Web Advances Continue: From Best Pedagogical Practices to Evaluation and Assessment Curt Bonk, Indiana University President, CourseShare.com [email protected]http://php.indiana.edu/~cjbonk http://CourseShare.com Vanessa Dennen, San Diego State University [email protected]
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Web Advances Continue: From Best Pedagogical Practices to Evaluation and Assessment Curt Bonk, Indiana University President, CourseShare.com [email protected].
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Web Advances Continue: From Best Pedagogical Practices to Evaluation and Assessment
Director, Client Service Center)(University of Pretoria, Nov., 2001, [email protected])
• Flexible (ability to shift between roles)• Patient, responsive• Friendly, positive, supportive• Limit lecture• Publish best student work• Set clear rules for posting and
interaction• Involve outside experts
Guy Kemshal-BellTechnical & Further Education (TAFE) in Australia
• Managerial: planning, reviewing, monitoring, time management
========================================– From provider to content to designer of learning experiences.– From oracle to guide and resource provider– From solitary teacher to member of team
Key Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• 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)
Less Impt Skills or Attributes (scale 0-3)The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
• Higher-level Web page development (.606)• Use of video/audioconferencing (1.06)• Ability to develop simple Web pages (1.45)• Skills in using online chat (1.84)• Ability to build online teams (2.10)• Skills in planning, monitoring trng (2.20)
Ability to say dumb things.Ability to offend people.Ability to sleep.
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)
Let’s brainstorm comments (words or short phrases) that
reflect your overall attitudes and feelings towards online teaching…
(McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999))
1. Apprenticeship: Q&A; Ask an Expert (chats & async).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 boards5. Experiential Learning: Post (articulate ideas) to
discussion groups6. Authentic Learning: PBL, search current databases
John Hedberg, Univ of WollongongResearch centre for Interactive Learning Environments (RILE),
Co-Director of the Educational Media (em) Lab, Professor, School of Educ; [email protected]
Built multi-award winning CD-ROM products - Investigating Lake Iluka, Exploring the Nardoo and StageStruck
John Hedberg, Univ of WollongongChapter: Cybereducation
RILE Monograph 2001: Online Learning Environments: Research and Teaching
Learner must be active in learning process Provide variety of contexts and viewpoints Learning is a process of construction Immerse learners in authentic contexts Reflective thinking is the ultimate goal Learning involves social negotiation Need to develop realistic strategic,
pedagogical, & commercial models for online learning
Robyn Mason (Models of Online Courses) http://www.aln.org/alnweb/magazine/vol2_issue2/Masonfinal.htm
ALN Magazine Volume 2, Issue 2 - October 1998
• The Web often acts as the resource around which the activities are designed …Students are often asked to construct a group Web site as the focus for their joint work. Alternatively they could be asked to work through problems, experiments or simulations presented online and to compare their solutions.
1. Collective databases, Access to Online Resources2. Informal socializing (online cafes)3. Seminars (read before going online)4. Public tutorials5. Peer counseling, learning partnerships
(Online Support Groups)6. Simulations, games, and role plays7. Free Flowing Discussions/Forums8. Email interviews9. Symposia or speakers on a theme10. The notice board (class announcements)
Framework for Pedagogical CMC Techniques(Paulsen, 1995, The Online Report on Pedagogical Techniques for
Lead successful development and implementation of the TeleTOP (http://teletop.edte.utwente.nl) Web-based course-management system (1997), now in use throughout university and beyond.
• Learning is active, collaborative, construction, and contribution (i.e., learner-centered)
• Learning environment should stimulate different forms of collab and communication
• Give the learner support tools and options• Built based on extensive research and wide
experiences
PROF. DR. BETTY COLLISUniversity of Twente (UT) , Faculty of Educ Science &
Technology (TO)
1. Use technology to extend good teaching, not replace teachers
2. Learners have varied backgrounds that we need to adapt to (i.e., allow flexible access)
3. Skill acquisition is important but content is not the main focus of the learning environment
4. Instructors can restructure the environment (they should control not the instructional designer)
5. Envir must be simple for instructors and students
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
Linda Harasim’s Model of Online Collaborative Learning
In 1985, Dr. Harasim was one of the first to teach a totally online graduate course. The following year, she and her colleagues at the Ontario Institute for Studies in Education delivered the first professional development courses taught online.
Harasim, L. (2001). Shift Happens: Online Education as a New Paradigm in Learning. The Internet and Higher Education, 3(1). Elsevier Science, New York, NY
Harasim, L.. The Virtual University: A State of the Art. Advances in Computers, Book Series - Volume 54. Academic Press, London, UK.
Linda Harasim, Simon Fraser and TeleLearning Centres of Excellence
(Quote: June 4, 2002, Global Educators’ Network))
“Bruffee (1999) argues that knowledge is a construct of the community’s form of discourse, maintained by local consensus and subject to endless conversation. Learning is a social, negotiated, consensual process. Discourse is key…students collaborate in small groups, then in larger or plenary groups to increasingly come to intellectual convergence.”
Linda Harasim’s Model of Online Collaborative Learning
1. Idea Generating: implies divergent thinking, brainstorming, verbalization and thus sharing of ideas and positions.
2. Idea Linking: involves evidence of conceptual change, intellectual progress and the beginning of convergence as new or different ideas become clarified and identified and clustered into various positions.
3. Intellectual Convergence: is typically reflected in shared understanding (including agreeing to disagree) and is especially evident in co-production, whether a theory, a publication, an assignment, a work of art.
But how to determine the pedagogical quality of courses and
course materials you develop?
The Sharp Edge of the Cube: Pedagogically Driven Instructional
Design for Online EducationSyllabus Magazine, Dec, 2001, Nishikant Sonwalkar
• five functional learning styles—apprenticeship, incidental, inductive, deductive, discovery.
e) If they must be absent, the discussion dies off
f) Students are confused
Reasons why...
Students don’t participate– Because it isn’t required– Because they don’t know what is
expected
Students all participate at last minute– Because that is what was required– Because they don’t want to be the first
Instructor posts at the last minute
Solutions
I. A well-designed discussion prompt, followed by
II. Clear guidelines
III. Clear modeling
IV. Regular feedback
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
Pedagogical Tips(Bonk 1998; Indiana University)
• Build peer interactivity• Design Interaction to extend
beyond class• Embed choices on tasks• Simplify (everything!!!)• Scheduling something due early• Create Variety: tasks, topics,
participants, accomplishments, etc.
Just a Lot of Bonk
• Make learners also the teachers• Provide multiple ways to succeed• Provide clear & easy to navigate course• Market/Share what do• Archive work, repurpose it, use it• Take a course online—be a student• Find a tech mentor• Be flexible
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...," “This is a difficult task, so you might start with..."