Session 119 Motivating Adult Learners and Instructors Pedagogy

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

What is happening in corporate settings?

Electronic Collaboration is Getting Complex!!! • Joanne Mc. Morrow, marketing manager at in Accenture’s human performance group, uses Accenture’s Knowledge e. Xchange to share documents and track progress of her group projects, Net. Meetings and her telephone to participate in team meetings, and my. Learning. com to take courses and track her personal-learning budget. Fast Company, “Virtually There, ” March 2002, p. 113.

http: //Publication. Share. com

But there is a Problem…

Lack of Motivation or Incentive to Complete!!! Corporate Study • 55% did not track or did not know their completion rates • Of those that did, 22% reported completion rates of less than a fourth of students. • Nearly half reported less than 50% completion rates • Only 2% reported 100% completion.

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

Cohen & Payiatakis (2002, Feb). ELearning: 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.

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.

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

“Motivation is critical to elearning success. Would you rather go to the training room, sit with a friend and have a sweet roll while learning about the new inventory system, or stay in your cube and stare at your monitor all afternoon? Anything you do to motivate your students is good. Don’t be afraid to entertain them. Good trainers do it all the time. ” Bob Burke (2000, Sept. ), 10 e-learning lessons: Please the customer or fail the course. E-learning 1(4), 40 -41.

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. Curiosity: Fun, Fantasy, Control 3. Tension: Challenge, Dissonance, Controversy 4. Feedback: Responsive, Supports, Encouragement 5. Engagement: Effort, Involvement, Excitement 6. Meaningfulness: Interesting, Relevant, Authentic 7. Choice: Flexibility, Opportunities, Autonomy 8. Variety: Novelty, Intrigue, Unknowns 9. Interactive: Collaborative, Team-Based, Community 10. Goal Driven: Product-Based, Success, Ownership

1. Tone: A. Introductory Activities a. Introductions: require not only that students introduce themselves, but also that they find and respond to two other participants who have something in common (Serves dual purpose of setting tone and having students learn to use the tool) b. 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 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!)

1. Tone/Climate: B. Thiagi-Like Ice Breakers e. Pair-Ups: Send to different online materials perhaps with different training or workshop objectives; have them read them; summarize to each other. f. 99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions. g. Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you. (see breakout rooms in Centra or alternative chat rooms in Web. CT)

1. Tone/Climate: B. Thiagi-Like Ice Breakers h. 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 i. 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. j. 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 k. KNOWU Rooms: Create discussion forums or chat room topics for people who have had different experiences (e. g. , soccer parent, runner, have a pet cat, play a musical instrument, whitewater rafter). Ø Must find people with similar interests. Ø Complete evaluation form where list people in class and interests. Ø Person with most names wins an award

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

What If Used Synchronous Conferencing Tools? ? ?

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

Synchronous WBT Products Jennifer Hoffman, ASTD, Learning Circuits, (2000, Jan) • Deluxe (Inter. Wise, Learn. Linc, Centra) – 2 -way audio using VOIP, one-way or two-way video, course scheduling, tracking, text chat, assessment (requires thick client-side software) • Standard (Horizon. Live, Place. Ware) – 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, Web. CT) – Browser-based, chat, some application viewing (Requires Javaenabled browsers, little cost, free)

Ideal Environment of Synchronous Trainer Jennifer Hoffman, Online Learning Conference (2001, Oct. ) § A private, soundproof room. § High-speed connection; telephone; powerful computer; additional computer; tech support phone # § Studio microphone and speakers § A “Do Not Disturb” sign § Near restroom; pitcher of water

Considerations: The Event Jennifer Hoffman, ASTD, Learning Circuits, (2001, March) • • • Log on early; students come 15 minutes early. Do tech checks of microphones (sound check). Check to see if students brought needed items Perhaps call or send notes to missing students Vary your instructional strategies; maximize interactivity • Make it visual—color, sound, animation • Design 10 -minute breaks every 90 minutes

“There are, say, 20 features that encompass live elearning, and all the products have 17 of them. ” Jennifer Hofmann, quoted by Wendy Webb, Online Learning, November, 2001, p. 44.

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

Web Conferencing Features • Content Windows—HTML, Power. Point • Discussion Boards—post info, FAQs, post session assignments • Archive Meeting—record and playback • Breakout Rooms • Shared Whiteboards • Hand-Raising and Yes/No Buttons

News Flash: “Instant Messenger (IM) is a huge corporate tool, yet rarely mentioned in corporate productivity or learning plans. ” Tech. Learn 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).

2. Curiosity: A. 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)

2. Curiosity: B. 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

2. Curiosity C. 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

3. Tension: A. Role Play Personalities • 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

3. Tension: B. Role Play Authors/People • Enroll famous people or course reading authors into your course. • Allow students to take on the voice or role of one of these people for one session or for multiple weeks. • Perhaps have them create a debate from that role or perhaps have them react to their own writing. • Perform within roles.

3. Tension/Role Play 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!

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? – (Ashton, Roberts, & Teles, 1999)

D. Tension/Role Play Give Learners Mentoring Hats • • Weaver—linking comments/threads Tutor—individualized attention Personal Online Trainer—lead through materials Provocateur—stir the pot (& calm flames) Observer—watch ideas and events unfold Mentor—personally apprentice students Community Organizer—keep system going • Other: firefighter, convener, conductor, host, mediator, filter, editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.

3. Tension: E. 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.

4. Feedback (Peer) 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)

4. Feedback (Self & Peer): 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)

4. Feedback (Self): C. Self-Testing and Self-Assessments

2. Feedback: D. Self-Testing and Self-Assessments (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.

4. Feedback (Instructor) E. 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…

5. 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.

5. Engagement B. Annotations and Animations: Meta. Text (e. Books) (see also Web. Ex)

5. 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:

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

6. Meaningfulness: A. Perspective Taking • 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.

6. Meaningfulness: B. Job or Field Reflections 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

6. Meaningfulness: B. 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

6. Meaningfulness: C. Case Creation and Simulations 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)

What if Operating on a Small Budget? ?

7. 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.

7. 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

7. Choice: C. Web Resource Reviews

8. 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

8. 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

9. Interactive: A. Symposia, Press Conference, or Panel of Experts (see Place. Ware—instant messaging that allows one to users to ask spontaneous questions of a designated group of experts) 1. Find topic during semester that peaks interest 2. Find students who tend to be more controversial 3. Invite to a panel discussion on a topic or theme 4. Have them prepare statements 5. Invite questions from audience (other learners) 6. Assign panelists to start

9. Interactive: A. Panel of Experts • Be an Expert/Ask an Expert: Have each learner choose an area in which to become expert and moderate a forum for the class. Require participation in a certain number of forums (choice) • Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

9. Interactive: B. Secret Coaches and Proteges 1. Input learner names into a Web site. 2. When learners arrive it randomly assigns them a secret protégé for a meeting. 3. Tell them to monitor the work of their protégé but to avoid being obvious by giving feedback to several different people. 4. Give examples of comments. 5. At end of mtg, have proteges guess coaches. 6. Discuss how behavior could be used in other meetings.

9. Interactive: B. Peer Feedback Roles--E-mail Pal or Critical Friends 1. Partner everyone with a peer. 2. Provide weekly comments on his or her work… What is interesting, missing, hits the mark, important? Provide criticism to peer as well as suggestions for strengthening. In effect, critical friends do not slide over weaknesses, but confront them kindly and directly. 3. Provide reminders of due dates 4. Provide help as needed.

10. Goal Driven: A. Problem-Based Learning • 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

10. Goal Driven Activities A. Team Product or Jigsaw • Team or Course White Paper, Business Plan, Study Guide, Glossary, Journal: Have students work in teams to produce a product and share with other groups • Jigsaw Technique: Assign students to be experts on different aspects of the online project (e. g. , member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc. ).

10. Goal Driven: B. Gallery Tours • • Assign Topic or Project Students Post to Web Expert and/or Review and Rate Perhaps Try to Combine Projects

Final Motivational Advice!!! 1. Tone/Climate: Provide social support, Sharing 2. Curiosity: Invite surprise guests, Reveal polls 3. Tension: Form Debate teams, Assign roles 4. Feedback: Structure, Timely, Weave comments 5. Engagement: Ask opinions, Don’t Dictate, Q’s 6. Meaningful: Link to real world settings or jobs 7. Choice: Sign Up for Roles, Let learners start 8. Variety: Change tasks, Try something new, BS 9. Interactive: Utilize peers, Create unique forums 10. Goal Driven: Assign team due dates, Post work

Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing 2. Curiosity: Seances, Electronic Guests/Mentors 3. Tension: Role Play, Debates, Controversy 4. Feedback: Self-Tests, Reading Reactions 5. Engagement: Q’ing, Polling, Voting 6. Meaningfulness: Job/Field Reflections, Cases 7. Choice: Topical Discussions, Starter-Wrapper 8. Variety: Brainstorming, Roundrobins 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: ______________

Questions? Comments? Concerns?