1. Introduction to Online Teaching
Candace Chou
University of St.Thomas

2. Outline
Debate
Process
Cognitive theory
Examples
Tools

3. As We May Think
There is a growing mountain of research. But there is increased evidence that we are being bogged down today as specialization extends. The investigator is staggered by the findings and conclusions of thousands of other workers - conclusions which he cannot find time to grasp, much less to remember, as they appear.
Vannevar Bush, 1945

4. Quotes
“Technology is neither good nor bad in itself, nor can it dictate educational goals. A pencil can be used to write Shakespearean sonnets or to copy someone else’s homework”
Howard Gardner, 2000, p. 33

5. No Difference
The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition… only the content of the vehicle can influence achievement”
Richard Clark, 1994, p. 445

6. Counter-view
Learning in an online environment can be as effective as that in traditional classrooms
Students in well-design and well-implemented online courses learn better than those in online courses that are not carefully planned
Tallent-Runnels et al. (2006)

7. The Balance
Assigning too much influence to media can lead to the design/ development of sloppy, ineffective instructional materials that are accepted by technologists and users simply because they utilize CBI, interactive video, or other 'high-status' delivery media. Assigning too little influence to media, on the other hand, may discourage reflective thinking by designers about which media can best convey the instructional strategies needed to achieve instructional objectives (p. 6).
Steve Ross, 1994

8. Percentage training hours delivered by classroom and technology
Source: Sugrue & Rivera, 2005

9. Organization Spending on Training
ASTD State of the Industry Report, 2008

10. K-12 Online Learners
North American Council on Online Learning (NACOL), 2008

11. Postsecondary Online Enrollment
Sloan Foundation, 2010, Online Nation

12. 4.6 Million of Online Students 2009
14%
82%

14. Focused Question
Take out a sheet of paper and list as many characteristics of E-Learning as you can.

15. What is e-Learning
Instruction delivered on a computer by ways of CD-ROM, Internet, or intranet
E-Learning courses include both content (information) and instructional methods (techniques) to help people learn
Synchronous or asynchronous or blended learning
Source: Clark & Mayer, 2008

16. Key Components of Online Learning
Instructional and learning strategies
Learning technologies
Pedagogical models or constructs
Online
Learning
Source: Dabbagh & Bannan-Ritland, 2005

17. Key Components of Online Learning
Instructional and learning strategies
Learning technologies
Pedagogical models or constructs
E.g., collaboration, articulation, reflection, role-playing, exploration, problem solving
Online
Learning

18. Key Components of Online Learning
Instructional and learning strategies
Learning technologies
Pedagogical models or constructs
E.g., open , or flexible, learning; distributed learning; knowledge-building communities
Online
Learning

19. Key Components of Online Learning
E.g., asynchronous and synchronous communication tools, hypermedia and multimedia tools, web authoring tools, course management systems
Instructional and learning strategies
Learning technologies
Pedagogical models or constructs
Online
Learning

20. Relationship Web-based instruction (WBI)
Distance Learning
Pedagogical models or constructs: distributed learning, open, or flexible, learning: knowledge-building communities
Online Learning Learning technologies and delivery models: virtual classrooms, knowledge networks, asynchronous learning networks, WBI
Web-based instruction (WBI)
Supported through the use of Web-based authoring tools and CMS

21. Pedagogical Models (Constructs)
Open (or flexible) learning
Distributed learning
Learning communities
Communities of practice
Knowledge building communities

22. Open Learning
A shift from delivering preestablished curriculum to focusing on individual and local needs and requirements
Student-centeredness
Focus on learning rather than on teaching
Provides students with flexibility and choice in meeting their educational goals.
Examples, knowledge networks, knowledge portals, virtual classrooms

23. Distributed Learning
Education is delivered anytime, anywhere, to multiple locations, by using one or more technologies
A “pull” model of education in which students engage in learning at their own pace and time, in contrast to traditional “push” model in which synchronize their needs and schedules to the institution.
What is known lies in the interaction between individuals and artifacts and other technological devices. (Pea, 1990, Perkins, 1990)

24. Learning Communities
Groups of people who support one another with regard to meeting their learning agendas, working together on projects, learning from one another, and engaging in a collective sociocultural experience in which participation in transformed into a new experience or new learning (Rogoff, 1994, Wilson & Ryder, 1998)

25. Communities of Practice
Groups of people informally bound together by shared expertise and passion for a joint enterprise. (Wenger & Snyder, 2000)
They are defined by knowledge rather than by task, and members are self-selecting rather than assigned by a higher authority. (Allee, 2000)
A popular term in the business community

26. Knowledge-Building Communities
Learning communities in which communication is perceived as transformative (resulting in a new experience or learning) through knowledge sharing and generation.
Example: research teams in the scientific disciplines or firms

27. E-Learning Development Process
Performance analysis
Learner
Performance
Job and task analysis
Goals and
outcomes
Design
Development
Testing and Implementation

28. Five Types of Content in E-Learning
Definition
Example
Fact
Specific and unique data or instance
Operator symbols for Excel formula, illustration
Concept
A category that includes multiple examples
Excel formulas, worked examples
Process
A flow of events or activities
How spreadsheets work, flow chart
Procedure
Task performed with step-by-step actions
How to enter a formula into the spreadsheet, video tutorials
Strategic principles
Task performed by adapting guidelines
How to do a financial projection with a spreadsheet, simulation
Source for next 12 slides: (Clark & Mayer, 2008)

29. Two Types of E-Learning Goals
Procedural, aka, near transfer
How to logon
How to complete an expense report
How to insert html code for embed video
Principle-based or strategic, aka, far transfer
How to close a sale
How to analyze a loan
How to design an ice-breaker activity

30. What Makes E-Learning Unique
Practice with feedback
Social software and collaboration
Tailored instruction
Simulation and games
Other?

31. Two-Minute Discussion
Think of what you know about online teaching strategies.
Turn to a partner and share your knowledge.
Do you have anything to share with the class?

32. Three Metaphors of Learning
Learner is:
Instructor is:
Response strengthening
Passive recipient of rewards and punishments
Dispenser of rewards and punishments
Information Acquisition
Passive recipient of information
Dispenser of information
Knowledge construction
Active sense maker
Cognitive guide

33. Cognitive Theory of Multimedia Learning
Long-term memory
Multimedia
Senses
Working Memory
Select words
Words
Ears
Sounds
Verbal model
Organizing words images
Integrating
Select images
Prior knowledge
Pictures
Eyes
Pictorial model
Images

34. Four Principles in Cognitive Science
Dual channels: auditory/verbal
Limited capacity: a few pieces of information in each channel
Active processing: learning occurs when people engage in appropriate cognitive processing
Transfer: new knowledge and skills must be retrieved from long-term memory duing performance

35. How can e-Lesson help learning?
Selection of the important information in lesson;
Management of the limited capacity in working memory;
Integration of auditory and visual sensory information in working memory with existing knowledge in long-term memory; and
Retrieval of new knowledge and skills from long-term memory into working memory when needed later.

36. Interpret Research Statistics
Effect size (d) tells us how many standard deviations one group is more than the other
Effect size=1, very strong effect
Effect size = .2, .5, & .8 means small, moderate, and strong impact
For example, group A averages 90% and group B 80%, the standard deviation is 10. The effect size is 1.
Standard deviation tells you how spread the scores are.
= 1 10
Source: (Clark & Mayer, 2008, p. 47)

37. Probability
P < .05
There is less than a 5 percent chance that the difference between 90 percent and 80 percent does NOT reflect a real difference between the two groups.
There is a 95 percent chance that the difference in scores is real.
Conclusion, the difference between groups is significant.

38. Multimedia Principle E-Learning courses should include: Words Graphics
Printed text or spoken text (e.g., speech)
Graphics
Still illustrations or dynamic graphics (e.g., animation or video)

39. Good Example

40. Counter Example

41. Evidence
People learn better from words and picture than from words alone.
The multimedia principle works best for novices
Use graphics for organizational, transformational, and interpretive functions
Is animation better than still images?
Depend on the subject, e.g., description of how to perform motor skills
No strong research support

42. Questions?

43. Synchronous Learning
Real-time interactions between learners and instructor
Deploying training over time
Visualization of content
Computer application demonstrations and practice
Collaboration among participants
Moderate social presence
Example:
Clark & Kwinn (2007). The new virtual classroom

44. Make It Active Polling Chat White board
Audio (conversation with participants)
Icons (status indicator)
Breakout rooms
Application sharing

45. Four Types of Interaction
Demographic Interactions
Behavior Interactions (what participants have doen, are doing, or will do)
Attitude Interactions (perception on certain issues)
Knowledge Interaction (pre-test as lesson lead-ins to activate prior knowledge or assess entry knowledge)

46. Preparations
Conference call
Train the trainer
Dress rehearsals

47. Examples of Online Courses
Contemporary online teaching cases,
Role Play,
Simulation,
Blended learning,
Complete online, Graduate Psychology course,
Online Teaching Activity Index,
Open Learning Initiatives,
MIT online courses,
Element K, business and technical courses,
WomenVenture self-pace course
Element K (Photoshop CS4),

48. Jigsaw Activity Form a group of three or four
Each individual uses the E-Learning Course Readiness Review to evaluate three online courses from the previous slide or from the Internet. (20 minutes)
The individuals report back to the group on their findings. (10 minutes)
Each group put together a presentation on three online courses or learning modules. (10 minutes)
Each group present their findings and discuss the strengths and weaknesses of these courses to the whole class. (15-20 minutes)

49. Web 2.0 and the 3D internet usher in the age of the Free Range Learner
Access
Find
Share
Participate
Collaborate
Co-Create
Value Proposition
Poster Children
Web 1.0 is was all about the democratization of access. Industries like Financial Services, Banking, Retail, Travel and Government predictably saw value in providing their customers with access to information about their accounts so they could drive more transactions and thus generate more fees. Support industries to Web 1.0 like Technology Services, IT and Telecom rode the wave to support these industries in bringing the access value proposition to their clients
Web 2.0 is all about the democratizaiton of participation and collaboration. Industries like Media and Entertainment, Publishing and Education see this as a discontinuity and threat to their meat and potatoes (or couch potato) audience that were traditionally passive consumers of media/content. This generation is NOT passive. They want to interact, collaborate and co-create. They want to be engaged in the creative process rather than just being a consumer of it. Murdoch sees this and bought MySpace. Google sees it and bought You Tube and we are witnessing a huge redefinition of how the Media and Entertainment industry develops and distributes content and a shift in business models around that new dynamic in how they extract value from the market for doing so.
The democratization of participation and collaboration is also buttressed by a new set of economic platforms and a redefinition of the employer/employee contract. Sites such as e-Bay provide a platform for member driven value creation. The people who generate incomes from eBay are not eBay employees, they participate in the use of the platform provided by eBay (and Paypal etc...) to allow them to create their own value. Furthermore when we move into the research that we have been doing in MMORPGs it is clear the economies and affordance structures play a huge part in making the experience a success. So, as we shift from Web 1.0 to 2.0 it is not only the value proposition that is changing (i.e. From Access to Participation/Collaboration) but the underlying economic model that incents participation without requiring employment that is very interesting.
As we move to the intersection of Web 2.0 and Web 3D we see another phenomenon. The democratizaiton of co-creation. A solid 2D example of this is Wikipedia. A collaboratively created dictionary for the world. Created by a volunteer workforce for the benefit of everyone worldwide. (Note similar parallels to the linux movement). Thus the notion of virtual co-creation is firmly established as a pattern at the edge of Web 2.0
With the advent of Web 3D we see significant opportunities for collaboration and innovation. Innovation is a creative process. It is socially constructed and emerges from interactivity. The 3D enviromnent is naturally suited to that and so it is only a matter of time before we move from Web 1.0 (Democratization of Access) to Web 2.0 (Democratization of Participation and Collaboration) to Web 3D (Enablement of true generative learning and co-creation distributed virtually across the world). If we believe Schrage that the prototype is the engine of innovation we now have a socially immersive environment where people all around the world can convene to communicate, collaborate and co-create in real time.
If we look at Second Life and how that metaverse is set up where anyone can create anything using primitives, it is essentially establishing a platform that allows individuals to generate value without having to be an employee of 2L. Furthermore, it is providing a true collaborative environment where prototypes can be created and played with to make them better. Beyond that, the economy within the world allows us to examine in-world use that can help inform potentials for anything from business models to new automobile versions to be proved out before a penny is spent on atom based prototyping.
An initial analysis of activity in the Metaverse coded by Function and Industry suggests that some industries are entering the metaverse more expediently than others, also we are seeing some patterns in how they are doing so: Leading with Learning and leading to Workforce Optimization or leading with Marketing and leading to Innovation/New Product development are two prevailing patterns (see pages 46-48).
Given the success we had in providing support for Web 1.0 and 2.0, it seems only logical that we should be getting out ahead of the curve here to understand how we can be prepared to help our clients with the significant technological hurdles that will be required to participate in the value potential that the 3D web proposes.
Notes from Jim S:
This is a great deck and starts to get at the value proposition statement very well.
One suggestion --- "democratization" (while a wonderful thing) should probably be replaced with "entrepreneurial capitalism" (search for Carl Schramm and Kauffman Foundation for deeper explanation of entrepreneurial capitalism).
Per our discussion the other day, the megatrend that is happening is that entrepreneurs are creating "platforms" so instead of just having "employees" work for them, then are enabling "members or citizens" to work for them, and the entrepreneur gets a percentage ("tax"). The way to think about it, is to imagine you opened up a new nation, and people moved there, became citizens and started paying taxes. You get to make the rules and tax people. But why would anyone move to your nations -- short answer is better roads, telephones, and opportunities to work (create and capture value).
So let's look at how these "platforms" versus "nations" analogy works for different players:
eBay platform -- members can buy and sell, and eBay gets to tax each transaction (building up a reputation dossier on everyone, to make the world safer for commerce - governments keep citizens safe).
Amazon platform -- members can add links to books, etc. to their own website, and if someone buys via their link, Amazon gives them a small percentage.
Google platform - members can add AdLinks to their own website, and if somone clicks and buys via their link, Google gives them a small percentage.
SecondLife plaftorm - members create products and services to sell, and SecondLife provides the infrastructure and currency markets in Linden dollars (the most direct analogy to setting up an "island nation").
The interesting thing to me is that most businesses in the real world need employees to make money (not all, but most) -- however, platform providers have a small number of employees that run the platform, but a large number fo members or citizens. The entrepreneurs generate wealth proportional to the number of members or citizens, more like a nation. Solow production functions for economic growth show that production increases in proportion to population, capital intensity, and knowledge and innovation growth. Entrepreneurial capitalists are trying to create platforms that enable members/citizens to do work that they would have to pay employees to do, and the member/citizens are willing to do the work without being an employee, because they too are entrepreneurial capitalists with opportunities to create value and be rewarded for it.
In sum, I would suggest changing democratization to something more akin to entrepreneurial capitalism providing new platforms to allow people to create and capture value (Linden dollars, reputation, real dollars, etc.).
Learning Progression
Dr. Tony O’Driscoll, E-Learn Conference, 2007

50. Videos on Future of Learning
Virtual Social Worlds and the Future of Learning,
Student perceptions,

51. Five-Minute eClips
What is 5-minute eClips, Introduction video,
RSS in Plain English,

52. Two-Minute Paper
Open a word process and summarize the most important points in this morning presentation.
What are the topics that you would like to explore further?
Submit the printout to me without printing your name.

53. References
Bush, V. (1945). As we may think. The Atlantic Monthly Retrieved October 31, 2007, from
Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2),
Clark, R. C., & Kwinn, A. (2007). The new virtual classroom; evidence-based guidelines for synchronous e-learning. San Francisco: Pfeiffer.
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed.). San Francisco: Pfeiffer.
Gardner, H. (2000). Can technology exploit our ways of knowing. In D. Gordon (Ed.), The digital classroom (pp ). Cambridge, MA: Harvard Education Letter.

54. References (cont.) All images are from http://flickr.com
Allen, I. E. & Seaman, J. (2010). Learning on Demand: Online Education in the United States, 2009
Ross, S. M. (1994). Delivery trucks or groceries? More food for thought on whether media (will, may, can't) influence learning. Educational Technology, Research & Development, 42(2), 5-6.
Sitzmann, T. (2007). Improving learning from web-based training courses: Research evidence (keynote speech Powerpoint). Paper presented at the E-Learn Conference, Quebec City, Canada.
Sugrue, B., & Rivera, R. J. (2005). State of the industry: Astd's annual review of trends in workplace learning and performance. Alexandria, VA: American Society for Training and Development.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1),
All images are from