Technology Integration for LearnerCentered Learning: Asynchronous
and Synchronous Possibilities
Curt Bonk, Professor, Indiana University
President, CourseShare
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
http://CourseShare.com
What do we need???
FRAMEWORKS!
1. 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
• School and University Computer Labs
• Distance Education: Web (WebCT, Blackboard)
and Videoconferencing Courses
• Electronic Mail
• Computer Conferencing & Collab Writing
• Specific Technology Equipment
– Document Camera, Fax, CD-ROM, Scanner,
Digital Camera, camcorders, Videotape,
Stereos, Scanner, Telephone, Audiotape.
2. 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
3.
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..."
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."
4. 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.
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).
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
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
1.What do you currently do
with technology? What
hats do you wear?
2.What hats do you want to
wear? What do you want
to do?
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
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. (UW-Milwaukee)
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.
More students get MBAs online
Programs suit busy executives; many
schools remain aloof.
By Del Jones, USA TODAY, Feb 11, 2003
“The faculty at Duke worried about the lack
of networking until its first batch of semionline students gathered for graduation in
1997. Those students who had conversed
by e-mail and over bulletin boards seemed
to be better friends at graduation than
traditional students, says Nevin Fouts,
associate dean of the Fuqua School of
Business.”
Web Facilitation???
Berge Collins Associates
Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
Teaching in Your Pajamas: Lessons of
Online Classes, Peggy Minnis, New York
Times, Teacher’s Journal, Feb 12, 2003
One of my favorite parts of college teaching is dressing up
and putting on a good show. I plan my outfits, apply
makeup, coordinate accessories, even rework my lecture
cue cards.
But here I sit on a Friday night, lecturing 25 students in my
lavender pajamas. I'm teaching online.
Teaching online also required rethinking how I deliver the
subject matter. For 17 years, I've taught chemistry and
environmental science standing in front of students.
Why Are Teachers Resistant?
Hannafin and Savenye (1993)
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Believe the software is poorly designed
Become frustrated in how to use.
Do not want to look stupid
Do not believe that computers enhance learning
Fear losing control and being in the center
See computers competing with other academic
tasks
• See time and effort to use as too great
• Fear upsetting unsupportive administrators
More Blended Ideas
(Bonk, 2003)
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Take to lab for online 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.
My Technology Use
• Stand Alone Computer Presentations
• School and University Computer Labs
• Distance Education: Web (WebCT, Blackboard)
and Videoconferencing Courses
• Electronic Mail
• Computer Conferencing & Collab Writing
• Specific Technology Equipment
– Document Camera, Fax, CD-ROM, Scanner,
Digital Camera, camcorders, Videotape,
Stereos, Scanner, Telephone, Audiotape.
More Technology Tools
• Cognitive Tools: graphing tools, spreadsheets, word
processors, and databases
• Class Management: Gradebooks, track students
• Presentation/Integration: Smart lecturns
• Testing: Essay grade, computer adaptive testing
• Classroom Assessment: Digital portfolios
• MBL--sensors, probes, microphones, motion det
• Hand held Devices: Graphing calculators, palm pilots
• Assistance Technology: screen magnifiers, speech
synthesizers and digitizers, voice recognition devices, touch
screens, alternative keyboards
Online Exams and Gradebooks
Technology Ideas
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•
•
•
•
•
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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
More Technology Ideas
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•
•
•
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Take to lab for group collaboration.
Take to computer lab for Web search.
Take to an electronic conference.
Put syllabus or class pic on the Web.
Create a class computer conference.
Have students do technology demos.
Post Syllabus is Important!
Still More Technology Idas
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Find Free Concept Clips on Internet.
Show Web site glossary--let explore & eval.
Final project presentations with technology
Scavenger hunt (including items on Web).
Explore simulations and Web sites.
Create electronic portfolios (CD, Web, video)
Peer Mentoring sign up.
Web Resource and Tool Reviews
Teacher E-Portfolios
• Digital pictures of
student activities
• Handouts from
coursework
• Philosophy
statements
• Videotapes of
teaching
• Audio recordings
• Lesson plans
•
•
•
•
Letters to parents
Letters of rec
Sample writing
Newspaper clippings
of their activities
• Work from students
• Student evaluations
• Self-evaluations
Blended Learning:
Sample Synchronous and
Asynchronous Activities
(David Brown, Syllabus, January 2002,
p. 23; October 2001, p. 18)
10 Blended Asynchronous Activities
1. Social Ice Breakers: intros, favorite Web sites
2. Learner-Content Interactions: self-testing
3. Scenario-Based Simulations
4. Starter-Wrapper Discussion, Other Forums
5. Anonymous Suggestion Box
6. Role Play, Debate, Assume Persona of a Scholar
7. Online Experiments and Demonstrations
8. Case-Based Learning and Authentic Data Analysis
9. Online Reflection or Polling
10. Perspective Taking, Gallery Tour of Work
1. Social 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. 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:
Social Ice Breakers
c. Scavenger Hunt
1. Create a 20-30 item online scavenger
hunt (e.g., finding information on
the Web)
2. Post scores
d. Two Truths, One Lie
1. Tell 2 truths and 1 lie about yourself
2. Class votes on which is the lie
2a. Learner-Content Interactions: SelfTesting
2b. Students Play Online Jeopardy Game
www.km-solutions.biz/caa/quiz.zip
2c. 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
3. Scenario-Based Simulations
4a. 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
4b. Multiple Discussion
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.
4c. Discussion and 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.
5a. Web-Supported Group
Reading Reactions and Feedback
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)
5b. Critical Friend Feedback
5c. 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)
5d. Formative Feedback
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.
6a. Role Play:
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 reading reflections of
others or react to own
6b. Role Play Personalities : Idea
Generator Creative Energy/Inventor
• Brings endless energy to online
conversations and generates lots
of fresh ideas and new
perspectives to the conference
when addressing issues and
problems.
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.
6c. 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!
6d. 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.
6e. 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
Panels of Experts
6f. 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)
6g. Press Conference: Have a series of press
conferences at the end of small group projects;
one for each group)
6h. 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.
7. 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
8a. 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)
8b. Instructor or Text Generated Cases
8c. Cases from News
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)
9. Analyzing Cases with
Wireless Technology
9a. 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)
9b. Thoughtful
Reflections on Web
9c. 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)
Student Generated Polls
9d. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
10a. 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.
10b. 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
10c. Share Work in Gallery Tour
Blended Synchronous
Activities?
(Sheinberg, April 2000, Learning Circuits)
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)
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
10 Synchronous
Activities
1. Webinar, Webcast
2. Synchronous Testing and Assessment
3. Sync Guests or Expert Forums, Séance
4. Threaded Discussion Plus Expert Chat
5. Moderated Online Team Meeting
6. Collaborative Online Writing
7. Online Mentoring
8. Graphic Organizers in Whiteboard (e.g., Venn)
9. Human Graphs (videoconferencing)
10. Stand and Share (videoconferencing)
1. Webinar
2. 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.
3a. Electronic Guests & Mentoring
3b. 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
4. Threaded Discussion plus Expert
Chat (e.g., Starter-Wrapper + Sync Guest Chat)
5. Moderated Online Team Meeting
6. Collaborative Online Writing:
Peer-to-Peer Document Collaboration
7. Online Mentoring
(e.g., GlobalEnglish)
8. Graphic Organizers
(e.g., Digital Whiteboards)
9. Human Graph (formative Feedback)
When Videoconferencing
•
•
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
10. Stand and Share (Interaction) when
Videoconferencing
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•
•
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.
Look for Tech Champions
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. Web resources: white papers, reports, projects
Pick an Idea
• Definitely Will Use:
___________________________
• May Try to Use:
___________________________
• No Way:
___________________________
What About Instructor
Sharing and Support???
Research Results
• 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
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
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
Facilitating Electronic Discussion
(see also: Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod)
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Have Students Initiate Discussion
Provide Guidelines and Structure
Sign Up for Roles
Foster Role Play, Debate, and Interaction
Assign Due Dates, Times, Points
Converse, don’t dictate, be flexible
Constantly Monitor
Weave and summarize weekly
Assign Buddies/Pals or Mentors
Faculty Support for
Online learning???
Training
Outside Support
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Training (FacultyTraining.net)
Courses & Certificates (JIU, e-education)
Reports, Newsletters, & Pubs
Aggregators of Info (CourseShare, Merlot)
Global Forums (FacultyOnline.com; GEN)
Resources, Guides/Tips, Link Collections,
Online Journals, Library Resources
Distance Ed Certificate Program
(Univ of Wisconsin-Madison)
• 12-18 month self-paced certificate
program, 20 CEUs, $2,500-$3,185
• Integrate into practical experiences
• Combines distance learning formats to
cater to busy working professionals
• Open enrollment and self-paced
• Support services
Online Sharing is Key!!!
(Course Aggregators: MERLOT.org, WLH, HungryMinds.com,
UniversalClass.com, CourseShare.com)
“E-learning is revolutionizing the way
people learn and share information.”
Elsa Schelin, (2001, April), e-learning, 2(4), pp. 26 & 28.
“Reduce, reuse, recycle.”
Chris Jones, (2001, Jan.), OnlineLearning, 5(1), p. 62.
Administrators and faculty members at
the Massachusetts Institute of
Technology are debating what could
become a $100-million effort to
create extensive World Wide Web
pages for nearly every course the
university offers.
Jeffrey R. Young, March 1, 2001, The Chronicle of
Higher Ed
•
Also See: MIT Cheered from a Distance, Wired News,
http://www.wired.com/news/culture/0,1284,42841,00.html
University Resource Partnership
• 3/3/02 DSpace Archive: MIT and HP to create
a LT sustainable digital repository
– “Instead of submitting the paper to a print
commercial journal and waiting months for
the results to be published, the researcher
can simply pull up MIT’s Center of
Teleportation Research Web page and
instandly submit the paper and data
online, for all his cohorts to review.”
– Kendra Mayfield Wired News, College Archives ‘Dig’ Deeper.
• http://www.wired.com/news/culture/0,1284,54229,00.html
National Resource Partnership
http://www.utexas.edu/world/lecture/
What is a Learning Object?
• “Learning Objects are small or large
resources that can be used to provide a
learning experience. These assets can be
lessons, video clips, images, or even
people. The Learning Objects can
represent tiny "chunks" of knowledge, or
they can be whole courses.”
Claude Ostyn, Click2Learn
“Publishers”
Software Developers
Book Publishers
Hollywood Producers
Newspapers
On-Line Services
Technology
ISDN
MPEG/DVI
Photo CD
HDTV
QuickTime
OS/2
Windows
Distribution
USERS
Cable Companies
Broadcasters
Telephone Cos.
Computer Nets
Retail Stores
ADL Functional Requirements
(Bob Wisher, 2001)
Accessible: access instructional components from one
location and deliver them to many other locations
Interoperable: use instructional components developed in
one location with a different platform in another location
Reusable: incorporate instructional components into
multiple applications
Durable: operate instructional components when base
technology changes, without redesign or recoding
Affordable: increase learning effectiveness significantly
while reducing time and costs
Overhaul of Basic Practices
Vita will mainly be about learning objects
created for teaching; research is
secondary
– Conferences will emerge on learning
objects and sharing best practices
– Learning object forums on college
campuses
– Instructors will be equated with objects
– There will be a black market of learning
objects
Overhaul of Basic Practices
All pay based on learning objects generated
– Object exchange sites and programs
– Instructors form teams to generate
content
– Lawsuits between text publishers and
universities
– Instructor base pay and royalties
– From diploma mills to object bills
Overhaul of Basic Practices
Universities no longer exist; replaced by objectories
– New types of universities emerge
– New definitions of what a teacher/teaching is:
• Skills: find and filter information, flexible
scheduling, individualization of content, match
needs to content, question students on
learning, organize guest experts to comment
on information
– New consortia form
– Reuse university space
“At one university, (the Univ
of North Texas) royalties
entice professors to design
Web courses”
(to spend on professional dev, research, grading,
teaching help, or pocket as a bonus)…however, the
department had to add an extra fee—about $8.50 per
students—to cover the professor’s royalty.” Jeffrey
Young, March 30, 2001, Chronicle of Higher Education
“Before creating or teaching a course,
professors sign a contract outlining
who owns what, and how much of any
future revenue from the course the
professor will get if the university
offers the course without his or her
involvement.” (contract copies are at:
http://www.unt.edu/cdl/approval_procedures/intelle
ctual.htm)
Jeffrey Young, March 30, 2001, Chronicle of Higher
Education
Training
Inside Support…
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Instructional Consulting
Mentoring (strategic planning $)
Small Pots of Funding
Facilities
Summer and Year Round Workshops
Office of Distributed Learning
Colloquiums, Tech Showcases, Guest Speakers
– Newsletters, guides, active learning grants,
annual reports, faculty development, brown bags
Technology and Professional Dev:
Ten Tips to Make it Better (Rogers, 2000)
1. Offer training, mentors, tutorials
2. Give technology to take home
3. Provide on-site technical support
4. Encourage collegial collaboration
5. Send to professional development
6. Stretch the day
7. Encourage research
8. Provide online resources
9. Lunch bytes, faculty institutes
10. Celebrate success
Final advice…whatever you do…