Motivational Strategies When
Integrating Technology:
Why, What, and How
Curt Bonk, Indiana University
President, CourseShare.com
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
http://CourseShare.com
I. Why?
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New expectations
Exposure
Foster active learning
New connections
Enhance learning outcomes
Rethink role as instructor
Excite instead of bore
Online Technology Pushes
Pedagogy to the Forefront
Frank Newman & Jamie Scurry, Chronicle of Higher Education,
July 13, 2001, B7.
“Many faculty members are still concerned
whether the technology is simple and
reliable enough to use for moresophisticated learning tasks.
Increasingly, however, better software is
emerging that engages students in more
effective learning.”
Teen’s Web Use
• 94% use the Internet for school research
• 78% believe the Internet helps them with
schoolwork
• 41% use email and instant messaging to contact
teachers or schoolmates about class work
• The Internet is their primary communication tool
– 81% email friends and relatives
– 70% use instant messaging to keep in touch
– 56% prefer the Internet to the telephone
(Lenhart, Simon, & Grarziano, 2001);
cited in Diane Oblinger, 2002
Lenhart, Simon & Graziano, 2001
I know we have had problems
in the past…
II. What?
1. What do you currently do with
technology?
2. What can you do with technology?
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.
My Technology Use
• Stand Alone Computer Presentations
– stat demos, graphical projections, ERIC, PP, Inspiration
• School of Education Computer Lab
– Train, mentor, student demos, guest speakers, explore
• Distance Education: Web (WebCT, Blackboard)
– Web pages, syllabi, courses, supplements, explore links
• Distance Ed: Videoconferencing Courses
– Project Athena, Picture-tel, CU-SeeMe, NetMeeting, VIC, IP.
• Electronic Mail (E-mail)
• Computer Conferencing & Collab Writing
– Sitescape, VU, NiceNet, COW, Connect, FirstClass
• Specific Technology Equipment
– Document Camera, Fax, CD-ROM, Scanner, Digital Camera,
camcorders, Videotape, Stereos, Scanner, Telephone,
Audiotape, Overhead Projectors, etc.
Technology Goals at Purdue
1. Experience with wide variety of technology
2. Instructional opportunity for diverse learners.
3. Link field to class and discuss/dialogue.
4. Inquiry, reflection, journals, personal sums.
5. Scaffolded learning opportunities.
6. Encourage to create artifacts with tech.
7. Some electronic assignments and portfolios.
8. Link students & faculty-telecommunications.
(e.g., bulletin boards and online discussions)
9. Interactive simulations.
10. Informal e-mail.
Technology Tools
• MBL--sensors, probes, microphones, motion det
• Hand held Devices: Graphing calculators, palm
pilots, Newtons
• Exploratory Simulations—physics, chemistry, etc.
• Telecommunications & Interpers Exchanges:
e.g., keypals, ask expert, cross-age mentoring.
• Assistance Technology: screen magnifiers, speech
synthesizers and digitizers, voice recognition devices, touch
screens, alternative computer keyboards, and headpointing
devices
• Writing: post-it notes, outlining aids, semantic webbing
tools, prompting tools, word processors, grammar checks.
More Technology Tools
• Presentation/Integration: Smart lecturns
• Cognitive Tools: graphing tools, spreadsheets, word
processors, and databases
• Intelligent Tutors: Geometry, Algebra, Statistics
• Class Management: Gradebooks, track students
• Testing: Essay grade, computer adaptive testing
• Classroom Assessment: Digital portfolios
• Distance Learning: Web and videoconferencing
Online Exams and Gradebooks
Digital Portfolios
Technology Ideas
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Bring in experts via video/computer conferencing
Teleconferencing talks to tchrs & experts
Reflect on field & debate cases on the Web
Make Web resources accessible
Collab with Students in other places/countries
Have students generate Web pages/pub work
Represent knowledge with graphing tools
Videoconference with colleagues
Make Web link suggestions
Inspiration Example
More Technology Ideas
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Take to lab for group collaboration.
Take to computer lab for Web search.
Take to an electronic conference.
Put syllabus on the Web.
Create a class computer conference.
Require students sign up for a listserv.
Use e-mail minute papers & e-mail admin.
Have students do technology demos.
Level 1: Post Your Syllabus
Reflect on Extent of Integration:
The Web Integration Continuum
(Bonk et al., 2000)
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
Still More Technology Idas
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Find Free Concept Clips on Internet.
Show Web site glossary--let explore & eval.
Student final project presentations with tech.
Scavenger Hunt (including items on Web).
Explore Simulated businesses, hospitals, schools,
farms, planets, etc.
• Videotape performances (speaking, teaching,
coaching, etc.)
• Peer Mentoring sign up.
III. How?
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)
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)
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.
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
1. Tone:
B. Social Ice Breakers
1. 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)
2. 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. Tone/Climate:
B. Social Ice Breakers
3. Eight Nouns Activity:
1. Introduce self using 8 nouns
2. Explain why choose each noun
3. Comment on 1-2 peer postings
4. 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: Social Ice Breakers
5. 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
6. 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:
B. Social Ice Breakers
7. Scavenger Hunt
1. Create a 20-30 item online scavenger
hunt (e.g., finding information on
the Web)
2. Post scores
8. Two Truths, One Lie
1. Tell 2 truths and 1 lie about yourself
2. Class votes on which is the lie
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:
C. Acknowledgement via E-mail, Web,
Live Chats, Telephone
2. Feedback (Instructor)
D. 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.
E. Poll Students for Formative Feedback
F. Formative Feedback (and
interaction) When Videoconferencing
1. Human Graph:
• Have students line up on a scale
(e.g., 1 is low and 5 is high) on
camera according to how they
feel about something (e.g., topic,
the book, class).
• Debrief
2. Feedback:
G. 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:
H. Asynchronous Self-Testing and SelfAssessments
2. Feedback (Instructor)
I. 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)
2. Feedback:
J. 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.
2K. Learner-Content Interactions: SelfTesting
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. 20 Questions: Someone has an answer
and others can only ask questions that have
“yes” or “no” responses until someone
guesses answer.
3. Engagement
A. Questioning: XanEdu Coursepacks
3. Engagement
B. Annotations and Animations:
MetaText (eBooks)
3. Engagement:
C. Electronic Voting and Polling
1. Ask students to vote on issue before class (anonymously or
send directly to the instructor)
2. Instructor pulls our minority pt of view
3. Discuss with majority pt of view
4. Repoll students after class
(Note: Delphi or Timed Disclosure Technique:
anomymous input till a due date
and then post results and
reconsider until consensus
Rick Kulp, IBM, 1999)
3. Engagement
D. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
4. Meaningfulness
A. 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
B. 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:
C. 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
Wireless Technology
4. Meaningfulness:
Case-Based Laboratories
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.
• Students view patient info (photo, lesion photos, history,
physical exam findings)
• Can click on active links of sounds (breath, cardiac, etc.)
• Students encouraged to discuss cases before class
4. Meaningfulness:
D. 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.
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. 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: A. 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.
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 would add new links in the Just-in-Time Syllabus to
breaking news about gasoline prices or the energy blackouts in
California
6. Authentic Data Analysis
Jeanne Sept, IU, Archaeology of Human Origins;
Components: From CD to Web
• A set of research questions 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,
analyze, interpret, and explore space/time
dimensions)
6. Variety: B. 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
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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
B. Online Fun and Games
(see Thiagi.com, puzzlemaker.com,
Or deepfun.com)
1. Puzzle games
2. Solve puzzle against
timer
3. Learn concepts
4. Compete
5. Get points
Students Play Online Jeopardy Game
www.km-solutions.biz/caa/quiz.zip
7. Curiosity:
C. 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)
7. Curiosity:
D. Threaded Discussion plus Expert Chat
7. Curiosity:
E. Peer Questions & Team Meeting
7. Curiosity:
F. Video Mentoring
Audiology Professor, Univ of Florida
1. Course instructor invites national known
experts to lecture in specific content areas.
2. Lectures are videotaped in a recording studio,
edited by professional, duplicated, and
distributed to each student.
3. Average of ten hours of lectures from 3-5
experts are prepared for each class.
4. Visual aids are added to each tape and a
transcript is prepared for hearing-impaired
students.
8. Tension.
A. 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 used in a business info systems
class where discussion got too predictable!
8. Tension:
Role Play
B. Role Play Personalities
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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
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 rdg reflections of others or react to own
Role 1: Starter/Mediator
Reporter/Commentator
• Summarizes the key terms, ideas, and issues in
the chapters, supplemental instructor notes,
journal articles, and other assigned readings and
asks thought provoking questions typically
before one’s peers read or discuss the concepts
and ideas. In effect, the starter is a reporter or
commentator or teacher of what to expect in the
upcoming readings or activities. Once the
“start” is posted, this student acts as a mediator
or facilitator of discussion for the week.
Role 3: 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.
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.
Role 11: Controller/Executive
Director/CEO/Leader
• In this role, the student
oversees the process,
reports overall findings
and opinions, and
attempts to control the
flow of information,
findings, suggestions,
and general problem
solving.
Role 12: 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.
8. Tension.
D. 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 used in a business info systems
class where discussion got too predictable!
E. Four Key Hats of Instructors:
– Technical—do students have basics?
Does their equipment work? Passwords
work?
– Managerial—Do students understand the
assignments and course structure?
– Pedagogical—How are students
interacting, summarizing, debating,
thinking?
– Social—What is the general tone? Is
there a human side to this course?
Joking allowed?
– Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter,
editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.
Other Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Sure…but Cat Herder???
8. Tension:
F. 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.
8G. Tension:
Videoconferencing
2. Mock Trials with Occupational Roles
a. Create a scenario (e.g., school reform in the
community) and hand out to students to read.
b. Ask for volunteers for different roles (everyone
must have a role).
c. Perhaps consider having one key person on the
pro and con side of the issue make a statement.
d. Discuss issues from within role (instructor is
the hired moderator or one to make opening
statement; he/she collects ideas on document
camera or board).
e. Come to compromise.
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.
9B. Interactive: Thoughtful
Team Reflection
9C. Interactive Videoconferencing
1. Stand and Share
• Have students think about a topic or
idea and stand when they have
selected an answer or topic.
• Call on students across sites and sit
when speak.
• Also, sit when you hear your answer
or your ideas are all mentioned by
someone else.
9. Interactive:
D. Symposia or Panel 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
E. Press Conference: Have a series of
press conferences at the end of small
group projects; one for each group)
9. Interactive:
F. Online Co-Laborative Psych Experiments
http://psychexps.olemiss.edu/
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
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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
============================================
B. Jigsaw Technique:
Assign chapters within groups
(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)
10. Goal Driven Final Presentations
via Videoconferencing
C. Presentation:
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Assign a task for students to present on.
Have them create PowerPoint slides, bring
videotapes or other media, and items for
document camera.
Consider have peer and instructor
evaluation forms for each group and/or
individual.
Videoconferencing at IU
10. Goal Driven:
D. 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
E. Teacher E-Portfolios
(Format: CD, Web, videotape, combination, etc.)
• Digital pictures of
student activities
• Handouts from
coursework
• Philosophy
statements
• Videotapes of
teaching
• Audio recordings
• Lesson plans
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Letters to parents
Letters of rec
Sample writing
Newspaper clippings
of their activities
• Work from students
• Student evaluations
• Self-evaluations
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:
___________________________
Ok, who wants a TICKIT?
And, who has a TICKIT?
http://www.iub.edu/~tickit