On to Storm 4: Enhanced Teaching (a swirling storm)

Three Most Vital SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April,

2001)

• 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)

Online is EasyIdeal Student and Instructor

Education Week, May 9, 2002. p. 16

Student: Mature, independent learner.

Instructor: Flexible, enthusiastic, patient, innovative, creative, provide prompt feedback, builds communities, hard working, facilitate, motivate, support, engage, responsive, planful, etc.

1. Risk

2. Time

Extensive Planning

Easy to Embed

3. Cost

Free or Inexpensiv

e

Enterprise

Licenses

4. Student-Centered HighLow

Low Risk High Risk

Instructor-Focus Student-Focus

Mucho Motivational Techniques

Intrinsic Motivational Terms?

1. Tone/Climate: Psych Safety, Comfort, Belonging

2. Feedback: Responsive, Supports, Encouragement

3. 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

Poll #1. Which blended learning strategy might like to

try?A. Post assessments and reviews onlineB. Follow-up discussion activitiesC. Use online mentors, experts, and coachesD. Rely on instant messaging and chatE. Online simulations, games, demos, and

hands-on activitiesF. Online surveys, polls, research, and

authentic data collectionG. Extensive Web support materials (papers,

discussion forums, test examples)

Tone/Climate: Ice Breakers

1. Eight Nouns Activity:

1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

2. Coffee House Expectations

1. Have everyone post 2-3 course expectations

2. Instructor summarizes and comments on how they might be met

Tone/Climate: Social Ice Breakers

3. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other.

4. 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.

5. Public Commitments: Have students share how they will fit the coursework into their busy schedules

Choice/Explore:6. Rich Supplemental

Resources

Feedback7. Student Self-Testing

(e.g., “CALM” Chemistry)

Set Goals:8. Post Model Answers

Meaningfulness: 9. Workplace and 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 peers5. Instructor summarizes posts

Curiosity: 10. Internships/Field Experience Job

Interviews

Field Definition Activity: Have

students 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

Feedback: Async Discussion: Starter-

Wrapper (Hara, Bonk, & Angeli, 2000)

11. Starter-Wrapper: Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed.

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

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

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

Requiring Peer Feedback

Alternatives:14. Require minimum # of peer

comments and give guidance (e.g., they should do…)

15. Peer Feedback Through Templates—give templates to complete peer evaluations.

16. Have e-papers contest(s)

Interact: 17. Critical/Constructive Friends, Email Pals…

1. Assign a critical friend (based on interests?).

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.

Interact18. Synchronous

Chats1. 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: B. Email Interviews

with experts; C. Assignments with expert reviews)

       

                                        

Interact 19. Asynchronous Threaded Discussion plus Sync Expert Chat (e.g., Starter-Wrapper + Sync

Guest Chat)

Curiosity:20. Reuse Chat

Transcripts

Tension:21. Scholar Online Role

PlayAssume Persona of Scholar

– Enroll famous people in your course

– Students assume voice of that person for one or more sessions

– Post a 300-700 word debate to one or more of the readings as if you were that person. Enter debate topic or Respond to debate topic

– Respond to reading reflections of others or react to own

Tension: 22. Personalities Role Play

• List possible roles or personalities (e.g., coach, questioner, optimist, devil’s advocate, etc.)

• Sign up for different role every week (or for 5-6 key roles during semester)

• Reassign roles if someone drops class• Perform within roles—try to refer to different

personalities in peer commenting

Meaningful: 23. Real-time, Real-World

Cases

Meaningful:24. Business Class Simulated Boardrooms and

25. Audio Dramas; eCollege Wales, Univ. of Glamorgan

Engagement: 16. Weblogs: Various Uses

1.Instructor or Tutor blog: resources, information, space to chat

2.Learner blog: reflections, sharing links and pics, fosters ownership of learning

3.Partner blog: work on team projects or activities

4.Class blog: international exchanges, projects, PBL

5.Story blog: cooperatively compose a story

Weblogs: More Uses

6. Revision: review and explode sentences from previous posts, add details

7. Nutshell: summarize themes or comments across blogs

8. Blog on blog: reflections on feelings, confusions, and experiences with blogs

9. International language exchange10.Model discussion and reflection:

archive of prior student or instructor blogs

Blog Established to Support Higher Education for Adult

LearnersEducationforAdults.com, an online directory of

nontraditional education programs for busy adults, has created a blog in the interest of

making adults' transitions back into the classroom easier.

Variety: 27. 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.

28. Thinking About the Readings (TARS) JIiT; Claude Cookman, IU, Photography

Class

Variety:29. 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. (Goals = critical thinking, collab, develop interests)

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

Goals and Project-Based Learning:30. Students as Web Designers(Human Intelligence Homepage, Jonathan

Plucker, IU)

Goals/Problem-Based Learning:31. Digital Movies of Campus

Life

Engagement32. Flash Visuals and Animations(e.g., Statistics, Cash Flow, etc.)eCollege Wales, Univ. of Glamorgan

Engagement: 33. Video Library of Concepts,

Cases, or Experts

Choice: 34. Video Streaming Course Sessions

(e.g., the BobWeb)

Goal Driven and Product Based:

35. Video Papers

Engagement:36. Hands-on Handhelds

• Practice foreign language dialects• Record scripts for theater classes• Analyze music in engineering labs• Digitally record own radio shows• Tape writing center tutoring

sessions• Access portal of university info• Record lectures

USA Today, March 29, 2005, Money

• The University of Maryland last fall gave 400 incoming MBA students free BlackBerry portable e-mail devices so they could practice prioritizing e-mails in an always-connected mode.

• Jason Madhosingh uses the gizmo to communicate with classmates about group projects. "I can use it when I'm waiting to get a cup of coffee," Madhosingh says, noting that it flashes with new e-mail about every 10 minutes. "It's training me to communicate effectively in a large organization."

Choice:37. Electronic Voting and Polling

(L/H = Cost, M = Risk, M = Time)

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)

Meaningfulness 38. Survey Research

(e.g., SurveyShare)

Engagement:39. Online Performance

Curiosity40. Adventure Learning: Reality

Teaching and Learning (Andrew Revkin, New York Times, May 25,

2003)

Virtual Surgery

Recap of the Perfect E-Storm….

1. Emerging Technology2. Escalating (Learner)

Demands3. Erased Budgets4. Enhanced Teaching