Teaching on the Web III:
Best Pedagogical Practices
Curt Bonk, Indiana University
President, CourseShare.com
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
http://CourseShare.com
A Vision of E-learning for
America’s Workforce, Report of the
Commission on Technology and Adult Learning, (2001, June)
• A remarkable 84 percent of two-and four-year
colleges in the United States expect to offer
distance learning courses in 2002” (only 58%
did in 1998) (US Dept of Education report,
2000)
• Web-based training is expected to increase
900 percent between 1999 and 2003.” (ASTD,
State of the Industry Report 2001).
Software and hardware
customers e-learn the ropes,
Scott Tyler Shafer, Red Herring, Feb. 13, 2001
• “Since Cisco is looking to educate 800,000
people globally, the classroom model wasn’t
feasible. …Cisco selected and certified 120
partner training companies…”
• “Oracle says it has 1,000 developers signing
up every day to take courses over the
company’s Web Oracle Network
(OLN)…estimates it will train 2.5 million
engineers in 2001.” (this was only 500,000 in
2000)
Are you ready?
Brains Before and After E-learning
Before
After
And when use synchronous
and asynchronous tools
Best of Online Pedagogical
Strategies…who are the key
players?
Guy Kemshal-Bell
Technical & Further Education (TAFE) in Australia
(guykb@iprimus.com.au)
(Had Instructors Rate 21 Online Teaching
Competencies From TAFE Questionnaire)
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 to content to designer of
learning experiences.
Online Teaching Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• Technical: email, chat, Web development
• Facilitation: engaging, questioning,
listening, feedback, providing support,
managing discussion, team building,
relationship building, motivating, positive
attitude, innovative, risk taking
• Managerial: planning, reviewing,
monitoring, time management
Rate 21 Online Teaching
Competencies From TAFE
Questionnaire
Key Skills or Attributes (scale 0-3)
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Ability to provide effective online fdbk (2.86)
Ability to engage the learner (2.84)
Ability to provide direction and support (2.82)
Skills in online listening (2.76)
Ability to use email effectively (2.70)
Ability to motivate online learners (2.66)
Positive attitude to online teaching (2.66)
Skills in effective online questioning (2.65)
Less Impt Skills or Attributes (scale 0-3)
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Higher-level Web page development (.606)
Use of video/audioconferencing (1.06)
Ability to develop simple Web pages (1.45)
Skills in using online chat (1.84)
Ability to build online teams (2.10)
Skills in planning, monitoring trng (2.20)
Ability to say dumb things.
Ability to offend people.
Ability to sleep 24 X 7.
Ability to get distracted.
Three Most Vital Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Ability to engage the learner (30)
Ability to motivate online learners (23)
Ability to build relationships (19)
Technical ability (18)
Having a positive attitude (14)
Adapt to individual needs (12)
Innovation or creativity (11)
Let’s brainstorm comments
(words or short phrases) that
reflect your overall attitudes and
feelings towards online teaching…
Feelings Toward Online Teaching
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
(Note: 94 practitioners surveyed.)
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•
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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)
Student Comments
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
Positive Side: intense,
challenging, emotional, dynamic,
addictive, fun, stimulating, flexible,
empowering, intellectually stimulating.
Less-Positive Side: Timeconsuming, frustrating, little feedback,
isolating, bewildering, a lot to grapple
with.
Karen Lazenby Instructor
Qualities
(University of Pretoria, Nov., 2001, klazenby@tsamail.trsa.ac.za)
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Web-Smart (technology smart)
Flexible (ability to shift between roles)
Patient
Responsive
Friendly
Positive
Supportive
Online Strategies
(Karen Lazenby, University of Pretoria, Nov., 2001)
• Limit lecturing online—promote selfdirected learning
• Set clear rules for posting and interaction
• Explain tasks and overlooked info.
• Let learners synthesize key points.
• Publish best work of students (with
permission)
• Involve participation from outside experts
Tips for Success
Univ of Missouri Extension, Distance
Learning Design Center (DLDC)
http://dldc-courses.ext.missouri.edu/dldcwww/dlplanning/
 Give pts for participation & contribution.
 Set time limits for task, feedback, etc.
 Set quantity for regular participation.
 Make first online discussion an ungraded
ice breaker.
 Reward early submission.
 Prompt and remind frequently.
E-Moderating
E-Moderating: The Key to Teaching and Learning Online,
(Gilly Salmon, (1999) Kogan Page)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Know when to stay silent for a few days.
Close off unused or unproductive conferences.
Provide a variety of relevant conference topics.
Deal promptly with dominance, harassment, etc.
Weave, summarize, and archive often.
Be an equal participant in the conference.
Provide sparks or interesting comments.
Avoid directives and right answers.
Acknowledge all contributions.
Support others for e-moderator role.
Pedagogical Recommendations
(Berge, 1995, The role of the online instructor/facilitator)
• Don’t expect too much/thread
• Draw attention to conflicting views
• Do not lecture (Long, coherent sequence
of comments yields silence)
• Request responses within set time
• Maintain non-authoritarian style
• Promote private conversations
Managerial Recommendations
(Berge, 1995, The role of the online instructor/facilitator)
• Distribute lists of participants
• Provide timely administrative info—books,
enrollment, counseling, etc.
• Change procedures that are not working
• Change misplaced subject headings
• Decisively end discussion sessions
• Don’t overload
Social Recommendations
(Berge, 1995, The role of the online instructor/facilitator)
• Use introductions
• Be accepting of lurkers
• Do not ignore bad discussant behavior—
privately request change
• Watch for use of humor and sarcasm
• Praise behavior you seek
• Guard against fear or public ridicule
Vanessa Dennen: San Diego
State University
Research on Nine Online Courses
• 9 case studies of online classes using
asynchronous discussion
• Topics: sociology, history, communications,
writing, library science, technology, counseling
• Range of class size: 15 - 106
• Level: survey, upper undergraduate, and graduate
• Tools: custom and commercial
• Private, semi-public, and public discussion areas
Deadlines
• Deadlines motivated participation
– Message counts increased in the days
immediately preceding a deadline
• Deadlines inhibited dialogue
– Students posted messages but did not
discuss
– Too much lag time between initial
messages and responses
Modeling
• Instructor modeling increased the
likelihood of student messages meeting
quality and content expectations
• Modeling was more effective than
guidelines
Guidelines and Feedback
• Qualitative discussion guidelines and
feedback helped students know what
their participation should look like
• Quantitative discussion guidelines and
feedback comforted students and was
readily understood by them
• Feedback of both varieties was needed
at regular intervals, although the
qualitative feedback need not be
individualized
Poor Instructors
• Little or no feedback
given
• Always authoritative
• Kept narrow focus of
what was relevant
• Created tangential
discussions, fact q’s
• Only used “ultimate”
deadlines
Good Instructors
• Provided regular
qual/quant feedback
• Participated as peer
• Allowed perspective
sharing
• Tied discussion to
grades, tasks.
• Used incremental
deadlines
Common Instructor Complaints
a) Students don’t participate
b) Students all participate at the last minute
c) Students post messages but don’t
converse
d) Facilitation takes too much time
e) If they must be absent, the discussion
dies off
f) Students are confused
Reasons why...
Students don’t participate
– Because it isn’t required
– Because they don’t know what is
expected
Students all participate at last minute
– Because that is what was required
– Because they don’t want to be the first
Instructor posts at the last minute
Solutions
I.
A well-designed discussion
prompt, followed by
II. Clear guidelines
III. Clear modeling
IV. Regular feedback
Asynchronous vs. Traditional:
How would you respond?
What did you think of the readings?
Online problems:
– Too general.
– Provides no sense of expected
response.
– Can easily lead to tangential comments.
How would you respond?
1. Who invented ______?
2. Who was the most
influential political figure of
the 1990’s?
3. What were the 3 main points
of the reading?
Common problems with online
discussion prompts
Too vague
– Learners have no idea how to respond
Too fact-based
– Only one or two persons need to
respond
Lack directions for interactions
– Learners don’t know what acceptable
participation looks like
Elements of a good prompt
• Specifies the desired response type
• Allows for multiple correct answers
(perspective sharing, unique application
of knowledge)
• Provides guidance for peer interaction
• Fosters reflection, thinking, or
collaboration
A 5-Stage Approach: Async
1) Initial topic or idea generation
2) Initial response
3) Respond to peers (can continue for as
long as desired)
4) Wrap up questions
5) Reflect
A sample 5-part prompt
Step 1: Idea Generation
– Find a recent news story online or
announcement that provides an
example of one of the issues or
concepts in our recent readings. Post
the URL and a brief summary of the
article. Do not go into detail of what this
is an example of or how it relates to the
reading.
A sample 5-part prompt (2)
Step 2: Initial Response
– Select and read one of your classmate's
contributions, and post a message under their
thread that discusses what major issues this
article relates to and support your assertions
with references to our course readings. If there
are secondary issues, mention those as well.
Please respond to a message that has not yet
received a response so that we can make sure
everyone gets at least one response. You may,
of course, respond to multiple threads if you
wish.
Tie asynchronous discussion to
rest of class
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Provide an intro statement
Generate several sub-questions
Refer to text/readings
Suggest learning outcomes of discussion
– Learners should be able to:
• Generate definitions of ...
• Link topics
• Provide examples of ...
Sample: sub-questions
 In the last week I've read articles in the New York
Times and USA Today about students doing
research on the Web -- and plagiarism!
 What can we do? What is your position on this
issue?
 Is the Web a great research resource, or
encouragement to be lazy?
 How do we teach our students to use it
responsibly? (Do most teachers know how to use
it responsibly?)
 Don't forget that plagiarism has been around for
years -- think about this issue from both the
student AND teacher perspective (how you
plagiarize and how you get caught)
Make Discussion an Activity
 Debate a topic
 Search for and share resources
 Learn about a topic
 Build a study guide
 Expand on a topic
 Find real-world cases
Require Peer Responses
A form of providing feedback
 Lessens the instructor’s load
 Forces students to read and
consider each others’ work
3-sentence rule
 Avoid overwhelming “I agree” type
messages
 Require that all students post messages
of 3 sentences or longer
 The result:
1. I agree with you.
2. That’s a good idea
3. Ummm…. I have to actually say
something now!
Model desired interactions
Provide students with a sample
message
Share an archived discussion from a
previous course (perhaps on a
related, but different topic)
Exhibit desired communication style
in all messages to students
Provide feedback
Set expectations (tell learners how
they will get feedback)
Provide quantitative feedback
(numerical grade, rubric, count
#/length of messages)
Provide qualitative feedback
Try to refer to students by name and
relate personal experiences
Ron Oliver: Edith Cowan
University in Australia
http://elrond.scam.ecu.edu.au//oliver/;
r.oliver@cowan.edu.au
Professor of Interactive Multimedia, and the Director of the
Centre for Research in Information Technology and
Communications
Collaborative and
Constructivist Web Tasks
(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999))
1. Apprenticeship: Q&A; Ask an Expert (chats & async).
2. Case-Based and Simulated Learning: exchange
remote views; enact events online.
3. Active Learning: Design Web pages and project
databases.
4. Reflective/Metacognitive Learning: Reflect in online
journals, bulletin boards
5. Experiential Learning: Post (articulate ideas) to
discussion groups
6. Authentic Learning: PBL, search current databases
Pedagogical Techniques of CMC
(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
1.
2.
3.
4.
5.
Collective databases, Access to Online Resources
Informal socializing (online cafes)
Seminars (read before going online)
Public tutorials
Peer counseling, learning partnerships
(Online Support Groups)
6. Simulations, games, and role plays
7. Free Flowing Discussions/Forums
8. Email interviews
9. Symposia or speakers on a theme
10. The notice board (class announcements)
Framework for Pedagogical CMC Techniques
(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
1. One-alone Techniques: Online journals,
online databases, interviews, online
interest groups.
2. One-to-one Techniques: Learning
contracts, internships, apprenticeships.
3. One-to-many Techniques: Lectures,
symposiums, skits.
4. Many-to-many Techniques: Debates,
simulations, games, case studies,
discussion groups, brainstorming,
Delphi techniques, nominal group
process, forums, group projects.
Jennifer Hoffman, InSync
Training
(jennifer@insynctraining.com)
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)
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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
Use Signals for Tech Checks & to Clarify Tasks
Other Survival Tips
Jennifer Hoffman, Online Learning Conference (2001, Oct.)
• Prepare a class roster; prepare quick tour
• Start promptly; load applic ahead of time
• Welcome to the session/class; explain
goals; ask for feedback on goals.
• Instruct on communication methods—hand
raising, chat, whiteboard, voice, email.
• Provide phone number for emergencies
• Be ready for delays with planned ad-lib stuff
Be Flexible when Guest Instructor Snowed In…
Dealing with Difficult Learners
• Situation: A joke is made early in the
synchronous discussion and a student
keeps referring back to it even though it no
longer applies.
• Situation: Guest expert has trouble
accessing the system and, in the meantime,
students are making fun of him/her.
• Situation: Guest expert or instructor is
located in one site and students are all
located at another. Students begin to
chatter about irrelevant things.
Redirect Off-Task Students
Dealing with Difficult Learners
(Barbazette, Feb 2002)
• Confront known disruptive participants
and ask for help before the event
• Know who question askers are and ask for
their help before they interrupt
• Ask direct questions of talkers and
nonparticipants
• Ask each person to make a summary of
the learning pts
• Acknowledge various pts of view.
Dealing with Difficult Learners
(Barbazette, Feb 2002)
Questions to Guide Learner Behavior:
• …that’s an interesting question, how have
you handled similar situations?
• …you have had a lot of knowledge
management experiences, what would you
suggest?
• …how do others of you view this issue?
Guide Behavior With Questions and Info
Reducing Online Rowdiness
• Ask yourself, why are they off task? Look
at the pedagogy?
• Do they value the assignment?
• Are tasks relevant, challenging, & current?
• Are ideas valued and woven into the
discussion?
• Are you organized?
• Are students in the right class or level?
What to do?
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Send out or post rules and procedures
Point to those on task as role models
Ask what interests them
Have an agenda or structure
Lead to peak moments
Break into small teams with goals
Focus participants!!!
Focus Student Attention
What else to do?
Clive Sheperd, Jan 2002
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Model behavior yourself
Point to problems in the past (sample archives)
Summarize key pts that have been made
Gently nudge the discussion back on task
Quick and tactful response to the one leading the
group off task
• Establish rules for communication & behavior
• Terminate participation or ask to leave
– Have a private discussion or chat
Archive Prior Sessions
If can’t control, then what to do?
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Join up
Give up
Commit suicide
Find a new job
Protest e-learning
Is
it
that
simple?
NOPE!!!
To Cope with the Technology
Explosion, We Need Instructor ELearning Support!!!
Let’s summarize some of those
supports…
But there is still a
problem…
Online Training
Boring?
From Forrester, Michelle Delio (2000),
Wired News. (Interviewed 40 training
managers and knowledge officers)
“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.
What is the single biggest obstacle to elearning continuing to grow and
fulfilling its potential?
1. The cost of development?
2. Lack of human contact?
3. Reluctance of training departments
to change?
The problem is much more likely
to be plain boredom
Where’s the Quality?
(Michael Rosenberg, April 2002, e-learning)
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Preassessments not thorough
Content too generic and simplified
Buyers not demanding enough
Minimal focus on affect, just cognition
Target audience too broad
The tools used to create courses are not
advanced enough
• Interactivity defined as points and clicks (need to
connect with personal experiences and real-life
scenarios)
From Learning Designers
to Experience Designers
(Reinhard Ziegler, March 2002, e-learning)
“How are we going to create
environments, simulations, and real
learning experiences unless they’ve
participated in them and reflected on
their importance for
themselves?”…the key is “how to
design the interaction so the user
lives the experience.
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.
Figure 54. Reasons Learners Fail to Complete WebBased Courses
Costs
Poorly designed instruction
Lack of incentives
Time
0
10
20
30
40
Percent of Respondents
50
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 & McLoughlin,
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.
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.
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:
Ice Breakers
a. 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)
b. Peer Interviews: Have learners
interview each other via e-mail and then
post introductions for each other.
1. Tone/Climate:
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:
Like Ice Breakers
e. Scavenger Hunt
1. Create a 20-30 item online scavenger hunt
(e.g., finding information on the Web)
2. Post scores
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.
1. Tone/Climate:
Ice Breakers
h. 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
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. Two Truths, One Lie
1. Tell 2 truths and 1 lie about yourself
2. Class votes on which is the lie
1. Tone/Climate:
Ice Breakers
k. KNOWU Rooms:
1. 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.
2. Complete eval form where list people in
class and interests. Most names wins.
l. Public Commitments:
Have students share how they will fit the
coursework into their busy schedules.
Multiple Rooms for Chat
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 (Instructor)
C. 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:
D. 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:
E. Async Self-Testing and Self-Assessments
2. Feedback:
F. 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)
G. 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. Engagement
A. Questioning: XanEdu Coursepacks
3. Engagement
B. Annotations and Animations:
MetaText (eBooks)
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. 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:
D. 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:
E. 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:
F. 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 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:
G. 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:
H. 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
(TimeWeb 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. 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:
B. 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:
C. 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: D. 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
C. Simulations
Games E-Learners Play, 2001, Clive Shepard
“For people-oriented subjects, SmartForce
is using role-play simulations that
challenge students to solve real-life
problems in realistic situations. The
student interacts with virtual characters
and consults a wide variety of resources,
including white papers, presentations and
web links, in order to realize the goals of
the scenario.”
I. eDrama (Front Desk Hiring)
II. Indeliq: Permanent or
Indelible Learning
• Simulations include:
– Strategic Selling
– Supply Chain Management
– Customer Relations Management
– Entrepreneurship
– Leadership
– Capturing Global Markets
– Managing in a Dynamic Environment
– Evaluating Strategic Growth Opportunities
Indeliq
• Simulation: Perform Real-World Tasks
– Conduct analyses, make decisions, see
immediate results, model expert decisions and
behaviors
• Feedback: Evaluate and Coach
– Identify mistakes, reinforce best practices,
provide individualized coaching, offer
feedback unique to each learner
• Reference: Fill Knowledge Gaps
– Access expert war stories and perspectives,
read industry examples and cases consult rich
glossary, complete practice activities
III. Intermezzon: MoneyMaker Sales Training
V. Ninth House: Management Scenarios
Games and Simulations
“There’s something new on the horizon,
though: computer-based soft skills
simulations, which let learners
practice skills such as negotiation and
team building.”
Clark Aldrich, The State of Simulations,
Sept. 2001, Online Learning
VI. SimuLearn’s Virtual Leader
Virtual Leader Components
1. Power: explores the effects of informal (i.e.,
expertise and recognized alliances) and
formal (e.g., title) power
2. Ideas: explores effective strategies for
generating ideas
3. Tension: looking at how tension affects
performance
• Once the 3 ingredients are aligned and
balanced, the leaders commit to a course of
action.
VII. Wisdom Tools: Time-Revealed
Scenarios (TRS)
Scenario Components
1. Story-Based: a contextually-rich format.
2. Distributed: accessed anywhere, at any time.
3. Collaborative: active sharing of ideas among
users.
4. Facilitated: raises probing issues, responds to
questions.
5. Integrated. embed work tools to overcome
the disconnect between work and learning.
6. Global and Diverse. characters customcreated to reflect company's culture & values.
7. Curiosity:
D. 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)
News Flash: “Instant Messenger
(IM) is a huge corporate tool, yet
rarely mentioned in corporate
productivity or learning plans.”
TechLearn 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).
Synchronous
Presentation Tools:
What Are the Common Tools and
Features?
Synchronous WBT Products
Jennifer Hoffman, ASTD, Learning Circuits, (2000, Jan)
• Deluxe (InterWise, LearnLinc, Centra)
– 2-way audio using VOIP, one-way or two-way video, course
scheduling, tracking, text chat, assessment (requires thick
client-side software)
• Standard (HorizonLive, PlaceWare)
– 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, WebCT)
– Browser-based, chat, some application viewing (Requires Javaenabled browsers, little cost, free)
“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 PowerPoint) 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, PowerPoint
• Discussion Boards—post info, FAQs, post
session assignments
• Archive Meeting—record and playback
• Breakout Rooms
• Shared Whiteboards
• Hand-Raising and Yes/No Buttons
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
5. Surveys
6. Team activities or meetings or Peer Q&A
7. Collaborative writing
8. Brainstorming ideas, What-Ifs, Quick reflections
9. Graphic Organizers in Whiteboard (e.g., Venn)
10. Online Mentoring or Language Learning
1. Webinar, Webcast
2. Discussion plus Chat (e.g., StarterWrapper + Sync Guest Chat)
3. Instructor Meetings and Support
4. 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 Technique:
anomymous input till a due date
and then post results and
reconsider until consensus
Rick Kulp, IBM, 1999)
Poll Your Students Online
5. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)
6. Peer Questions & Team Meeting
7. Collaborative Document Writing Online:
Peer-to-Peer Collaboration
8. 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
9. Graphic Organizers (e.g., Digital
Whiteboards)
AC3-DL Course Tools
• Asynchronous:
– Learning Management System
– E-mail
• Synchronous: Virtual Tactical Operations
Center (VTOC) (7 rooms; 15 people/extension)
– Avatar
– Audio conference by extension/room (voice
over IP)
– Text Chat Windows—global and private
– Special tools for collaboration
Mapedit Tool
Mapedit allows multiple users to add,
delete, and move symbols and lines
on the map overlay. The Mapedit
program, was developed to create map
overlays, emulating plastic sheets on
which symbols are drawn that are laid
onto a map. And if students want a
whiteboard, they simply have to open a
blank overlay (no map background).
9. Graphic Organizers (e.g., Map edit tool)
10. Online Language Support
(pronunciation, communication, vocabulary, grammar, etc.)
Instructor-Led Training
(e.g., GlobalEnglish)
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
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 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
9. Interactive:
• C. 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)
• D. Press Conference: Have a series of press
conferences at the end of small group projects;
one for each group)
9. Interactive:
E. 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:
F. Online Co-Laborative Psych Experiments
PsychExperiments
(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 McGraw, 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
10. Goal Driven
B. Jigsaw Technique: each student
becomes an expert on a topic and teaches
that to his/her group.
e.g., Assign chapters within groups
(member #1 reads chapters 1 & 2; #2 reads 3
& 4, etc.)
10. Goal Driven:
C. Gallery Tours
of Individual or Team Products
• 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:
___________________________
Questions?
Comments?
Concerns?