2. e-Learning: Myths, Magic, and Motivational Opportunities Dr. Curtis J. Bonk Indiana University and CourseShare.com http://php.indiana.edu/~cjbonk cjbonk@indiana.edu

3. I.E-Learning Myths II. E-Learning Magic III. E-Learning Motivational Opportunities

4. I. E-Learning Myths….

5. Myth #1. Instructors can just teach the same way they always have. 10 Myths of Technology Integration

6. 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 Poor InstructorsGood Instructors Vanessa Dennen’s (2001) Research on Nine Online Courses (sociology, history, communications, writing, library science, technology, counseling)

7. Myth #2. I must have a technology background to use effectively.

8. You Just Need a Different Mindset

9. Myth #3. My college or university cannot afford the technology.

10. Nicenet is Free!

11. Myth #4. Learning is not improved when using technology.

12. Brains Before and After Technology Integration Before After

13. Basic Distance Learning Finding? Research since 1928 shows that DL students perform as well as their counterparts in a traditional classroom setting. Per: Russell, 1999, The No Significant Difference Phenomenon (5th Edition), NCSU, based on 355 research reports. http://cuda.teleeducation.nb.ca/nosignificantdifference/

14. Myth #8. If I wait long enough, it will go away.

16. Let’s brainstorm comments (words or short phrases) that reflect your overall attitudes and feelings towards online teaching…

17. Feelings Toward Online Teaching The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) (Note: 94 practitioners surveyed.) Exciting (30) Challenging (24) Time consuming (22) Demanding (18) Technical issue (16); Flexibility (16) Potential (15) Better options (14); Frustrating (14) Collab (11); Communication (11); Fun (11)

18. II. E-Learning Magic….

19. Magical Technology Ideas Represent knowledge with graphing tools Take to lab for group collaboration or a Web search. Use e-mail minute papers for formative feedback on the class. Have students do technology demos. Put syllabus on the Web.

20. Inspiration

21. More Magical Technology Ideas Experts via video/computer conferencing Teleconferencing talks to tchrs & experts Collaborate with students in other campuses or countries Have students generate Web pages/pub work Students make Web link suggestions

22. It Works!!!

23. Videoconferencing at IU

24. Can a community magically occur online?

25. How Facilitate Online Community? Safety: Establish safe environment Tone: Flexible, inviting, positive, respect Personal: Self-disclosures, open, stories telling Sharing: Share frustrations, celebrations, etc Collaboration: Camaraderie/empathy Common language: conversational chat space Task completion: set milestones & grp goals Other: Meaningful, choice, simple, purpose...

26. The Center for Research on Learning and Technology, Indiana University

27. Learning to Teach with Technology Studio

29. Overview of TICKIT In-service teacher education program Rural schools in southern Indiana Yearlong, 25 teachers from 5 schools Primarily school-based Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University

30. III. E-Learning Motivational Opportunities FRAMEWORKS!

31. 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.

32. 2. Reflect on Extent of Integration: The Web Integration Continuum 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

33. 3. Instructor Hats Assistant Devil’s advocate Editor Expert Filter Firefighter Facilitator Gardener Helper Lecturer Marketer Mediator Priest Promoter

34. 4.

35. 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..."

36. But there problems…

37. Problems Faced 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.”

38. 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)

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

41. 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)

42. Intrinsic Motivational Terms? 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

43. 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.

44. 1. Tone/Climate: Social Ice Breakers A. Readiness Checklist 1.The amount of time I can devote to this class is… 2.I am a self-motivated individual. 3.I am a good “time-manager.” 4.I complete whatever I start. 5.I am not a procrastinator--I like to get things done today and not put off for tomorrow.

45. 1. Tone/Climate: Ice Breakers B. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings C. Two Truths, One Lie (Kulp, IBM) 1.Tell 2 truths and 1 lie about yourself 2.Class votes on which is the lie

47. 2. Feedback: A. Learner-Content Interactions

48. 2. Feedback: B. 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.

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

50. 3. Engagement B. Annotations and Animations: MetaText (eBooks)

51. 4. Meaningfulness: A. 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

53. 5. Choice: A. Web Resource Reviews

54. 6. Variety: A. 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.

55. 7. Curiosity: A. Synchronous Chats 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: B. Email Interviews with experts; C. Assignments with expert reviews)

57. 8. Tension: A. 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

58. 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.

59. 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.

60. Role 8: 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.

61. Role 10: 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.

62. 9. Interactive: A. Critical/Constructive Friends, Email Pals… 1.Assign a critical friend (based on interests?). 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.

63. 10. Goal Driven and Products: A. Gallery Tours

64. 1. Low Risk High Risk Job Risk Continuum 2. Low Time High Time Time Continuum 3. Low Reality High Reality Authenticity Continuum 4. Low Cost High Cost Expense Continuum

65. Final advice…whatever you do…