R2D2 on the Blend: A Galaxy of Online Learning
Style Ideas and Blended Learning Examples
(Part II: Learning Styles and Motivation)
Curt Bonk, Professor, Indiana University
President, SurveyShare, Inc.
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
http://SurveyShare.com
1. Addressing Learning
Styles
But how might blended learning
address student learning styles?
Why Address Learning Styles?
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Promotes reflection on teaching
Move from just one mode of delivery
View from different viewpoints
Offer variety in the class
Might lower drop-out rates
Fosters experimentation
Kolb (1984)
• According to Kolb, effective learning
involves four phases:
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from getting involved (Concrete Experience) to
listening/observing (Reflective Observation) to
creating an idea (Abstract Conceptualization) to
making decisions (Active Experimentation).
• A person may become better at some of
these learning skills than others; as a result,
a learning style develops.
Active Experimentation vs.
Reflective Observation
• (AE) - I often produce off-the-cuff ideas…
• (RO) - I am thorough and methodical.
• (AE) - I am flexible and open minded.
• (RO) - I am careful and cautious.
• (AE) - I am loud and outgoing.
• (RO) - I am quite and somewhat shy.
Abstract Conceptualization vs.
Concrete Experiences
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(AC) - I am rational and logical.
(CE) - I am practical and down to earth.
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(AC) - I plan events to the last detail.
(CE) - I like realistic, but flexible plans.
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(AC) - I am difficult to get to know.
(CE) - I am easy to get to know.
Index of Learning Styles Questionnaire
Barbara A. Soloman, North Carolina State Univ
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
1. Read
4. Do
2. Reflect
3. Display
The R2D2 Method
1.
2.
3.
4.
Read (Auditory and Verbal Learners)
Reflect (Reflective Learners)
Display (Visual Learners)
Do (Tactile, Kinesthetic, Exploratory
Learners)
What types of learning styles
does the Web favor?
Percent of Respondents
Learning Styles Address by Online Learning in 2003, 2006, and 2013
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Hands-on or
Tactile Learners
Reflective or
Observational
Learners
Verbal or Auditory
Learners
Visual or
Nonverbal
Learners
1. Auditory or Verbal Learners
• Auditory and verbal learners
prefer words, spoken or
written explanations.
1a. Course Announcements:
Clarity
1b. Q&A or FAQ
1c. Reflection Papers (3-4 page)
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Learning journeys
Team reflection papers
Trends in field papers
Chat with expert reflections
Job application papers
Personal learning theory
PMI, Pros and Cons, Muddiest pt
1d. Guest Expert 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. Dscuss and debrief (i.e., did
anyone change their minds?)
(Alternatives: B. Email Interviews with
experts;
C. Assignments with expert reviews)
1e. Synchronous Meetings and Expert Guest
Chats/Mentoring (SmartMeeting)
1f. 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.
1g. Blogs (diaries, writing)
1h. Online Resource Libraries
1i. Read and React to Documents in
Foreign Language (Fraser & Liu, IU)
• Have students
receive enewsletters from a
foreign magazine
as well as respond
to related
questions.
2. Reflective and
Observational Learners
• Reflective and observational learners
prefer to reflect, observe, view, and
watch learning; they make careful
judgments and view things from
different perspectives
2a. Online Testing
2b. Learner-Content Interactions
(Sun Microsystems)
2c. Post Model Answers
2d. Reuse Chat Transcripts
2e. Yahoo Groups:
Join a Group in Community Health
2f. Conferences with Live Video Feeds
(Internet Time Group, 6/23/03
http://www.internettime.com/visual/gallery6.htm)
2g. Watch Expert Performances Online
(Music, Cyber Fashion Shows, etc.)
2h. Electronic Portfolios
3. Visual Learners
• Visual learners prefer diagrams,
flowcharts, timelines, pictures,
films, and demonstrations.
3a. Videostreamed Lectures
and Expert Commenting
(download before class or listen if missed)
• Video streaming
subscription services
will take off in the next
several years,
according to a new
study, which estimates
that the market's value
will reach $4.5 billion in
2007 (Sept 23, 2003,
Stephanie Olsen, CNet
News.com).
Videostreaming is a Breeze!
3b. Visual Understanding Environment
(VUE) project from Tufts
3c. Flash Visuals and Animations
(e.g., Statistics, Cash Flow, etc.)
eCollege Wales, Univ. of Glamorgan
3d. Video Library of Concepts,
Cases, or Experts
3e. Visualization Software
3f. Narration with Virtual Tour of Trip
Mark Fennell, June 5, 2003, North Pole
(Pictures, maps, movies, audio)
3g. Modeling through Video
Clips of Experts
4. Tactile/Kinesthetic Learners
• Tactile/kinesthetic senses can be
engaged in the learning process are
role play, dramatization, cooperative
games, simulations, creative
movement and dance, multi-sensory
activities, manipulatives and handson projects.
4a. Business Case Simulations,
Scenarios, and Manipulations
4b. Electronics Lab (Cisco)
4c. Learner Content Interaction:
Business & Healthcare Examples (Option 6)
4d. Online Simulations and Resources:
Manipulate Variables in Chemistry
4e. Online Simulations: Biology
Manipulate Variables
4f. Posting Oral Histories,
Interviews, and Perspective Sharing
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.
What have you mastered?
• Definitely Will Use: _______________
• May Try to Use: __________________
• No Way: ________________________
2. Motivational Techniques
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
1. Tone/Climate: Ice Breakers
A. Eight Nouns Activity:
1. Introduce self using 8 nouns
2. Explain why choose each noun
3. Comment on 1-2 peer postings
B. Coffee House
Expectations
1. Have everyone post 2-3 course
expectations
2. Instructor summarizes and comments
on how they might be met
Coffee House: Business Law
Class Angel
1. Social Ice Breakers
C. Scavenger Hunt
1. Create a 20-30 item online
scavenger hunt (e.g., finding
information on the Web)
2. Post scores
D. Two Truths, One Lie
1. Tell 2 truths and 1 lie about
yourself
2. Class votes on which is the lie
1. Social Ice Breakers
E. 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 evaluation form where
list people in class and interests.
Most names wins.
1. Social Ice Breakers
F. 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)
G. 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.
1. Social 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
1. Social Ice Breakers
I. Peer Interviews: Have learners
interview each other via e-mail and
then post introductions for each
other.
J. Team Introductions: Follow similar
steps to above
K. Public Commitments:
Have students share how they will fit
the coursework into their busy
schedules
2. Feedback: 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.
2. Requiring Peer Feedback
Alternatives:
A. Require minimum # of peer comments
and give guidance (e.g., they should
do…)
B. Peer Feedback Through Templates—
give templates to complete peer
evaluations.
C. Have e-papers contest(s)
2. Feedback:
D. 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.
E. Annotations in Word: Track
Changes and Commenting
2. Feedback (Instructor)
F. 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:
G. Voting on Office Hours (detailed feedback)
2. Feedback (system)
H. Double-Jeopardy Quizzing
Gordon McCray, 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:
I. Post Course Evaluation
3. Engagement:
A. Roundrobin
3. Engagement
B. Questions to Guide Reading
4. Meaningfulness:
A. 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:
B. Case-Based Learning: Student Cases
1. Model how to write a case and practice
answering.
2. Generate 2-3 cases during semester based on
field experiences.
3. Link to the text material—relate to how how
text author or instructor might solve.
4. Respond to 6-8 peer cases.
5. Summarize the discussion in their case.
6. Summarize discussion in a peer case.
(Note: method akin to storytelling)
4. Meaningfulness:
C. Case-Based Learning: Instructor Created
4. Case-Based Learning:
D. Case Systems and Simulations
My Patient.com and SimTeacher
4. Meaningfulness: A. Court Room Bus Law
4. Meaningfulness:
B. E-mail Expert Job Interviews
(or post from actual internships)
Field Definition: 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.
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.
5B. Choice: Web Resource:
Explorations and Reviews
5. Choice:
C. 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).
D. Alternative: Facilitator-StarterWrapper (Alexander, 2001)
Instead of starting discussion, student acts as
moderator or questioner to push student
thinking and give feedback
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.
6. Variety
B. 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. (Goals =
critical thinking, collab, develop interests)
e.g., Economics instructors incorporate time-sensitive data, on-line
discussions as well as links to freshly-mounted websites.
Instructor reads and summarizes responses before class and
weaves them into discussion and changes the lecture.
e.g., To teach or expand the discussion of supply or
elasticity, an instructor might add new links in the
Just-in-Time Syllabus to breaking news about rising
gasoline prices.
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)
7. Curiosity
B. Threaded Discussion plus Expert Chat
(e.g., Starter-Wrapper + Sync Guest Chat)
7. Curiosity:
C. Electronic Seance
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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: D. Games
Online Jeopardy Game www.km-solutions.biz/caa/quiz.zip
Games2Train: The Challenge; Thiagi.com
8. Tension: Role Play
Enter Role Play Activity as Someone Else
(see list of 28 roles and more than 50 names)
• Sample username and passwords
– Connie Chong is cchong and cchong
– Bill Gates is bgates and bgates
– Al Gore is agore and agore
– Anna Freud is afreud and afreud
8. Tension
A. Online 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
8. Tension: Role Play
Role 1: Optimist/Openminded/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 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.
8. Online Role Play:
b. Six Hats (from De Bono, `985; adopted for
online learning by Karen Belfer, 2001, Ed Media)
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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 was used in a business info systems
class where discussion got too predictable!
8. Tension: Role Play
C. Assume Persona of Scholar
– Enroll famous people in your course
– Students assume voice of that person
for one or more sessions
– Post a 300-700 word debate to one or
more of the readings as if you were that
person. Enter debate topic or Respond
to debate topic
– Respond to reading reflections of
others or react to own
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.
8. Tension: E. Assignment to Teams
9. Interactive
A. Symposia or Panels 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)
B. Press Conference: Have a series of
press conferences at the end of small
group projects; one for each group)
9. Interactive: C. Moderated Online
Team Meetings and Reflections
10. Goal Driven and Product Based:
A. Video Papers
10. Goal Driven:
B. 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
Questions and
Answers…???