Projecting the Future of the Cyber University and the New Roles of Instructors

1. Projecting the Future of the Cyber University and the New Roles of Instructors Curt Bonk, Indiana University (and CourseShare.com) cjbonk@indiana.edu http://php.indiana.edu/~cjbonk

2. Timeout!!! What do you do with technology in Korea today? What about 10 years ago???

3. 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).

4. Are You Ready???

5. Exponential Growth of the Web

6. To Cope with the Explosion, We Need Instructor E-Learning Support!!!

7. Administrative: “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.” Problems Faced

8. TrainingOutside Support • Training (FacultyTraining.net) • Courses & Certificates (JIU, e-education) • Reports, Newsletters, & Pubs • Aggregators of Info(CourseShare, Merlot) • Global Forums (FacultyOnline.com; GEN) • Resources, Guides/Tips, Link Collections, Online Journals, Library Resources

10. Certified Online Instructor Program • Walden Institute—12 Week Online Certification (Cost = $995) • 2 tracks: one for higher ed and one for online corporate trainer • Online tools and purpose • Instructional design theory & techniques • Distance ed evaluation • Quality assurance • Collab learning communities

11. Web-Based Teaching & Learning Workshops (Indiana University) • 5 Day workshops: $895/person • Understand Web technologies • Apply sound instructional design • Use Web development tools • Hands-on instruction • Evaluate current environments, conduct needs assessment, apply to current project

12. FacultyTraining.net(Mark Adams) • $400 for 4 week course for beginners • $3,500 for an 8 week Master Instructor course for those wanting to license and teach course at own institution • Offered twice/month, 20 participants max • Topics: Online learning terminology, building a learning community, models, theories, and strategies, instructional design, course development, teaching/making connections, course management/admin,

13. TELEStraining Courses: • DWeb: Training the Trainer—Designing, Developing, and Delivering Web-Based Training ($1,200 Canadian) (8 weeks: Technology, design, learning, moderating, assessment, course development, • Techniques for Online Teaching and Moderation • Writing Multimedia Messages for Training

14. Distance Ed Certificate Program (Univ of Wisconsin-Madison) • 12-18 month self-paced certificate program, 20 CEUs, $2,500-$3,185 • Integrate into practical experiences • Combines distance learning formats to cater to busy working professionals • Open enrollment and self-paced • Support services

15. Administrators and faculty members at the Massachusetts Institute of Technology are debating what could become a $100-million effort to create extensive World Wide Web pages for nearly every course the university offers. Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed

16. In an effort to analyze and improve their teaching, some professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom. Jeffrey R. Young, The Chronicle of Higher Ed (reporting on the new Knowledge Media Lab, created by the Andrew Carnegie Foundation for the Advancement of Teaching)

17. http://merlot.org http://www.utexas.edu/world/lecture/

20. Inside Support… • Instructional Consulting • Mentoring (strategic planning $) • Small Pots of Funding • Help desks, institutes, 1:1, tutorials • Summer and Year Round Workshops • Office of Distributed Learning • Colloquiums, Tech Showcases, Guest Speakers • Newsletters, guides, active learning grants, annual reports, faculty development, brown bags, other professional development

21. Four Key Hats of Instructors: • Technical—do students have basics? Does their equipment work? Passwords work? • Managerial—Do students understand the assignments and course structure? • Pedagogical—How are students interacting, summarizing, debating, thinking? • Social—What is the general tone? Is there a human side to this course? Joking allowed? • Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter, editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.

22. Class #1: Undergraduate Course: Ed Psych • Technical—Train, early tasks, be flexible, used custom built tools (& INSITE & e-ed) • Managerial—Initial meeting(s), detailed syllabus, calendar, posting dots, post administrivia, assign e-mail pals • Pedagogical—Peer fdbk, debates, starter-wrapper, cases, structured controversy, field reflections, portfolios, teams • Social—Café, humor, interactivity, pics, profiles, foreign guests

23. Class #2: Graduate Course: Instructional Technology • Technical—Find collab tool (i.e., ACT) • Managerial—FAQs, PBL teams, rubrics, weekly e-mail feedback, clear expectations, monitor discussions, post when off track • Pedagogical—PBL environment, inquiry, value multiple perspectives • Social—Create online community, support casual conversation, invite visitors

24. Class #3a & #3b: Vocational College Course: Computer Info Systems • Technical—Use course management tool (e-education) and then developed custom site • Managerial—Use nongraded online tests before real test, assignment page, gradebook • Pedagogical—Project based--create Web sites and designs, online peer feedback • Social—Profiles page, digital camera pics, combine face-to-face and online.

25. Class #4: Graduate Education Course: Instructional Technology • Technical—Orientation task (SitesScape Forum), decisions on preferred WP’ers, etc. • Managerial—Portfolios give overview of how doing, e-mail updates, track logins • Pedagogical—Online discussion themes, post favorite Web link, intro, devil’s advocates, link peer responses, ask probing q’s, portfolios, peer fdbk on portfolios • Social—Discuss online concerns & survival tactics, profiles, photos, instructor anecdotes

26. How to Combine these Roles?

27. E-Moderator • Refers to online teaching and facilitation role. Moderating used to mean to preside over a meeting or a discussion, but in the electronic world, it means more than that. It is all roles combined—to hold meetings, to encourage, to provide information, to question, to summarize, etc. (Collins & Berge, 1997; Gilly Salmon, 2000); see http://www.emoderators.com/moderators.shtml.

28. Other Hats

29. Online Concierge • To provide support and information on request (perhaps a map of the area…) (Gilly Salmon, 2000).

30. Personal Learning Trainer • Learners need a personal trainer to lead them through materials and networks, identify relevant materials and advisors and ways to move forward (Mason, 1998; Salmon, 2000).

31. E-Police • While one hopes you will not call yourself this nor find the need to make laws and enforce them, you will need some Code of Practice or set procedures, and protocols for e-moderators (Gilly Salmon, 2000).

32. Online Conductor • The pulling together of a variety of resources as people as in an orchestra to produce beautiful integrated sound or perhaps electrical current conductors if your conferences are effective and flow along, there will be energy, excitement, and power (Gilly Salmon, 2000).

33. Convener • A term that is used especially with online conferences and courses where there is a fairly sizable audience (Gilly Salmon, 2000).

34. Online Negotiator • Where knowledge construction online is desired, the key role for the e-moderator is one of negotiating the meaning of activities and information thought online discussion and construction (Gilly Salmon, 2000).

35. Online Host • The social role of online working is important so there may be a need for a social host or hostess. They do not need to run social events online (though they may) but ensure everyone is greeted and introduced to others with like-minded interests (Gilly Salmon, 2000).

36. Other Hats • Weaver—linking comments/threads • Tutor—individualized attention • Participant—joint learner • Provocateur—stir the pot (& calm flames) • Observer—watch ideas and events unfold • Mentor—personally apprentice students • Community Organizer—keep system going

37. Assistant Devil’s advocate Editor Expert Filter Firefighter Facilitator Gardener Helper Lecturer Marketer Mediator Priest Promoter Still More Hats

38. What Hats Do You Typically Wear???

39. Reality: ___________ ___________ ___________ ___________ ___________ Ideal World: ___________ ___________ ___________ ___________ ___________ Activity: Pick a Hat from 40 Options

40. What About Role Play???

41. Participant Categories • Wanderer/Lurker • Contributor/Participant • Mentor/Expert • Instructor • Seeker/Questioner • Starter-Wrapper • Starter/Mediator-Wrapper

42. Questioner Mediator Sage Planner Comic Pessimist Commentator Optimist Devil’s Advocate Slacker Judge Summarizer Advisor Mentor Coach Organizer Debater/Bloodletter Many Other Roles

43. Activity: Pick a Role Or Role Taking TaskName a role missing from this sheet and discuss how you might use it(see Bonk’s 28 roles)

44. Online Mentoring and Assistance Online Twelve forms of electronic learning mentoring and assistance(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)

46. 1. Social (and cognitive) Acknowledgement:"Hello...," "I agree with everything said so far...," "Wow, what a case," "This case certainly has provoked a lot of discussion...," "Glad you could join us..."

47. 2. Questioning:"What is the name of this concept...?," "Another reason for this might be...?," "An example of this is...," "In contrast to this might be...,""What else might be important here...?," "Who can tell me....?," "How might the teacher..?." "What is the real problem here...?," "How is this related to...?,“, "Can you justify this?"

48. 3. Direct Instruction:"I think in class we mentioned that...," Chapter ‘X’ talks about...," "Remember back to the first week of the semester when we went over ‘X’ which indicated that..."

49. 4. Modeling/Examples:"I think I solved this sort of problem once when I...," "Remember that video we saw on ‘X’ wherein ‘Y’ decided to...," "Doesn't ‘X’ give insight into this problem in case ‘Z’ when he/she said..."

50. 5. Feedback/Praise:"Wow, I'm impressed...," "That shows real insight into...," "Are you sure you have considered...," "Thanks for responding to ‘X’...," "I have yet to see you or anyone mention..."