3. Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration Curt Bonk, Indiana University President, CourseShare.com [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com

3. Engaging Students, Engaging Instructors: Fueling Active Learning Through Technology Integration

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3. Engaging Students, Engaging Instructors: Fueling Active Learning

Through Technology Integration

Curt Bonk, Indiana UniversityPresident, CourseShare.com

[email protected]



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).

The Market is Exploding!

“IDC expects the market to double in size every year through 2003 when the total e-learning market will reach $11.5 billion. Corporations are particularly interested in training their employees in soft skills (leadership, sales, etc.)…growing at twice the rate of IT training.”

Steven McWilliam (2000), e-learning, 1(2), p. 48. (same numbers from Merrill Lynch)

Software and hardware customers e-learn the ropes,

Scott Tyler Shafer, Red Herring, Feb. 13, 2001

• “Since Cisco is looking to educate 800,000 people globally, the classroom model wasn’t feasible. …Cisco selected and certified 120 partner training companies…”

• “Oracle says it has 1,000 developers signing up every day to take courses over the company’s Web Oracle Network (OLN)…estimates it will train 2.5 million engineers in 2001.” (this was only 500,000 in 2000)

Timeout!!!What do you do with

technology today?________________________________________What about 10 years ago???


Active Learning Principles

1. Authentic/Raw Data2. Student Autonomy/Inquiry3. Relevant/Meaningful/Interests4. Link to Prior Knowledge5. Choice and Challenge6. Teacher as Facilitator and Co-Learner7. Social Interaction and Dialogue8. Problem-Based & Student Gen Learning9. Multiple Viewpoints/Perspectives10. Collab, Negotiation, & Reflection

Are your students

more active with technology?

Technology Goals at Purdue1. 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

• Cognitive Tools: graphing tools, spreadsheets, word processors, and databases

• Intelligent Tutors: Geometry, Algebra, Statistics• Distance Learning: Web and videoconferencing• Class Management: Gradebooks, track students• Presentation/Integration: Smart lecturns• Testing: Essay grade, computer adaptive testing• Classroom Assessment: Digital portfolios

Technology Ideas

• 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

More Technology Ideas• 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.

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.


1. Human Graphs, Stand and Share, Present

2. Tell Tall Tales, Creative Writing

3. Think-Pair-Share, Three Step Interviews

4. Swami Questions, Bingo Quizzes

5. Numbered Heads Together

6. Cooperative Scripts

7. Three Stay, One Stray

8. Phillips 66/Buzz Groups

9. Pruning the Tree

10. Double Fishbowl

Are you ready?




To Cope with the Technology Explosion, We Need Instructor E-

Learning Support!!!

Problems FacedAdministrative:• “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.”

Pedagogical:• “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.”

There is a problem…

Online Training Boring?

From Forrester, Michelle Delio (2000), Wired News. (Interviewed 40 training managers and knowledge officers)

“Motivation is critical to e-learning success. Would you rather go to the training room, sit with a friend and have a sweet roll while learning about the new inventory system, or stay in your cube and stare at your monitor all afternoon? Anything you do to motivate your students is good. Don’t be afraid to entertain them. Good trainers do it all the time.”

Bob Burke (2000, Sept.), 10 e-learning lessons: Please the customer or fail the course. E-learning 1(4), 40-41.

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 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)

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 self-determination 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:1. 8 Noun Introductions

2. Coffee House Expectations

3. Scavenger Hunt

4. Two Truths, One Lie

5. Public Commitments

6. Share-A-Link

Creative Thinking:1. Brainstorming

2. Role Play

3. Topical Discussions

4. Web-Based Explorations & Readings

5. Recursive Tasks

6. Electronic Séance

Critical Thinking:1. Electronic Voting and Polling

2. Delphi Technique

3. Reading Reactions

4. Summary Writing and Minute Papers

5. Field Reflection

6. Online Cases Analyses

7. Evaluating Web Resources

8. Instructor as well as Student Generated Virtual Debates

Collaborative Learning:1. Starter-Wrapper Discussions

2. Structured Controversy

3. Symposium or Expert Panel

4. Electronic Mentors and Guests

5. Round robin Activities

6. Jigsaw & Group Problem Solving

7. Gallery Tours and Publishing Work

8. 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, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10.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 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

4. Coffee House Expectations1. Have everyone post 2-3 course expectations2. 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:B. 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 Hunt1. Create a 20-30 item online scavenger

hunt (e.g., finding information on the Web)

2. Post scores

14. Two Truths, One Lie1. Tell 2 truths and 1 lie about yourself2. Class votes on which is the lie

2. FeedbackA. 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, Live Chats, Telephone (Acknowledge

questions or completed assignments)

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 protected3. Instructor decides how to respond4. Then provide response and most or all of suggestion

in online forum5. It defuses difficult issues, airs instructor views, and

justified actions publicly.6. Caution: If you are disturbed by criticism, perhaps do

not use.

2. Feedback:E. 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 evaluation3. 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:F. Async Self-Testing and Self-Assessments

2. Feedback:G. Synchronous Testing & Assessment(Giving Exams in the Chat Room!, Janet Marta, NW Missouri

State Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute slots, first come, first serve.

2. Give 10-12 big theoretical questions to study for.

3. Tell can skip one.

4. Assessment will be a dialogue.

5. Get them there 1-2 minutes early.

6. Have hit enter every 2-3 sentences.

7. Ask q’s, redirect, push for clarity, etc.

8. Covers about 3 questions in 30 minutes.

2. Feedback (Instructor)H. Reflective Writing

Alternatives:1. Minute Papers, Muddiest Pt Papers2. PMI (Plus, Minus, Interesting), KWL3. Summaries4. Pros and Cons

1. Email instructor after class on what learned or failed to learn…

(David Brown, Syllabus, January 2002, p. 23; October 2001, p. 18)

3. Engagement:A. Questioning

(Morten Flate Pausen, 1995; [email protected])

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. EngagementA. Questioning: XanEdu Coursepacks

3. EngagementB. 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. EngagementD. Survey Student Opinions

(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

4. Meaningfulness: A. Perspective Taking: Oral Histories

and Interviews

1. Perspective sharing discussions: Have learners relate the course material to a real-life experience.

Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms. The discussion led to a greater interest in the readings.

4. Meaningfulness: B. Perspective Taking: Foreign


Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU:

1. Have students receive e-newsletters from a foreign magazine as well as respond to related questions.

2. Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.

3. Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

4. Meaningfulness: C. Knowledge Construction & Virtual Models

(Ken Hay, Univ of Georgia)

Introduction to Astronomy Professor

Uses Celestial Construction Kit: A 3-D modeling environment where learners can construct models of the solar system.

Uses a variety of resources: NASA data, textbooks, and Web resources

Learners construct models through direct manipulation interface and explore fundamental scientific concepts (e.g., elliptical orbits and the physics underlying them).

4. Meaningfulness: D. Simulations and Perspective Taking

Nick Cullather, History Professor at IU:

Students play roles in a Vietnam War simulation called “Escalation” to rethink notions of war, force, and victory as well as improve decision making.

4. Meaningfulness: E. 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:F. 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:G. Case-Based Learning: Student Cases

1. Model how to write a case

2. Practice answering cases.

3. Generate 2-3 cases during semester based on field experiences.

4. Link to the text material—relate to how how text author or instructor might solve.

5. Respond to 6-8 peer cases.

6. Summarize the discussion in their case.

7. Summarize discussion in a peer case.(Note: method akin to storytelling)

10 Ways of Using Cases on Web

1. Build Web weekly work around case.2. Include cases on Web exams or readings.3. Put video of case on Web.4. Read diff cases & form database.5. Use prepackaged Web simulations or

cases. 6. One team writes case & another answers.7. Small interest groups post cases.8. Publish class cases and enter

competitions.9. Students generate & discuss cases.10. Instructor repurposes student cases.

4. Meaningfulness:H. Case-Based Laboratories

Virginia Polytechnic Institute: Veterinary Medicine (Active learning goal: access diagnostic test results, interpret significance, & read ref materials)

• Instructors provide all materials for case-based labs: WP files, patient photos & materials, color slides of specimens

• Create Web images through scanning photos, slides, radiographs, and computed scans.

• Find approp sound files on educational sites.• Students view patient info (photo, lesion photos, history,

physical exam findings)• Can click on active links of sounds (breath, cardiac, etc.)• Students must answer questions• Students encouraged to discuss cases before class• Students and instructors discuss in class.

4. Meaningfulness:I. Authentic Data Analysis

Jeanne Sept, IU, Archaeology of Human Origins; Components: From CD to Web

• A set of research q’s and problems that archaeologists have posed about the site (a set of Web-based activities)

• A complete set of data from the site and background info (multimedia data on sites from all regions and prehistoric time periods in Africa)

• A set of methodologies and add’l background info (TimeWeb tool to help students visualize and explore space/time dimensions)

Students work collaboratively to integrate multidisciplinary data & interpret age of site

Interpret evidence for site’s ancient environmentsAnalyze info on artifacts and fossils from the site

5. Choice:A. Multiple Topics

• Generate multiple discussion prompts and ask students to participate in 2 out of 3

• Provide different discussion “tracks” (much like conference tracks) for students with different interests to choose among

• List possible topics and have students vote (students sign up for lead diff weeks)

• Have students list and vote.

5. Choice:B. Discussion: Starter-Wrapper

(Hara, Bonk, & Angeli, 2000) 1. Starter reads ahead and starts discussion and others

participate and wrapper summarizes what was discussed.

2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).

Alternative: Facilitator-Starter-Wrapper (Alexander, 2001)

Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

5. Choice:C. Web Resource Reviews

6. Variety:A. 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

6. Variety:C. 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:D. Just-In-Time Syllabus

(Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htm

Syllabus is created as a "shell" which is thematically organized and contains print, video, and web references as well as assignments.

Goal = critical thinking (analysis, evaluation), developing student interests, collaboration, discussion

e.g., Economics instructors incorporate time-sensitive data, on-line discussions as well as links to freshly-mounted websites into the delivery of most of the undergraduate courses in economics. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

e.g., To teach or expand the discussion of supply or elasticity, an instructor would add new links in the Just-in-Time Syllabus to breaking news about gasoline prices or the energy blackouts in California

6. Variety: E. Virtual Classroom

Joachim Hammer, University of Florida, Data Warehousing and Decision Support

1. Voice annotated slides on Web; 7 course modules with a number of 15-30 minutes units

2. Biweekly Q&A chat sessions moderated by students

3. Bulletin Board class discussions

4. Posting to Web of best 2-3 assignments

5. Exam Q’s posted to BB; answers sent via email

6. Team projects posted in a team project space

7. Add’l Web resources are structured for students (e.g., white papers, reports, project and product home pages)

8. Email is used to communicate with students

7. Curiosity:A. Electronic Seance

• Students read books from famous dead people• Convene when dark (sync or asynchronous).• Present present day problem for them to solve• Participate from within those characters (e.g.,

read direct quotes from books or articles)• Invite expert guests from other campuses• Keep chat open for set time period• Debrief

7. Curiosity

B. Online Fun and Games(see Thiagi.com

Or deepfun.com)

1. Puzzle games

2. Solve puzzle against


3. Learn concepts

4. Compete

5. Get points

7. Curiosity: C. Electronic Guests & Mentoring

1. Find article or topic that is controversial2. Invite person associated with that article

(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone

change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)

7. Curiosity: D. Video Mentoring

Audiology Professor, Univ of Florida1. 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.

7. Curiosity:E. Synchronous Chats

1. Webinar, Webcast2. Guest speaker moderated (or open) Q&A forum3. Instructor meetings, private talk, admin help4. Quick Polls/Quizzes, Voting Ranking, Surveys5. Swami Questions6. Peer Q&A and Dialogue7. Team activities or meetings8. Brainstorming ideas, What-Ifs, Quick reflections9. Graphic Organizers in Whiteboard (e.g., Venn)10. Twenty Questions, Hot Seat, etc.

Tech check since anything can happen…

F. Peer Questions & Team Meeting

G. Peer Questions & Team Meeting: Moderated

H. Collaborative Document Writing Online:Peer-to-Peer Collaboration

I. Online Language Support (pronunciation, communication, vocabulary, grammar, etc.)

Instructor-Led Training(e.g., GlobalEnglish)

Typical Features (e.g., Englishtown

(millions of users from over 100 countries)

• Online Conversation Classes• Experienced Teachers (certified ESL)• Expert Mentors• Peer-to-Peer Conversation• Private Conversation Classes• Placement Tests• Personalized Feedback• University Certification• Self-Paced Lessons

8. Tension:A. Role Play

A. Role Play Personalities• List possible roles or personalities (e.g., coach, optimist,

devil’s advocate, etc.)• Sign up for different role every week (or 5-6 key roles)• Reassign roles if someone drops class• Perform within roles—refer to different personalities

B. Assume Persona of Scholar– Enroll famous people in your course– Students assume voice of that person for one or

more sessions– Enter debate topic or Respond to debate topic– Respond to rdg reflections of others or react to own

8. Tension.C. Six Hats (from De Bono, `985; adopted

for online learning by Karen Belfer, 2001, Ed Media)

• White Hat: Data, facts, figures, info (neutral)

• Red Hat: Feelings, emotions, intuition, rage…

• Yellow Hat: Positive, sunshine, optimistic

• Black Hat: Logical, negative, judgmental, gloomy

• Green Hat: New ideas, creativity, growth

• Blue Hat: Controls thinking process & organization

Note: technique used in a business info systems class where discussion got too predictable!

8. Tension:D. Instructor Generated Virtual Debate (or student generated)

1. Select controversial topic (with input from class)

2. Divide class into subtopic pairs: one critic and one defender.

3. Assign each pair a perspective or subtopic

4. Critics and defenders post initial position stmts

5. Rebut person in one’s pair

6. Reply to 2+ positions with comments or q’s

7. Formulate and post personal positions.

9. Interactive: A. Critical/Constructive Friends,

Email Pals, Web Buddies1. 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 or Panel of Experts

1. Find topic during semester that peaks interest

2. Find students who tend to be more controversial

3. Invite to a panel discussion on a topic or theme

4. Have them prepare statements

5. Invite questions from audience (rest of class)

6. Assign panelists to start

C. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

9. Interactive:D. Online Co-Laborative Psych Experiments

PsychExperiments (University of Mississippi)

Contains 30 free psych experiments

• Location independent• Convenient to instructors• Run experiments over

large number of subjects• Can build on it over time• Cross-institutional

Ken McGraw, Syllabus, November, 2001

10. Goal Driven:A. Group Problem Solving

• Provide a real-world problem• Form a committee of learners to solve the problem• Assign a group reporter/manager• Provide interaction guidelines and deadlines

– Brainstorming– Research– Negotiation– Drafting– Editing– Reflecting============================================

B. Jigsaw Technique:Assign chapters within groups

(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)

10. Goal Driven:C. 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: ___________________________

Final advice…whatever you do…