcast 2. Guest speaker moderated (or open) Q&A forum 3. Instructor meetings, private talk, admin help 4. Quick Polls/Quizzes, Voting Ranking, Surveys 5. Swami Questions 6. Peer Q&A and Dialogue 7. Team activities or meetings 8. Brainstorming ideas, What-Ifs, Quick reflections 9. Graphic Organizers in Whiteboard (e. g. , Venn) 10. Twenty Questions, Hot Seat, etc.

Tech check since anything can happen…

F. Peer Questions & Team Meeting

G. Peer Questions & Team Meeting: Moderated

H. Collaborative Document Writing Online: Peer-to-Peer Collaboration

I. Online Language Support (pronunciation, communication, vocabulary, grammar, etc. )

Instructor-Led Training (e. g. , Global. English)

Typical Features (e. g. , Englishtown (millions of users from over 100 countries) • • • Online Conversation Classes Experienced Teachers (certified ESL) Expert Mentors Peer-to-Peer Conversation Private Conversation Classes Placement Tests Personalized Feedback University Certification Self-Paced Lessons

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

Role 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.

Role 2: Wrapper/Summarizer Synthesizer/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.

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.

Role 4: Devil's Advocate or Critic/Censor/Confederate • Takes opposite points of view for the sake of an argument and is an antagonist when addressing any problem posed. This might be a weekly role that is secretly assigned.

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.

Role 6: Optimist/Open-minded/Idealist • In this role, the student notes what appears to be feasible, profitable, ideal, and "sunny" ideas when addressing this problem. Always sees the bright or positive side of the situation.

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.

8. Tension. C. Six Hats (from De Bono, `985; adopted for online learning by Karen Belfer, 2001, Ed Media) • • • White Hat: Data, facts, figures, info (neutral) Red Hat: Feelings, emotions, intuition, rage… Yellow Hat: Positive, sunshine, optimistic Black Hat: Logical, negative, judgmental, gloomy Green Hat: New ideas, creativity, growth Blue Hat: Controls thinking process & organization Note: technique used in a business info systems class where discussion got too predictable!

8. Tension: D. Instructor Generated Virtual Debate (or student generated) 1. Select controversial topic (with input from class) 2. Divide class into subtopic pairs: one critic and one defender. 3. Assign each pair a perspective or subtopic 4. Critics and defenders post initial position stmts 5. Rebut person in one’s pair 6. Reply to 2+ positions with comments or q’s 7. Formulate and post personal positions.

9. Interactive: A. Critical/Constructive Friends, Email Pals, Web Buddies 1. Assign a critical friend (perhaps based on commonalities). 2. Post weekly updates of projects, send reminders of due dates, help where needed. 3. 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. 4. Reflect on experience.

9. Interactive: B. Symposia or Panel of Experts 1. 2. 3. 4. 5. 6. 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 C. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

9. Interactive: D. Online Co-Laborative Psych Experiments Psych. Experiments (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 Mc. Graw, Syllabus, November, 2001

10. Goal Driven: A. Group Problem Solving • • Provide a real-world problem Form a committee of learners to solve the problem Assign a group reporter/manager Provide interaction guidelines and deadlines – Brainstorming – Research – Negotiation – Drafting – Editing – Reflecting ====================== B. Jigsaw Technique: Assign chapters within groups (member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc. )

10. Goal Driven: C. Gallery Tours • Assign Topic or Project (e. g. , Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers) • Students Post to Web • Experts Review and Rate • Try to Combine Projects

Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing 2. Feedback: Self-Tests, Reading Reactions 3. Engagement: Q’ing, Polling, Voting 4. Meaningfulness: Job/Field Reflections, Cases 5. Choice: Topical Discussions, Starter-Wrapper 6. Variety: Brainstorming, Roundrobins 7. Curiosity: Seances, Electronic Guests/Mentors 8. Tension: Role Play, Debates, Controversy 9. Interactive: E-Pals, Symposia, Expert Panels 10. Goal Driven: Group PS, Jigsaw, Gallery Tours Pick One…? ? ? (circle one)

Pick an Idea • Definitely Will Use: ______________ • May Try to Use: ______________ • No Way: ______________