Technology Integration for Student Learning Curt Bonk, Indiana University President, CourseShare email@example.com http://php.indiana.edu/~cjbonk http://CourseShare.com 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. 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 • • • • • • • 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 • • • • • • 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. Have students do technology demos. Post Syllabus is Important! Still More Technology Idas • • • • • • • 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 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: Foreign Languages 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; firstname.lastname@example.org) 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) • • • • • • 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. 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) 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) 9d. Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com) 10. 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. 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 • • • • 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 • • • 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: ___________________________ Questions? Comments? Concerns?