Building Engaged-Learning Communities in Large Online or Hybrid Classes By Minjuan Wang Associate professor San Diego State University u 1

Agenda for Our 30 Minutes  Principles for building communities  Characteristics of engaged-learning communities  Cybergogy (Wang & Kang, 2006)  Interesting cases:  Good practice: EDTEC  Social software  Facebook groups  WineKnow”  Large hybrid classes in Shanghai  “What about culture? 2

Characteristics of Learning Communities (Palloff & Pratt)  Active interaction  Sharing of resources  Collaborative learning  Socially constructed meaning  Expressions of support and encouragement exchanged between students,  Peer review 3

Establish their own goals Explore appropriate resources Plus Engaged-Learning Work with others in groups and construct knowledge in meaningful ways 4

Engaged? 5

Engaged! 6

Community? 7

Cybergogy for Engaged Learning (Wang & Kang, 2006) Pedagogy Andragogy Cybergogy

w i n e k n o w l e a r n. d r I n k. s h a r e f o r t h e m o d e r n w I n e n o v I c e Engaged Learning Cognitive Factors Online Learning Environment Feeling of self Feeling of community Feeling of learning atmosphere Feeling of learning process Feeling of self Feeling of community Feeling of learning atmosphere Feeling of learning process Emotive Factors Personal attributes Context Community Communication Personal attributes Context Community Communication Social Factors Prior knowledge/Experience Achievement of goals Learning activity Cognitive/learning style Prior knowledge/Experience Achievement of goals Learning activity Cognitive/learning style Cognitive Factors Emotive Factors Social Factors Course Design Framework Cognitive Load Theory Behaviorism Cognitive Load Theory Behaviorism Social Constructivism Keller’s ARCS Constructivism Adult Learning Theory Keller’s ARCS Constructivism Adult Learning Theory

w i n e k n o w l e a r n. d r I n k. s h a r e f o r t h e m o d e r n w I n e n o v I c e 10

Social presence –presenting oneself as a “real person” in a virtual learning environment Cognitive presence –sharing information and resources, and constructing new knowledge About Presence 11

Emotive presence –expressing feelings of self, others, learning atmosphere and process Teaching presence –Strategies to increase all presence About Presence (2) 12

Sample Strategies Designing engaging instruction –interactive, collaborative or solo and competitive Facilitating online communication Cultivating a better sense of self 13

How we teach in EDTEC (Educational Technology) 14

Follow a path of inspiration to better design, to better implement. 15

A “Homemade” Online Teaching System (Real Producer) 16

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Breeze, Ah, Breeze! (AdobeConnet) 18

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Sample Strategies (2) Detecting students’ emotional cues online Considering cultural and linguistic differences 23

Course Components affecting participation Communication tools Teamwork vs. individual assignments Types of assessment Ways of teaching 24

Views on communication Perceptions of the instructor China, Korea, the U.S. Perceptions of individual assignments and teamwork 25

Increasing Presence with Web.2.0 Tools Web.2.0 Tools Using Social Software to Deepen the Sharing of Personal Concerns and Emotions 26

Types of Social Software Instant Messaging (IM) Blogs/Weblogs (Blogger) Wikis (Wikipedia) Internet Chat (Breeze) Podcasting Forums (BB Discussion) Social network services (Meetup) Social bookmarks (Furl) Social citations (CiteULike) Social Libraries (Folksonomy) Social Shopping (eBay) Peer-to-peer social networks (Limewire, Napster) Collaborative real-time editing (Writely) Virtual presence (facebook) Virtual worlds (second life) Online Games (MMOGs) Other Specialized Apps 27

Social Software: Quick Comparison BlogsWikisPodcastsChat Primarily single author Usually many authors Single producerPeer-to-peer Reverse chronological Hypermedia based on content Linear programming Linear conversational Supports graphics some limitations Graphics or video based on player Video telecon pos No graphics External links, can do internal Internal & External links Linking capability limited External links only Often personal views Usually objectiveBoth personal & objective Personal discussion Browser-based Create offlineReq IM client Veracity of info; Vandalism if not controlled Veracity of info; Vandalism if not controlled Veracity of info; no mechanism for comment Compatibility of chat clients; intruders 28

w i n e k n o w l e a r n. d r I n k. s h a r e f o r t h e m o d e r n w I n e n o v I c e Cybergogy In Action w i n e k n o w w i n e k n o w l e a r n d r i n k s h a r e 29

w i n e k n o w l e a r n. d r I n k. s h a r e f o r t h e m o d e r n w I n e n o v I c e Connecting Learners Through Facebook Wine know: 007#/pages/WineKnow/ #/pages/WineKnow/ The Health Nuts Project: – – 50&mid=7264b9G1f4c45a5G1996b97G6 50&mid=7264b9G1f4c45a5G1996b97G6

The Really Large Classes  An Online College in Shanghai  1000—5000 students per class  Their goal: 10,000  One instructor + a few teaching assistants  A central call center 31

Available Everywhere Updateable Anytime Shanghai Telecom ADSL Shanghai Telecom ADSL 2.5G/3G Mobile Users SJTU ， ZJU XJTU Ning Xia University 西藏大学 Xin Jiang University Yan ’ an University IP Network 教室群 Tibet University Classroom Cluster Two-Way Satellite 32

E-Learning Classroom (hybrid) 33

34 One Way Out: Enter mLearning Focuses on learner mobility not only technological mobility 34

35 Learner Mobility 35

Mobile Learning Mobile Client Interface An English Class 36

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If None of the Above Works for you, Try Virtual Worlds (Second Life)! 38

NBC: THE OFFICE “The Ad” OCTOBER 25,

Science in Second Life Global Kids - science curriculum TOURING A SUSTAINABLE WATER TREATMENT PLANT 40

Student Reflections Suffern Middle School STUDENTS ACTING AS JURY IN “OF MICE AND MEN” 41

Questions? 42