1. R2D2 on the Blend: A Galaxy of Online Learning Style Ideas and Blended Learning Examples (Part II: Learning Styles and Motivation) Curt Bonk, Professor, Indiana University President, SurveyShare, Inc. cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://SurveyShare.com

2. 1. Addressing Learning Styles

3. But how might blended learning address student learning styles?

4. Why Address Learning Styles? Promotes reflection on teaching Move from just one mode of delivery View from different viewpoints Offer variety in the class Might lower drop-out rates Fosters experimentation

5. Kolb (1984) According to Kolb, effective learning involves four phases: –from getting involved (Concrete Experience) to –listening/observing (Reflective Observation) to –creating an idea (Abstract Conceptualization) to –making decisions (Active Experimentation). A person may become better at some of these learning skills than others; as a result, a learning style develops.

6. Active Experimentation vs. Reflective Observation (AE) - I often produce off-the-cuff ideas… (RO) - I am thorough and methodical. (AE) - I am flexible and open minded. (RO) - I am careful and cautious. (AE) - I am loud and outgoing. (RO) - I am quite and somewhat shy.

7. Abstract Conceptualization vs. Concrete Experiences (AC) - I am rational and logical. (CE) - I am practical and down to earth. (AC) - I plan events to the last detail. (CE) - I like realistic, but flexible plans. (AC) - I am difficult to get to know. (CE) - I am easy to get to know.

9. Index of Learning Styles Questionnaire Barbara A. Soloman, North Carolina State Univ http://www.engr.ncsu.edu/learningstyles/ilsweb.html

10. 1. Read 2. Reflect 3. Display 4. Do

11. The R2D2 Method 1.Read (Auditory and Verbal Learners) 2.Reflect (Reflective Learners) 3.Display (Visual Learners) 4.Do (Tactile, Kinesthetic, Exploratory Learners)

12. What types of learning styles does the Web favor?

13. 1. Auditory or Verbal Learners Auditory and verbal learners prefer words, spoken or written explanations.

14. 1a. Course Announcements: Clarity

15. 1b. Q&A or FAQ

16. 1c. Reflection Papers (3-4 page) Learning journeys Team reflection papers Trends in field papers Chat with expert reflections Job application papers Personal learning theory PMI, Pros and Cons, Muddiest pt

17. 1d. Guest Expert Chats 1.Find article or topic that is controversial 2.Invite person associated with that article (perhaps based on student suggestions) 3.Hold real time chat 4.Pose questions 5.Dscuss and debrief (i.e., did anyone change their minds?) (Alternatives: B. Email Interviews with experts; C. Assignments with expert reviews)

18. 1e. Synchronous Meetings and Expert Guest Chats/Mentoring (SmartMeeting)

19. 1f. 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.

20. 1g. Blogs (diaries, writing)

21. 1h. Online Resource Libraries

22. 1i. Read and React to Documents in Foreign Language (Fraser & Liu, IU) Have students receive e- newsletters from a foreign magazine as well as respond to related questions.

23. 2. Reflective and Observational Learners Reflective and observational learners prefer to reflect, observe, view, and watch learning; they make careful judgments and view things from different perspectives

24. 2a. Online Testing

25. 2b. Learner-Content Interactions (Sun Microsystems)

26. 2c. Post Model Answers

27. 2d. Reuse Chat Transcripts

28. 2e. Yahoo Groups: Join a Group in Community Health

29. 2f. Conferences with Live Video Feeds (Internet Time Group, 6/23/03 http://www.internettime.com/visual/gallery6.htm)

30. 2g. Watch Expert Performances Online (Music, Cyber Fashion Shows, etc.)

31. 2h. Electronic Portfolios

32. 3. Visual Learners Visual learners prefer diagrams, flowcharts, timelines, pictures, films, and demonstrations.

33. 3a. Videostreamed Lectures and Expert Commenting (download before class or listen if missed) Video streaming subscription services will take off in the next several years, according to a new study, which estimates that the market's value will reach $4.5 billion in 2007 (Sept 23, 2003, Stephanie Olsen, CNet News.com).

34. Videostreaming is a Breeze!

35. 3b. Visual Understanding Environment (VUE) project from Tufts

36. 3c. Flash Visuals and Animations (e.g., Statistics, Cash Flow, etc.) eCollege Wales, Univ. of Glamorgan

37. 3d. Video Library of Concepts, Cases, or Experts

38. 3e. Visualization Software

39. 3f. Narration with Virtual Tour of Trip Mark Fennell, June 5, 2003, North Pole (Pictures, maps, movies, audio)

40. 3g. Modeling through Video Clips of Experts

41. 4. Tactile/Kinesthetic Learners Tactile/kinesthetic senses can be engaged in the learning process are role play, dramatization, cooperative games, simulations, creative movement and dance, multi-sensory activities, manipulatives and hands- on projects.

42. 4a. Business Case Simulations, Scenarios, and Manipulations

43. 4b. Electronics Lab (Cisco)

44. 4c. Learner Content Interaction: Business & Healthcare Examples (Option 6)

45. 4d. Online Simulations and Resources: Manipulate Variables in Chemistry

46. 4e. Online Simulations: Biology Manipulate Variables

47. 4f. Posting Oral Histories, Interviews, and Perspective Sharing Have learners relate the course material to a real-life experience. Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms.

48. What have you mastered ? Definitely Will Use: _______________ May Try to Use: __________________ No Way: ________________________

49. 2. Motivational Techniques

50. Intrinsic Motivational Terms? 1.Tone/Climate: Psych Safety, Comfort, Belonging 2.Feedback: Responsive, Supports, Encouragement 3.Engagement: Effort, Involvement, Excitement 4.Meaningfulness: Interesting, Relevant, Authentic 5.Choice: Flexibility, Opportunities, Autonomy 6.Variety: Novelty, Intrigue, Unknowns 7.Curiosity: Fun, Fantasy, Control 8.Tension: Challenge, Dissonance, Controversy 9.Interactive: Collaborative, Team-Based, Community 10.Goal Driven: Product-Based, Success, Ownership

51. 1. Tone/Climate: Ice Breakers A. Eight Nouns Activity: 1. Introduce self using 8 nouns 2. Explain why choose each noun 3. Comment on 1-2 peer postings B. Coffee House Expectations 1. Have everyone post 2-3 course expectations 2. Instructor summarizes and comments on how they might be met

52. Coffee House: Business Law Class Angel

53. 1. 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

54. 1. Social Ice Breakers E. KNOWU Rooms: a.Create discussion forums or chat room topics for people with diff experiences (e.g., soccer parent, runner, pet lovers, like music, outdoor person). Find those with similar interests. b.Complete evaluation form where list people in class and interests. Most names wins.

55. 1. Social Ice Breakers F. 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) G. 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.

56. 1. Social Ice Breakers H. Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductions or stories to a particular cartoon URL. Storytelling is a great way to communicate. http://www.curtoons.com/cartooncoll.htm

57. 1.Social Ice Breakers I. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other. J. Team Introductions: Follow similar steps to above K. Public Commitments: Have students share how they will fit the coursework into their busy schedules

58. 2. Feedback: A. Critical/Constructive Friends, Email Pals… 1.Assign a critical friend (based on interests?). 2.Post weekly updates of projects, send reminders of due dates, help where needed. 3.Provide criticism to peer (i.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening. In effect, critical friends do not slide over weaknesses, but confront them kindly and directly. 4.Reflect on experience.

59. 2. Requiring Peer Feedback Alternatives: A. Require minimum # of peer comments and give guidance (e.g., they should do…) B. Peer Feedback Through Templates— give templates to complete peer evaluations. C. Have e-papers contest(s)

60. 2. Feedback: D. Web-Supported Group Reading Reactions 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)

61. 2. Feedback. E. Annotations in Word: Track Changes and Commenting

62. 2. Feedback (Instructor) F. 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.

63. 2. Feedback: G. Voting on Office Hours (detailed feedback)

64. 2. Feedback (system) H. 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

65. 2. Feedback: I. Post Course Evaluation

66. 3. Engagement: A. Roundrobin

67. 3. Engagement B. Questions to Guide Reading

68. 4. Meaningfulness: A. Field Reflections 1.Instructor provides reflection or prompt for job related or field observations 2.Reflect on job setting or observe in field 3.Record notes on Web and reflect on concepts from chapter 4.Respond to peers 5.Instructor summarizes posts

69. 4. Meaningfulness: B. Case-Based Learning: Student Cases 1.Model how to write a case and practice answering. 2.Generate 2-3 cases during semester based on field experiences. 3.Link to the text material—relate to how how text author or instructor might solve. 4.Respond to 6-8 peer cases. 5.Summarize the discussion in their case. 6.Summarize discussion in a peer case. (Note: method akin to storytelling)

70. 4. Meaningfulness: C. Case-Based Learning: Instructor Created

71. 4. Case-Based Learning: D. Case Systems and Simulations My Patient.com and SimTeacher

72. 4. Meaningfulness: A. Court Room Bus Law

73. 4. Meaningfulness: B. E-mail Expert Job Interviews (or post from actual internships) Field Definition: Have student interview (via e-mail, if necessary) someone working in the field of study and share their results As a class, pool interview results and develop a group description of what it means to be a professional in the field.

74. 5. Choice: A. Multiple 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.

75. 5B. Choice: Web Resource: Explorations and Reviews

76. 5. Choice: C. 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). D. Alternative: Facilitator-Starter- Wrapper (Alexander, 2001) Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

77. 6. Variety: A. Just-In-Time-Teaching Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication): 1.Lectures are built around student answers to short quizzes that have an electronic due date just hours before class. 2.Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

78. 6. Variety B. Just-In-Time Syllabus (Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htm Syllabus is created as a "shell" which is thematically organized and contains print, video, and web references as well as assignments. (Goals = critical thinking, collab, develop interests) e.g., Economics instructors incorporate time-sensitive data, on-line discussions as well as links to freshly-mounted websites. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture. e.g., To teach or expand the discussion of supply or elasticity, an instructor might add new links in the Just-in-Time Syllabus to breaking news about rising gasoline prices.

79. 7. Curiosity: A. Synchronous Chats 1.Find article or topic that is controversial 2.Invite person associated with that article (perhaps based on student suggestions) 3.Hold real time chat 4.Pose questions 5.Discuss and debrief (i.e., did anyone change their minds?) (Alternatives: B. Email Interviews with experts; C. Assignments with expert reviews)

80. 7. Curiosity B. Threaded Discussion plus Expert Chat (e.g., Starter-Wrapper + Sync Guest Chat)

81. 7. Curiosity: C. 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

82. 7. Curiosity: D. Games Online Jeopardy Game www.km-solutions.biz/caa/quiz.zip Games2Train: The Challenge; Thiagi.com

83. 8. Tension: Role Play Enter Role Play Activity as Someone Else (see list of 28 roles and more than 50 names) Sample username and passwords –Connie Chong is cchong and cchong –Bill Gates is bgates and bgates –Al Gore is agore and agore –Anna Freud is afreud and afreud

84. 8. Tension A. Online Role Play Personalities List possible roles or personalities (e.g., coach, questioner, optimist, devil’s advocate, etc.) Sign up for different role every week (or for 5-6 key roles during semester) Reassign roles if someone drops class Perform within roles—try to refer to different personalities in peer commenting

85. 8. Tension: Role Play

86. Role 1: Optimist/Open- minded/Idealist In this role, the student notes what appears to be feasible, profitable, ideal, and "sunny" ideas when addressing this problem. Always sees the bright or positive side of the situation.

87. Role 4: Devil's Advocate or Critic/Censor/Confederate Takes opposite points of view for the sake of an argument and is an antagonist when addressing any problem posed. This might be a weekly role that is secretly assigned.

89. 8. Online Role Play: b. 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 was used in a business info systems class where discussion got too predictable!

90. 8. Tension: Role Play C. Assume Persona of Scholar –Enroll famous people in your course –Students assume voice of that person for one or more sessions –Post a 300-700 word debate to one or more of the readings as if you were that person. Enter debate topic or Respond to debate topic –Respond to reading reflections of others or react to own

91. 8. Tension: D. 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.

92. 8. Tension: E. Assignment to Teams

93. 9. Interactive A. Symposia or Panels of Experts: Be an Expert/Ask an Expert: Have each learner choose an area in which to become expert and moderate a forum for the class. Require participation in a certain number of forums (choice) B. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

94. 9. Interactive: C. Moderated Online Team Meetings and Reflections

95. 10. Goal Driven and Product Based: A. Video Papers

96. 10. Goal Driven: B. Gallery Tours Assign Topic or Project (e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers) Students Post to Web Experts Review and Rate Try to Combine Projects

97. Questions and Answers…???