2. Engineering Online in K-12 Education Curt Bonk, Professor, Indiana University President, CourseShare cjbonk@indiana.edu http://php.indiana.edu/~cjbonk http://CourseShare.com

3. Education Week, May 9, 2002. p. 16 “..12 states have established their own virtual schools and five others are piloting cyber schools…32 states are sponsoring e-learning initiatives, including online testing programs, virtual schools, and Internet-based professional development.”

5. Education Week, May 9, 2002, p. 16 http://www.edweek.org/sreports/tc02/ Florida Virtual High School (began 1997) Over 5,000 students from 65 counties (double from previous year) average 1.6 courses/student Course enrollments of 8,200 for 2001-2002 37% home-schooled 31% little or no previous computer exper Most say quality up, but difficult Sells courses to other states Receives 6 million in state money

6. Online Courseware

7. But There’s a Problem! (Duffy, 2002)  80% teachers not prepared to integrate technology into teaching. (National Center for Education Statistics, 1999)  Preservice instruction often focuses on stand alone “technology” courses. ( Siegel, 1995) 70% of courses focus on hardware, Internet use, and software use  Focus should be on learning with technology rather than about technology (1997 President’s Panel on Educational Technology)

9. Three Projects at the Center for Research on Learning and Technology, Indiana University

10. #1. Inquiry Learning Forum

11. #2. Learning to Teach with Technology Studio http://ltts.indiana.edu

12. LTTS Features  Short Web courses (35 growing to 55+)  Start anytime and move at own pace  Focus on technology integration in inquiry lessons and projects  Facilitated, problem-centered modules (practical and educational)  Standards-based (ISTE NETS and national academic standards)

13. TICKIT #3. TICKIT Teacher Institute for Curriculum Knowledge about Integration of Technology (http://www.indiana.edu/~tickit) http://www.indiana.edu/~tickit/

14. Why Are Teachers Resistant? Hannafin and Savenye (1993) Believe the software is poorly designed Become frustrated in how to use. Do not want to look stupid Do not believe that computers enhance learning Fear losing control and being in the center See computers competing with other academic tasks See time and effort to use as too great Fear upsetting unsupportive administrators

16. Overview of TICKIT In-service teacher education program Rural schools in southern Indiana Yearlong, 25 teachers from 5 schools Primarily school-based Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University

17. TICKIT Training and Projects: Web: Web quests, Web search, Web edit/pub. –Includes class, department, or school website. Write: Electronic newsletters, book reviews. Tools: Photoshop, Inspiration, PowerPoint. Telecom: e-mail with foreign countries Key pals. Computer conferencing: Nicenet.org. Digitizing: using camera, scanning, digitizing. Videoconferencing: connecting classes. Web Course: HighWired.com, MyClass.net, Lightspan.com, eBoard.com

18. Technology Integration Ideas Collab with students in other countries Make Web resources accessible Experts via computer conferencing (or interview using e-mail) Reflect & Discuss on ideas on the Web. Put lesson plans on Web. Peer mentoring. Other: role play, scav hunts.

21. What about Engineering, Math, and Science???

22. Ideas for Engaging Engineering Courses

23. 1.Tone: A. Social Ice Breakers 1. 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) 2. 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.

24. 1.Tone/Climate: A. Social Ice Breakers 3. Scavenger Hunt 1. Create a 20-30 item online scavenger hunt (e.g., finding information on the Web) 2. Post scores 4. Two Truths, One Lie 1.Tell 2 truths and 1 lie about yourself 2.Class votes on which is the lie

25. 2. Feedback: A. Learner-Content Interactions

26. 2 Feedback: B. Online Exams and Gradebooks

27. 2. Feedback C. 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)

29. 2. Feedback (Instructor) D. 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.

30. 2. Feedback: E. 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

31. 2. Feedback (Instructor) F. 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)

32. 3. Engagement: A. Simulations

33. The Virtual Lab Experiment Carnvale, Jan 31, 2003, The Virtual Lab Experiment, Chronicle of Higher Education, p. A30 “The labs have limitations, however. Most biology professors still say that the experience of dissecting a frog while gagging on the stench of formaldehyde simply can't be replicated online. And it's expensive and time-consuming to develop a virtual lab that includes all the possible variables that students can encounter in a real lab.”

34. 3. Engagement: A. Simulations

35. 3. Engagement B. Video Clips of Experts

36. 3. Engagement: C. WebQuest

37. 4. Meaningfulness: A. Expert Job Interviews 1. Field Definition Activity: 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

38. 4. Meaningfulness: B. Modules and Experiments

39. 4. Meaningfulness: C. Virtual Museums and Exploration

40. 4. Meaningfulness: C. Virtual Museums and Exploration

41. 4. Meaningfulness: D. Collecting Raw Data

42. Wireless Technology

43. 4. Meaningfulness: E. Cases with Videos

44. 5. Choice: A. Web Resource Reviews

46. 6. Variety: A. Virtual Classroom 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.Add’l Web resources are structured for students (e.g., white papers, reports, project and product home pages) 8.Email is used to communicate with students

47. 7. Curiosity A. Online Fun and Games (see Thiagi.com Or deepfun.com) 1.Puzzle games 2.Solve puzzle against timer 3.Learn concepts 4.Compete 5.Get points

48. 7. Curiosity: B. Electronic Guests & 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: Email Interviews with experts Assignments with expert reviews)

49. Sample Expert Chat

50. 7B. Threaded Discussion plus Expert Chat (e.g., Starter-Wrapper + Sync Guest Chat)

51. 7. Curiosity: C. Mentoring

52. Ask an Expert Mentoring

53. Mentoring Sites and Examples

55. 7. Curiosity: D. Online Quests

56. 7. Curiosity: E. Summer Camps

57. 8. Tension. 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 used in a business info systems class where discussion got too predictable!

58. 8. Tension: C. 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.

59. 8. Tension: D. Videoconferencing 2. Mock Trials with Occupational Roles a.Create a scenario (e.g., school reform in the community) and hand out to students to read. b.Ask for volunteers for different roles (everyone must have a role). c.Perhaps consider having one key person on the pro and con side of the issue make a statement. d.Discuss issues from within role (instructor is the hired moderator or one to make opening statement; he/she collects ideas on document camera or board). e.Come to compromise.

60. 8. Tension: E. Online Competitions

61. 9. Interactive and Collaborative: A. Learning Community in Groove

62. 9. Interactive and Collaborative: B. Thoughtful Team Reflections

63. 9. Interactive and Collaborative: C. Interactive Videoconferencing 1.Stand and Share 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.

64. 9. Interactive and Collaborative: D. Symposia or Panel of Experts 1.Find topic during semester that peaks interest 2.Find students who tend to be more controversial 3.Invite to a panel discussion on a topic or theme 4.Have them prepare statements 5.Invite questions from audience (rest of class) 6.Assign panelists to start E. Press Conference: Have a series of press conferences at the end of small group projects; one for each group)

65. 10. Goal Driven: A. Final Presentations via Videoconferencing Presentation: Assign a task for students to present on. Have them create PowerPoint slides, bring videotapes or other media, and items for document camera. Consider have peer and instructor evaluation forms for each group and/or individual.

66. 10. Goal Driven: B. Online Science Fairs and Festivals

68. 10. Goal Driven: C. Engineering Web Demos

69. 10. Goal Driven: D. E-Portfolios Multimedia presentations (video, animation, voice-over testimonials) Examples of work Personal statement Self-reflections on that work Connections between experiences Standard biographical info i.e., progress, achievements, efforts… Large, complex, time to grade

70. Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing 2. Feedback: Self-Tests, Reading Reactions 3. Engagement: Q’ing, Polling, Voting 4. Meaningfulness: Job/Field Reflections, Cases 5. Choice: Topical Discussions, Starter-Wrapper 6. Variety: Brainstorming, Roundrobins 7. Curiosity: Seances, Electronic Guests/Mentors 8. Tension: Role Play, Debates, Controversy 9. Interactive: E-Pals, Symposia, Expert Panels 10. Goal Driven: Group PS, Jigsaw, Gallery Tours Pick One…??? (circle one)

71. Ok, who wants a TICKIT? And, who has a TICKIT? http://www.iub.edu/~tickit