Best Pedagogical Practices of ELearning for Building
Motivational and Interactive
Communities
Curt Bonk, Indiana University
(and CourseShare.com)
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
Timeout!!! What do you do with
technology in New Zealand today?
____________________
What about 10 years ago???
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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.
Pedagogical Actualities
1. Teacher-Created Cases
2. Student-Created Cases
3. Online Mentoring
4. Starter-Wrapper Discussions
5. Field Reflections
6. Reading Reactions
7. Debates (Teacher and Student Created)
8. Critical Friend Activities
9. Web Buddies
10. Synchronous Group Problem Solving
E-Learning Vision and Goals?
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Making connections through cases.
Appreciating different perspectives.
Students as teachers.
Greater depth of discussion.
Fostering critical thinking online.
Interactivity online.
Exponential Growth of the Web
Brains Before and After Elearning
Before
After
And when use synchronous
and asynchronous tools
E-Learning
Problems and Solutions
1. Tasks Overwhelm
2. Confused on Web
3. Too Nice Due to
Limited Share
History
4. Lack Justification
5. Hard not to preach
6. Too much data
7. Communities not
easy to form
 Train and be clear
 Structure time/dates
due
 Develop roles and
controversies
 Train to back up claims
 Students take lead role
 Use Email Pals; set
times and amounts
 Embed Informal/Social
E-Learning
Benefits and Implications
1. Shy open up online  Use async conferencing
2. Minimal off task
 Create social tasks
3. Delayed collab more  Use Async for debates;
rich than real time;
Sync for help, office hours
discussion extends
(use both to reflect)
4. Students can
 Structure generation and
generate lots of info
force reflection/comment
5. Minimal disruptions  Foster debates/critique
6. Extensive E-Advice  Find Practitioners/Experts
7. Excited to Publish  Ask Permission
Best of Online
Pedagogical Strategies…
Selecting Distance Learning Instructors
(Karen Mantyla, July 2000, Learning Circuits; author of
Distance Learning: A Step-by-Step Guide for Trainers’
QuietPower@aolcom)
 Exude enthusiasm
 Be learner-centered
 Be flexible and willing to learn new skills
 Be adaptable to student and team needs
 Display a sense of humor
 Learn new technologies and practice or rehease
delivery
 Willing to create and use interactive tasks
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.
Prompt and remind frequently.
Summarize discussion occasionally.
Encourage to answer each other’s q’s.
Steps in Building an Electronic Community
(Palloff & Pratt, 1999)
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Clearly define the purpose of the group.
Create a distinctive gathering place for group.
Promote effective leadership from within.
Define norms and a clear code of conduct.
Allow for a range of member roles.
Allow for and facilitate subgroups.
Allow members to resolve their own disputes.
Online Strategies
(Karen Lazenby, University of Pretoria, Nov.,
2001)
• Limit lecturing online—promote self-directed
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.
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)
Online Techniques & Moderator Action
Gilly Salmon, The Open University Business School
Moderator Action:
 Emphasize BS rules
1) Idea Generation
2) Deepen Engagement  Challenge, test, share
 Summarize, current info
3) Interest Groups
 Moderate, lobby, detail
4) Debating
 Ask key q’s, follow-up
5) Market Research
 Offer feedback, prizes
6) Resource Recog.
 Post q’s, facilitate discuss
7) Exam Preparation
Type:
Knowledge Sharing & Construction
E-Moderating: The Key to Teaching and Learning Online,
(Gilly Salmon, (1999) Kogan Page)
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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.
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
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
• 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
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 assns.
• Used incremental
deadlines
Web-Based Resources
(Oliver & McLoughlin, 1999)
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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)
Collaborative and Constructivist Web Tasks
(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999)
1. Apprenticeship: Q&A; Ask an Expert (chats &
asynchronous discussion).
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. Collective databases
2. Informal socializing (online cafes)
3. Seminars (read before going online)
4. Public tutorials
5. Peer counseling
6. Simulations, games, and role plays
7. Forum
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.
Considerations: The Event
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)
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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. Models of Technology in Education
(Dennen, 1999)
• Enhancing the Curriculum
– computers for extra activities: drill and
practice CD-ROMs; tool; intelligent tutor
• Extending the Curriculum
– transcend classroom and engage in activities not
possible without it: Online class conferences,
Cross-University Collaboration, CSCL.
• Transforming the Curriculum
– allowing learners to construct knowledge bases
and resources in a community setting regardless of
physical location or time and join a learning
community.
4. Reflect on Environment:
How to Be Learner-Centered on the Web
(Bonk & Cummings, 1998)
1. Safe Lrng Community
2. Foster Engagement
3. Give Choice
4. Facilitate Learning
5. Offer Feedback
6. Apprentice Learning
7. Use Recursive Tasks
8. Use Writing & Reflection
9. Build On Web Links
10. Be Clear & Prompt
Help
11. Evaluate Dimensionally
12. Personalize in Future
5. New Theories
• Situated Learning--asserts that
learning is most effective in authentic, or real world,
contexts with problems that allow students to
generate their own solution paths (Brown, Collins, &
Duguid, 1989).
• Constructivism--concerned with
learner's actual act of creating meaning (Brooks,
1990). The constructivist argues that the child's mind
actively constructs relationships and ideas; hence,
meaning is derived from negotiating, generating, and
linking concepts within a community of peers (Harel
& Papert, 1991).
5a. Smartweb Activities and
Sociocultural Link (Bonk, 1998)
Smartweb Activities
Sociocultural Link
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Weekly Chapter Activ
Web Link Suggestions
Personal Profiles
Student Portfolios
Feedback on Portfolios
Class Picture
Links to Prior Semesters
Web Assignment Posting
Chart
Connect to Experience
Push to Explore & Res.
Build Intersubjectivity
Dynamic Assessment
Scaffolding within ZPD
Learning Community
Modeling and Legacy
Visual Overview of
Smartweb Activity
5b. COW Activities and
Sociocultural Links (Bonk, 1998)
COW Activity
Sociocultural Link
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Starter-Wrapper Disc
Field Reflections
Café Latte, Int’l Café
Field Observ Case Disc
(& samples cases)
Small Schools Small Grp
Whole Class Disc
Service Teaching
Volunteer Explorations
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Recip Teach & Dialogue
Apprentices Learning
Intersubjectivity
Scaffolded & Authentic
(assist in learning)
Build ZPD & Negotiate.
Learning Community
Context for Apprent.
Student Choice
6. 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
Personal Learning Trainer
• Learners need a personal trainer to
lead them through materials and
networks, identify relevant materials
and advisors and ways to move
forward (Mason, 1998; Salmon,
2000).
Online Concierge
• To provide support and information
on request (perhaps a map of the
area…) (Gilly Salmon, 2000).
E-Police
• While one hopes you will not call
yourself this nor find the need to
make laws and enforce them, you
will need some Code of Practice or
set procedures, and protocols for emoderators (Gilly Salmon, 2000).
Other Hats
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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
7. Online Mentoring
and Assistance Online
Twelve forms of electronic learning
mentoring and assistance
(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)
1. Social (and cognitive)
Acknowledgement: "Hello...," "I
agree with everything said so far...,"
"Wow, what a case," "This case
certainly has provoked a lot of
discussion...," "Glad you could join
us..."
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?"
3. Direct Instruction: "I think
in class we mentioned that...,"
Chapter ‘X’ talks about...,"
"Remember back to the first week of
the semester when we went over ‘X’
which indicated that..."
4. Modeling/Examples: "I think I
solved this sort of problem once when
I...," "Remember that video we saw on
‘X’ wherein ‘Y’ decided to...," "Doesn't
‘X’ give insight into this problem in case
‘Z’ when he/she said..."
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..."
10. Encouraging Articulation/Dialogue
Prompting: "What was the problem solving
process the teacher faced here?," "Does
anyone have a counterpoint or alternative to
this situation?," "Can someone give me three
good reasons why...," "It still seems like
something is missing here, I just can't put my
finger on it."
Web Facilitation???
Berge Collins Associates
Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
Facilitation (Dennen, 2001)
• Participation was higher when students had a
clear goal & extrinsic motivation to participate
• Relevance has a positive effect on participation
• Greater dialogue when shared perspectives
• Fact-based q’ing strategies did not work well
• Consistent, regular fdbk motivates students
• Quantitative and qualitative guidelines
Facilitating Electronic Discussion
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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
There is a
problem…
Do we want degrees in
electronic page turning???
• To get the certificate,
learners merely needed to
“read” (i.e. click through)
each screen of material
• Is this pedagogically
sound?
I’m mad as
hell and I’m
not going to
take this
anymore!!!
“Network”, 1976,
shouted by Howard
Beale (Peter Finch)
• Howard Beale: We'll
tell you anything you want
to hear, we lie like [hec].
• Howard Beale: You're beginning to believe the
illusions we're spinning here, you're beginning to
believe that the Web is reality and your own lives
are unreal! You do! Why, whatever the Web tells
you: you dress like the Web, you eat like the Web,
you raise your children like the Web, you even
think like the Web! This is mass madness, you
maniacs! ..., you people are the real thing, WE
are the illusion!
• Howard Beale: Right now, there is a whole, an
entire generation that never knew anything
that didn't come out of this Web! This Web is
the gospel, the ultimate revelation; this Web can
make or break presidents, popes, prime
ministers; this Web is the most awesome [darn]
propaganda force in the whole godless world,
and woe is us if it ever falls into the hands of
the wrong people...And when the 12th largest
company in the world controls the most
awesome [darn] propaganda force in the whole
godless world, who knows what [stuff] will be
peddled for truth on this network!?
Who am I Mad At???
• Administrators
• Colleagues
• The Registrar’s Office
• Students
• Textbook Companies
• Bookstores
=============================
• Courseware Companies
• The Media
Must Online Learning be
Boring?
What Motivates Adult Learners
to Participate?
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)
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.
8. E-Learning Pedagogical Strategies
Motivational/Ice Breakers:
Creative Thinking:
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2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
8 Noun Introductions
Coffee House Expectations
Scavenger Hunt
Two Truths, One Lie
Public Commitments
Share-A-Link
Brainstorming
Role Play
Topical Discussions
Web-Based Explorations & Readings
Recursive Tasks
Electronic Séance
Critical Thinking:
Collaborative Learning:
1.
2.
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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
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. Public Commitments:
Have students share how they will fit
the coursework into their busy
schedules.
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 introductions or 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.
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
10. Scavenger Hunt
1. Create a 20-30 item online scavenger
hunt (e.g., finding information on the
Web)
2. Post scores
11. 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. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge
questions or completed assignments)
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. Annotations and Animations:
MetaText (eBooks)
3. Engagement:
B. Electronic Voting and Polling
1. Ask students to vote on issue before class
(anonymously or send directly to the instructor)
2. Instructor pulls out 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. 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
Alternative: Pool field interviews
of practitioners
4. Meaningfulness:
B. 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
6. Variety
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. 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)
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. 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, 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 or Jigsaw
• 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. 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:
___________________________
• May Try to Use:
___________________________
• No Way:
___________________________
Have you seen an online
community…???
A learning community is a group of
individuals interested in a common
topic or area, who engage in
knowledge related transactions as well
as transformations within it. They
take advantage of the opportunity to
exchange ideas and learn collectively.
(Bonk & Wisher, 2000;
Fulton & Riel, 1999)
Factors in Creating any
Community
(1) membership/identity
(2) influence
(3) fulfill of indiv needs/rewards
(4) shared events & emotional
connections
(McMillan & Chavis, 1986).
History, stories, expression, identity, participation,
respect, autonomy, celebration, team building, shape
group, Schwier, 1999)
How Facilitate Online
Community?
•
•
•
•
•
•
•
•
Safety: Establish safe environment
Tone: Flexible, inviting, positive, respect
Personal: Self-disclosures, open, stories telling
Sharing: Share frustrations, celebrations, etc
Collaboration: Camaraderie/empathy
Common language: conversational chat space
Task completion: set milestones & grp goals
Other: Meaningful, choice, simple, purpose...
Four Sample
Communities
Or
Not...
“Colleges and universities
ought to be concerned not
with how fast they can ‘put
their courses up on the
Web,’ but with finding out
how this technology can be
used to build and sustain
learning communities”
Hiltz (1998, p. 7)
Final advice…whatever you do…