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All My Rowdy Friends are Here with Me Tonight: Winning the Online Learning Game

All My Rowdy Friends are Here with Me Tonight: Winning the Online Learning Game. Curt Bonk Indiana University and CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk. Online Learning Goes Synchronous (see Tom Barron, ASTD, Learning Circuits, Jan 2000).

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All My Rowdy Friends are Here with Me Tonight: Winning the Online Learning Game

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  1. All My Rowdy Friends are Here with Me Tonight: Winning the Online Learning Game Curt Bonk Indiana University and CourseShare.com cjbonk@indiana.edu http://php.indiana.edu/~cjbonk

  2. Online Learning Goes Synchronous(see Tom Barron, ASTD, Learning Circuits, Jan 2000) “Just when you were getting used to the idea of Web-based training (WBT), with its easy content distribution, electronic bulletin boards, and self-paced learning model, the Web’s technological juggernaut has thrown the workplace learning field a new curve: synchronicity.”

  3. News Flash: “Instant Messenger (IM) is a huge corporate tool, yet rarely mentioned in corporate productivity or learning plans.”TechLearn TRENDS, Feb. 6, 2002 • Jupiter Media Metrix: • 8.8 million AOL IM users at work • 4.8 million MSN users at work • 3.4 million Yahoo! Messenger users at work • Doubled from 2.3 billion minutes in Sept. 2000 to 4.9 billion minutes in Sept. 2002. • It can connect learners to each other and provide easier access to the instructor (the MASIE Center).

  4. Sounds great…right?Well online this can lead to rowdy students, because… • Too long a time period. • Too many people to coordinate. • Boring tasks. • Unclear tasks. • In wrong class. What to do???

  5. Dealing with Difficult Learners • Situation: A joke is made early in the synchronous discussion and a student keeps referring back to it even though it no longer applies. • Situation: Guest expert has trouble accessing the system and, in the meantime, students are making fun of him/her. • Situation: Guest expert or instructor is located in one site and students are all located at another. Students begin to chatter about irrelevant things.

  6. Redirect Off-Task Students

  7. Dealing with Difficult Learners (Barbazette, Feb 2002) • Situation: A couple of the more experienced computer users are way ahead of the directions you are giving and are chatting about something else. Then they throw in advice for other learners that is more sarcastic than helpful. How might you have prevented this? How might you deal with it?

  8. Dealing with Difficult Learners (Barbazette, Feb 2002) • Situation: You are conducting online customer service training for 15 new associates but two veterans are in the course as a refresher. One of these veterans is outspoken about the boring and irrelevant aspects of your course material during a synchronous chat. What would you do?

  9. Dealing with Difficult Learners (Barbazette, Feb 2002) • Confront known disruptive participants and ask for help before the event • Know who question askers are and ask for their help before they interrupt • Ask direct questions of talkers and nonparticipants • Ask each person to make a summary of the learning pts • Acknowledge various pts of view.

  10. Dealing with Difficult Learners (Barbazette, Feb 2002) Questions to Guide Learner Behavior: • …that’s an interesting question, how have you handled similar situations? • …you have had a lot of knowledge management experiences, what would you suggest? • …how do others of you view this issue?

  11. Guide Behavior With Questions and Info

  12. Online Personality ClashesLesley Darling, May 2000, Learning Circuits • Use personnel management hat to solve clashes of personalities • At the same time, use conflict as a catalyst for interaction • Coach on how to disagree online • Foster sharing of info instead of competition

  13. Reducing Online Rowdiness • Ask yourself, why are they off task? Look at the pedagogy? • Do they value the assignment? • Are tasks relevant, challenging, & current? • Are ideas valued and woven into the discussion? • Are you organized? • Are students in the right class or level?

  14. What to do? • Send out or post rules and procedures • Point to those on task as role models • Ask what interests them • Have an agenda or structure • Lead to peak moments • Break into small teams with goals • Focus participants!!!

  15. Focus Student Attention

  16. What else to do?Clive Sheperd, Jan 2002 • Model behavior yourself • Point to problems in the past (sample archives) • Summarize key pts that have been made • Gently nudge the discussion back on task • Quick and tactful response to the one leading the group off task • Establish rules for communication & behavior • Terminate participation or ask to leave • Have a private discussion or chat

  17. Archive Prior Sessions

  18. How to Engage Students Jennifer Hoffman, Online Learning Conference (2001, Oct.) • Have tech checks • Have prework to share • Teach the environment and tools • Get them to participate in events • Adapt a constructivist framework • Ask them to be flexible, patient, active, reflective

  19. Presession Tech Check and Training

  20. Keep it Human Jennifer Hoffman, Learning Circuits; Jan. 2000.; Judith Smith, August, 2001) • Keep the learning process social • Design breaks • Call on by first names • Ask about interests • Include anecdotes and examples • Provide consistent feedback • Allow or foster learning communities

  21. If can’t control, then what to do? • Join up • Give up • Commit suicide • Find a new job • Protest e-learning

  22. The Synchronous Facilitator

  23. A Juggler???(Karen Frankola, Learning Circuits, August, 2001) • “Really must walk and chew gum at same time.” • Smooth, energetic delivery while advancing slides, checking virtual hands raised, and answering notes. • Must be highly focused and interactive.

  24. Ideal Environment of Synchronous Trainer Jennifer Hoffman, Online Learning Conference (2001, Oct.) • A private, soundproof room. • High-speed connection; telephone; powerful computer; additional computer; tech support phone # • Studio microphone and speakers • A “Do Not Disturb” sign • Near restroom; pitcher of water

  25. Be Flexible when Guest Instructor Snowed In…

  26. Tech Check AdviceJennifer Hoffman, Insync Traininghttp://www.insynctraining.com/pages/tip_tech.html Turn initial tech check into a learning experience • Technical warm-up: audio & software working? • Tools Overview: intro the learning environment (sound check if microphones work) • Ground Rules: Highlight expectations of behavior and interactions • Learning Environment: Discuss tips to max learning • Programs Detail: Overview e-learning, lrng tech blend.

  27. Use Signals for Tech Checks & to Clarify Tasks

  28. Characteristics of Successful Synchronous Trainer: Voice TipsJennifer Hoffman, Online Learning Conference (2001, Oct.) • Welcome to the class and explain goals. • Be ready for down time and ad-libs or have exercises in the queue. • Check feedback monitors, if applicable. • Ask for constant feedback. • Have relevant and compact info, not frivolous stuff. • Humor, hand gestures, change tone, etc.

  29. More Considerations: The Event Jennifer Hoffman, ASTD, Learning Circuits, (2001, March) • Log on early; students come 15 minutes early. • Check to see if students brought needed items • Perhaps call or send notes to missing students • Vary your instructional strategies; maximize interactivity • Make it visual—color, sound, animation • Design 10-minute breaks every 90 minutes

  30. Tips for the Online Event(Karen Frankola, Learning Circuits, August, 2001) • Show up organized; plan till tired of planning. • Check if following the material. • Be receptive to criticism. • Smooth transitions. • Be open-minded to new techniques. • Encourage hands-on practice (e.g., lab task). • Focus with graphics & color; key phrases. • Be upbeat, conversational, enthusiastic.

  31. Key Factors in Sync DeliveryLesley Darling, Learning Circuits, May 2000Jennifer Hoffman, Insync Training, Learning Circuits, February 2000 • Mute phone, raise hands, mail resources and materials ahead of time • Ask open-ended questions • Send emails to nonparticipating students • Encourage students to answer each other’s q’s • Feel free to go back and add to answers • Be aware of needed time commitments

  32. Key Factors in Online TeachingLesley Darling, Learning Circuits, May 2000 Recommendations: • Reply to q’s broadly so many can benefit. • Limit “hotdogging” by not commenting on student work that does not address the assignment. • Respond to student questions promptly and in some depth. • Post answers at a Web site.

  33. Survival TipsJennifer Hoffman, Online Learning Conference (2001, Oct.) • Prepare a class roster • Start promptly (and end when done) • Welcome to the session/class; explain goals; ask for feedback on goals. • Instruct on methods of communication—hand raising, chat, whiteboard, voice, email, etc. • Provide phone number for emergencies

  34. Stop Session When It Seems Done

  35. Survival Tips Jennifer Hoffman, Online Learning Conference (2001, Oct.) • Provide a quick tour and showcase special features • Finish thoughts b4 responding to chat Q’s • Be ready for delays with planned ad-lib stuff • Don’t talk while slides are changing. • Skip slides if you want to. • Load application sharing apps ahead of time.

  36. Online FacilitationJennifer Hoffman, ASTD, Learning Circuits, (2000, Jan) • Make it a collaborative event wherein participants view each other as resources • Set up classrooms or alternative chats wherein participants coach each other • Foster student idea generation/construction. • Incorporate adult learning principles. • Prompt interaction every 3-5 minutes • Have participants log questions in chat room and respond to all

  37. Tips for Teaching SynchronouslyJennifer Hoffman, Online Learning Conference (2001, Oct.) • Plan for technology gaps (dead air) • Have fun and relax (go with the flow, embrace the experience) • Plan for recovery period or downtime after training

  38. Make It a Fun and Flexible Environment

  39. Role of Synchronous FacilitatorGilly Salmon (1999) E-Moderating: The Key to Teaching and Learning Online, Kogan Page • Focus conference at beginning. • Keep conference on track and summarize it. • Achieve full participation—everyone takes a turn. • Follow up with an action plan via email or asynchronous tool.

  40. Social Recommendations(Berge, 1995, The role of the online instructor/facilitator) • Use introductions • Be accepting of lurkers • Do not ignore bad discussant behavior—privately request change • Watch for use of humor and sarcasm • Praise behavior you seek • Guard against fear or public ridicule

  41. Praise Behavior Seeking

  42. Encourage activities that motivate thinking.(Sheinberg, April 2000, Learning Circuits)

  43. Information Analysis Techniques • Pros and Cons • Force Field Analysis • Combine async case study with sync discuss • Simulations • Graphic Organizers: Venn Diagram, Timeline, or Flowchart in Whiteboard

  44. Reflection & Writing Techniques • Nutshell, Abstract, Summing Up • K-W-L, K-W-H-L • Muddiest Pt Papers, Minute Papers • PMI (Plus, Minus, Interesting) • Wet Ink, Diaries, Freewriting • Forced Wrap Arounds, Tell Tall Tales • Starter-Wrapper + Guest Chat

  45. Starter-Wrapper + Sync Guest Chat

  46. Interactive Questioning Techniques • Swami Questions • Idea Spurring Questions • Peer Questioning • Think Sheet Questions or Reactions • 20 Questions, Working Backward, Pruning the Tree

  47. Information Gathering Techniques • Quick Polling, Voting, Ranking • What-If Brainstorms • Nominal Group Process • Online Surveys • David Letterman Top Ten • Delphi Technique—release poll results when want to

  48. Poll Your Students Online

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