Part I: Online Learning:
Opportunities for Motivation
Curt Bonk, Indiana University
President, CourseShare.com
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Exponential Growth of the Web
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).
To Cope with the Explosion, We
Need Instructor E-Learning
Support!!!
Problems Faced
Administrative:
Pedagogical:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand the
time needed.”
• “Lack of system support.”
• “Little recognition that this
is valuable.”
• “Rapacious U intellectual
property policy.”
• “Unclear
univ.
policies
concerning int property.”
• “Difficulty in performing lab
experiments online.”
• “Lack of appropriate
models for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to
correct online assign.”
• “People need sleep; Web
spins forever.”
Asynchronous Possibilities
1. Link to peers and mentors.
2. Expand and link to alternative resources.
3. Involve in case-based reasoning.
4. Connect students in field to the class.
5. Provide e-mail assistance
6. Bring experts to teach at any time.
7. Provide exam preparation.
8. Foster small group work.
9. Engage in electronic discussions & writing.
10. Structure electronic role play.
Types of Synchronous
Activities
1. Webinar, Webcast
2. Guest speaker or expert moderated (or open)
Q&A forum
3. Discussion plus expert chat
4. Instructor-led discussion or training (general or
private discussions, testing, and tutoring)
5. Peer Dialogue or Team activities or meetings
6. Panels, Press Conferences, Symposia
7. Role Play or Electronic Séance
8. Quick Polls/Quizzes, Voting Ranking, Surveys
9. Brainstorming ideas, What-Ifs, Quick reflections
10. Graphic Organizers in Whiteboard (e.g., Venn)
Help Wanted
Jennifer Hoffman, Online Learning Conference (2001, Oct.)
Wanted:
Synchronous Trainer. Experienced
training professional with 5 yeas
working with synchronous training
methods. Must be able to create
HTML, PowerPoint, and use various
authoring tools in order to create
engaging media. Masters in
Educational Technology preferred.
Best of Online Pedagogical
Strategies…
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
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 of content to designer of
learning experiences.
Knowledge Sharing & Construction
E-Moderating: The Key to Teaching and Learning Online, (Gilly
Salmon, (1999) Kogan Page)
•
•
•
•
•
•
•
Be an equal participant in the conference.
Provide sparks or interesting comments.
Avoid directives and right answers.
Acknowledge all contributions.
Weave, summarize, and model discussion.
Support others for e-moderator role.
Reward knowledge construction &
accomplishments.
• Be tolerant of twists in the discussion.
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
Dennen’s Research on Nine
Online Courses (sociology, history,
communications, writing, library science,
technology, counseling)
Poor Instructors
• Little or no feedback
given
• Always authoritative
• Kept narrow focus of
what was relevant
• Created tangential
discussions
• Only used “ultimate”
deadlines
Good Instructors
• Provided regular
qual/quant feedback
• Participated as peer
• Allowed perspective
sharing
• Tied discussion to grades,
other assessments.
• Used incremental
deadlines
Web-Based Resources
(Oliver & McLoughlin, 1999)
•
•
•
•
•
•
•
URL Postings in Dynamic Database (for inquiry)
Electronic Discussions (to see ideas unfold)
Debates (submit arguments in a public space)
Personal Reflections (encourage to rebut/refute)
Concept Maps (see relationships)
Nominal Group Process (to gain consensus)
Survey (can aggregate student responses)
Pedagogical Techniques of CMC
(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Computer-Mediated Communication)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Collective databases
Informal socializing (online cafes)
Seminars (read before going online)
Public tutorials
Peer counseling
Simulations, games, and role plays
Forum
Email interviews
Symposia or speakers on a theme
The notice board (class announcements)
Synchronous Considerations
Jennifer Hoffman, ASTD, Learning Circuits, (2001, March)
• Log on early; students come 15 minutes early.
• Do tech checks of microphones (sound
check).
• Check to see if students brought needed items
• Welcome to the session/class; explain goals;
ask for feedback on goals.
• Vary instructional strategies; max interactivity
• Make it visual—color, sound, animation
 A “Do Not Disturb” sign & be near a restroom;
pitcher of water
Pedagogical Tips
(Bonk 1998)
•
•
•
•
•
•
•
Test system with immediate task
Build peer interactivity
Embed choices (avatars, tasks, etc.)
Simplify (everything!!!)
Embed peer and portfolio fdbk tools
Offer early feedback
Link to prior work (legacies)
What do we need???
FRAMEWORKS!
1. Reflect on Extent of Integration:
The Web Integration Continuum
Level 1: Course Marketing/Syllabi via the Web
Level 2: Web Resource for Student Exploration
Level 3: Publish Student-Gen Web Resources
Level 4: Course Resources on the Web
Level 5: Repurpose Web Resources for Others
======================================
Level 6: Web Component is Substantive & Graded
Level 7: Graded Activities Extend Beyond Class
Level 8: Entire Web Course for Resident Students
Level 9: Entire Web Course for Offsite Students
Level 10: Course within Programmatic Initiative
2. Reflect on Interactions:
Matrix of Web Interactions
(Cummings, Bonk, & Jacobs, in press)
Instructor to Student: syllabus, notes, feedback
to Instructor: Course resources, syllabi, notes
to Practitioner: Tutorials, articles, listservs
Student to Student: Intros, sample work, debates
to Instructor: Voting, tests, papers, evals.
to Practitioner: Web links, resumes
Practitioner to Student: Internships, jobs, fieldtrips
to Instructor: Opinion surveys, fdbk, listservs
to Practitioner: Forums, listservs
3. 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.
4.
2. Questioning: "What is the name of
this concept...?," "Another reason for this
might be...?," "An example of this is...," "In
contrast to this might be...,""What else
might be important here...?," "Who can tell
me....?," "How might the teacher..?." "What
is the real problem here...?," "How is this
related to...?,“, "Can you justify this?"
5. Feedback/Praise: "Wow, I'm
impressed...," "That shows real insight
into...," "Are you sure you have
considered...," "Thanks for responding to
‘X’...," "I have yet to see you or anyone
mention..."
6. Cognitive Task Structuring: "You
know, the task asks you to do...," "Ok,
as was required, you should now
summarize the peer responses that you
have received...," "How might the
textbook authors have solved this
case."
8. Push to Explore: "You might want
to write to Dr. ‘XYZ’ for...," "You might
want to do an ERIC search on this
topic...," "Perhaps there is a URL on
the Web that addresses this topic..."
How to Combine
these Roles?
E-Moderator
• Refers to online teaching and facilitation
role. Moderating used to mean to preside
over a meeting or a discussion, but in the
electronic world, it means more than that.
It is all roles combined—to hold meetings,
to encourage, to provide information, to
question, to summarize, etc. (Collins &
Berge, 1997; Gilly Salmon, 2000); see
http://www.emoderators.com/moderators.s
html.
Other Hats
Other Hats
•
•
•
•
•
•
•
Weaver—linking comments/threads
Tutor—individualized attention
Participant—joint learner
Provocateur—stir the pot (& calm flames)
Observer—watch ideas and events unfold
Mentor—personally apprentice students
Community Organizer—keep system going
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Web Facilitation???
Berge Collins Associates
Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
Facilitating Electronic Discussion
•
•
•
•
•
•
•
•
Have Students Initiate, Sign up for Roles
Provide Guidelines and Structure
Weave and Summarize Weekly
Be patient, prompt, and clear
Foster Role Play, Debate, and Interaction
Assign Due Dates, Times, and Points
Constantly Monitor, Converse not Dictate
Assign Buddies/Pals or Include Mentoring
Is
it
that
simple?
NOPE!!!
There is a
Problem…
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:
A. Instructor Modeling
• The first week of a course is a critical
• If an instructor is personable, students
will be personable
• If formal, students will be formal
• Too little instructor presence can cause
low levels of student involvement
• Too much presence can cause
uninspired student involvement
1. Tone:
B. Thiagi-Like 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. Peer Interviews: Have learners
interview each other via e-mail and then
post introductions for each other.
1. Tone/Climate:
B. Thiagi-Like 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:
C. Thiagi-Like Ice Breakers
5. Pair-Ups: Have pairs of students
summarize the course syllabus for each
other or summarize initial materials sent
from the instructor.
6. 99 Seconds of Fame: In an
online synchronous chat, give each
student 99 seconds to present
themselves and field questions.
7. 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. Thiagi-Like Ice Breakers
8. 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
9. 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.
10.Who Has Polls: During initial meeting,
pool students on various interesting topics
(e.g., who has walked on stilts, swam in the
ocean, sat in a casket, flown a plane, etc.)
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
11. 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 eval form where list people in
class and interests. Most names wins.
12. Public Commitments:
Have students share how they will fit the
coursework into their busy schedules.
Multiple Rooms for Chat
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
13. Scavenger Hunt
1. Create a 20-30 item online scavenger
hunt (e.g., finding information on
the Web)
2. Post scores
14. 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:
A. 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:
B. Acknowledgement via E-mail,
Live Chats, Telephone (Acknowledge
questions or completed assignments)
2. Feedback:
C. Self-Testing and Self-Assessments
2. Feedback:
C. Self-Testing and Self-Assessments
(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)
D. 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)
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
C. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
4. Meaningfulness:
A. Perspective Taking
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. Job or Field Reflections
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:
B. 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:
C. Case Creation and Simulations
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)
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. 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
6. Variety:
B. 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
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
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. 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, Surveys
5. Swami Questions
6. Peer Q&A and Dialogue
7. Team activities or meetings
8. Brainstorming ideas, What-Ifs, Quick reflections
9. Graphic Organizers in Whiteboard (e.g., Venn)
10. Twenty Questions, Hot Seat, etc.
Tech check since anything
can happen…
E. Peer Questions & Team Meeting
F. Peer Questions & Team Meeting:
Moderated
8. Tension:
A. Role Play
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.
B. 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:
B. 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:
C. Symposia, Press Conference,
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
(Alternative: Have a series of press
conferences at the end of small group
projects; one for each group)
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
============================================
Alternative: Jigsaw Technique:
Assign chapters within groups
(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)
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
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:
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• May Try to Use:
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• No Way:
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