Online learning 3: Community, facilitation, and assessment

1. Emerging needs

• just-in-time knowledge has replaced the just-in-case, longer modules
• changing roles, expectations, responsibilities of mentors & learners
• more learner-centered, technology-enhanced communication (across time & space)
  

2. Interaction

• peers have a major influence on successful learning outcome, which is often not taken into account when designing training and academic courses (Palloff & Pratt, 1999)
• Key aspects of online interaction: a. community building, b. knowledge generation, & c. process management (Palloff & Pratt, 1999)
• a. Create spaces where students have the opportunity to interact about personal matters, build personal relationship and share issues not directly related to the course (reflection: web 2.0 tools such as Facebook and Twitter meet this need by providing profiles of the contact and extensive use of emotioncons to mitigate the challenge of the lack of non-verbal cue)
• b. Online interaction takes place without place and time restrictions, which is particularly conducive for knowledge generation in a constructive mode - meaning becomes shared through negotiation and interaction
• c. anytime learning (reflection: Now with Web 2.0 and wireless Web access, anytime anywhere/ubiquitous learning becomes increasingly feasible) - requires self-discipline, motivation (being part of an online community), online facilitator to set the initial rules & standards
  

3. Facilitation

• Community building - developing a conducive learning environment & encouraging shared construction of meaning (e.g., all each participant to create an online personality): a. clearly define the purpose of the group; b. create a distinctive gathering place for the group; c. promote effective leadership from within; d. define norms and a clear code of conduct; e. allow for a range of member roles; f. allow for and facilitate subgroups; g. allow members to resolve their own disputes
• Knowledge generation - adhere to andragogical rather than pedagogical principles: use facilitative mode to create a student-directed environment
• Process management - clear instructions (e.g., subdealines, online meeting times, number of posts required, presentation guidelines), virtual office hours, feedback
• Roles of the online facilitator: teacher, mentor, manager, and coach
  

4. Assessment

• A process of evaluating whether the online learning initiative has led to cost reduction, increased productivity, or a higher retention rate
• Formative evaluation: an ongoing process that takes place throughout the delivery of the course in order to fill gaps, and clarify and adjust content and delivery mechanisms
• Summative evaluation: evaluation that takes place after the course, most often in the form of grade. The frequency and quality of participation in the online interaction should be part of the grading basis.
• Pre- & post-test/survey (Reflection: for EDTEC120 we used Profile-IT survey) and various smaller modules (individualized)
  

References:

Palloff, R., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass.

Online learning 2: Pedagogical theories & instructional design

Pedagogical frameworks

1. Andragogic Model

• let learners know why sth. is important to learn
• assist learners to direct themselves through info
• relate the topic to the learners' experiences
  

2. Objectivist Model (for short modules on specific concepts and skills)

• the world is completely and correctly structured
• intro-concept-example-practice-reflection (traditional textbook design)
  

3. Constructivist Model (for academically challenging longer modules and courses)

• knowledge is contextual, meanings are rooted in the indexed by experience
• problem-background-concept-analysis-solution (multidisciplinary, real-life problems)
  

4. Bloom's Taxonomy (Bloom, 1956)

• Knowledge: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
• Comprehension: summarize, describe, interpret, contrast, predict, associate, distinguish, discuss, extend, etc.
• Application: apply, demonstrate, complete, show, solve, examine, relate, change, classify, discover, etc.
• Analysis: analyze, separate, order, explain, connect, classify, arrange, compare, select, explain, infer, etc.
• Synthesis: combine integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite, etc.
• Evaluation: assess, decide, rank, grade, test, measure, recommend, convince, select judge, explain, discriminate, support, conclude, compare, summarize, etc.
  

5. Problem-based learning (PBL)

• a professional preparation strategy that uses multifaceted, cross-disciplinary problems as the starting point for learning
• it draws on memory theory (activation of prior knowledge), problem solving theory (transfer concepts to new problems), and instance theory (pattern recognition)

Design and production of online content

1. Professional mode of production (e.g., for-profit online learning companies) - development team consists of SME (professor), advisory board, instructional designer - often takes 6 months

• (1) Planning (time varies): faculty preparation, draft of a working curriculum, time line, budget, work plan
  
• (2) Analysis and design (10 wks): curricular development, content analysis and initial design presentation
• (3) Development (10 wks): product development, faculty input, alpha lockdown (each module), beta lockdown (entire course)
• (4) Implementation (4 wks): implementation, evaluation, revisions and maintenance
  

2. Self-publication (web 2.0 is a catalyst?)

"Going global": The complexities of fostering intercultural understanding in a rural school using videoconferencing technology

Lee, M. M. (2004). "Going global": The complexities of fostering intercultural understanding in a rural school using videoconferencing technology. Unpublished dissertation, Indiana University, Bloomington.

Chapter 1. Introduction

• Emphasis on internationalization of curricula
  
  • social change
  • general goals (Tye, 2002): a. broadening students' horizons; b. building critical thinking skills; better preparing young people for productive lives in a nation that belongs to an increasingly interdependent world community
    
• Problems
  
  • Access & opportunities (Kim, 2001)
    
  • Individualization v. universalization (Kim, 2001)
    
  • cultural consciousness (Banks, 1997)
• Midwestern State, Henderson School & International Studies for Henderson State Schools (ISHS)
• Framing the study (p. 5)
  
  • Intercultural Education (Cushner, 1998)
    
  • International studies (Merryfield, 2001)
  • Videoconferencing technology (Cuban, 1986; Reznich, 1997; Roberts et al., 1990; Yoakam, 1995; Tiedemann, 2002 - 4 benefits of videoconferencing: a. It is direct communication with experts to enhance understanding of a subject matter; b. it heightens interest which improves motivation and retention; c. it overcomes time and distance constraints; d. it improves the spontaneity of guests)
  • ISHS
  • Interaction as instructional strategy (Lee & Paulus, 2001; Moore, 1993; Vygotsky, 1978 - ZPD; Bonk, Oyer & Medury, 1995 - social constructivist; Garrison, 1993, p. 16 - interaction; Gilert & Moore, 1998 - interaction)
    
• Significance of the study
  
  • No research to substantiate the impact of ISHS
  • Rurual school's isolation
  • The findings provide insight into the understanding of complexities associated with cross-cultural encounters; suggest possible implications of this type of program for educators who want to develop learning environments where the students can be empowered with a sense of intercultural competence as members of a multicultural society
• Research questions
  
  • How does a middle school social studies teacher in a racially homogenous middle school integrate an international sutdies program into his World Geography curriculum?
  • How do the middle school students understand and interpret their encounters with people from other countries through interactive videoconferencing technology?

Chapter 2. The Design of the Study (p. 18) ( qualitative research - Lincoln & Cuba, 1985; Merriam, 1998; Wolcott, 1992)

• Definition of Ethnography (Creswell, 1998; Tedlock, 2000; Chambers, 2000)
• My stance as a critical theorist (Critical theory - Poskewitz, 1999a, p.2) - look at the program as either
  
  • an intervention, the effectiveness of which is assessed by measuring the change in students' perception about other cultures (attitudinal change), or
  • an opportunity to introduce the students to other cultures in order to see their reaction to such an opportunity (naturalistic ethnographic approach)
• Methodological implications
  
  • ethnographic method is helpful in providing detailed info about participants & their surroundings
  • Individualized interaction techniques (building rapport)
• The research design
  
  • Outline of the study
    
    • Phase 1: Search for possible locations using Henderson State demographic statistics and select 5 possible sites
    • Phase 2: Meet w/ Mr. G and obtain his agreement for the implementation of ISHS into his curriculum
    • Phase 3: Make observations and acclimate to the setting (continued until Phase 7)
      
    • Phase 4: Begin ISHS. Conduct sutdent/teacher interviews. Begin observation and engage in preliminary analysis
    • Phase 5: ISHS presenters' interviews (for causal feedback). Ongoing observation.
    • Phase 6: Transcription of data and search for emerging themes. Ongoing observation.
    • Phase 7: Data analysis. Ongoing observation. (themes from interviews were compared to the observation - basis for coding. Triangulation)
    • Phase 8: Further interviews w/ the students (questions drawn upon based on the preliminary analysis). Ongoing observation.
    • Phase 9: Analysis and write-up.
  • Research site
    
    • Selection criteria (purposive sampling): a. social studies class in rural high school; b. teacher agreement on using ISHS for entire school year; c. culturally isolated & racially homogeneous
    • Instructional characteristics of the Eliot School (school vision)
      
    • Technology use in the Eliot School
    • Participants (students, teachers)
• Data collection
  
  • Observation (regualr classes without ISHS; class during the ISHS sessions; hallways & cafeteria; school functions such as athletic events; school area & nearby towns) ; to minimize the researcher's obtrusiveness (as an Asian) by regrulating her visits to the public areas of the school so that the students would become accustomed to her presence; examples of the observation data
  • Document analysis (textbook; class assignments)
  • Interviews (student, teacher)
• Data anaylsis (p. 45)
  
  • Reconstructive analysis & diglogical data generation (emerging themes; check understandings with teachers & locals)
  • Coding (repeated reading of the data - preliminary analysis; topics compared across the data and grouped into emerging themes. Peer debriefing; discussion with the faculty)
  • Discovering system relations (findings compared w/ larger social context - Carspecken, 1996): Hermeneutic-reconstructive anlysis emphasizes action orientations such as interpretive schemes within a culture; systems analysis emphasizes action consequences and the distribution of action conditions broadly throughout society
    
    • The findings from the school site were compared w/ info about the neighborhood & the town (community)
    • The findings were compared to the dominant discourse of the period that sutdents were exposed to from media sources and conversation w/ others outside of the school
• Possible limitations of the study
  
  • Focus group interviews w/ the students (group form may have inhibitory effects)
    
  • My role as researcher/participant (3-fold role - involvement in the implementation; worked as presenter; conducting the research process)
  • The novelty factor of the videoconferencing technology
  • Myself as an international student (Hawthorne effect)

Chapter 3. "Bringing the world into the classroom": The ISHS program in session (p. 50)

• Sections
• Discussion
  
  • Emphasis on interaction
  • "Personalized narratives
  • Uses of other technologies
  • Presenter's characteristics
• Other instructional interventions for intercultural awareness
  
  • Career talk with the ISHS outreach coordinator
  • Ms. Hilary's diversity program

Chapter 4. "Making it relevant": The teacher's use of the ISHS program (p. 82)

• The teacher's personal values and views on education
  
  • Being a coach vs. being a teacher
  • Being tolerant vs. having strong moral convictions
• 'No Child Left Behind' & issues of parental responsibilities
• On instructional strategies
  
  • Increasing student motivation
  • Student-center pedagogy
  • Bringing in current affairs
• "Making relevant": Integrating ISHS into the curriculum
• The future use of ISHS (p. 101)
• Discussion
  
  • ISHS as a "live" resource
  • Understanding Mr. Gordon's identity

Chapter 5. "Meeting the real person": The students' interpretation of the ISHS program (p. 105)

• Students' interpretation of the "other": Constructing difference in school (Identity - Mead, 1934; Habermas, 1981; Kanpol & McLauren, 1995, Hall, 1996; Taylor, 1994; Schutz, 1970; Sleeter & Grant, 1991; Hall & du Gay, 1996)
  
  • Groups & labels (social class variations - Brantlinger, 1993) - being popular
  • Homosexuality (Allport, 1979, p. 87 - well-deserved reputation theory)
  • "Being popular": Power & legitimacy (Allport, 1979; Kanpol & McLaren, 1995)
    
  • Racism
• Difference & the ISHS videoconferencing programs (Self-Other relations - Fine, 1994)
  
  • Interest in the exotic (Ashcroft et al., 2000, p. 94)
  • Americanized cultural forms & U.S.-centrism
  • "Coming from a real person": Authenticity & group essentialism
  • Differentiating vs. "othering"
• Discussion
  
  • Popularity & racism: The discourse of exclusion (Sarup, 1996, p. 59)
  • Making sense of the difference (Cushner, 2003 - difference as diviation generates the sense of fear)
  • Oversimplification of other cultures
• Possible reasons for the interpretation (p. 139)
  
  • Culture-specific approach to understanding other cultures (Cushner, 2003, p. 42)
  • Emphasis on ethnicism or "national character" (internally homogenous - Brah, 1997, p. 129)
  • View of culture as static (Kanpol & McLaren, 1995)

Chapter 6. Conclusions & implications for future research (p. 142)

• Tentative conclusion
  
  • Positive response to ISHS
  • resulted in interpretations of culture emphasizing the exotic in some cases and in the search for Americanization in others
  • didn't result in an awareness of, or challenge to, an already established framework for understanding differences
• Future implications
  
  • Providing a support system for the teacher
    
    • understanding how differnce is constructed
    • community of practice for social studies teachers (Wenger, 1998)
  • Implications for instructional design issues (Merryfield, 2001)
    
    • continuous implementation of ISHS
    • collaborative problem solving approach
    • teaching tolerance: providing instructional resources
    • collaboration between rural schools and universities
    • providing a panel of speakers
  • Administrative support for the ISHS program from the university
    
    • creating more tangible incentive for the presenters
    • creating additional partnership
  • For further research
    
    • further conceptualization of differences for particular contexts and learners
    • issues on curriculum design in social studies
    • teacher education for social studies
    • politics of international education

References

Appendix

• Sample interview protocol for students
• Sample interview protocol for teacher
• Pre-survey questions for students
• Reflection of the session (students)
• Summary of events
• Sample of preliminary analysis

The evolution of constructivist learning environments: Immersion in distributed, virtual worlds

Dede, C. (1995).The evolution of constructivist learning environments: Immersion in distributed, virtual worlds. Educational Technology, 35 (5), 46-52.

Abstract (retrieved Dec 5, 2007 from VLearn)

A review of psychological advantages and disadvantages of virtual environments within a constructivist learning approach and which properties of vr can be exploited depending on users characteristics.

Focusing on what participants want is very important to designing any type of learning environment.

Some personality characteristics of users:
a wide range of participants are attracted to cooperative virtual environments because they gain something valuable by collaborating together.
people who don't do well in spontaneous spoken interaction (e.g. shy, reflective, more comfortable with emotional distance). For them informal written communication is often more authentic than face-to-face verbal exchange. A new dimension of learning styles orthogonal to the visual/auditory/kinesthetic/symbolic categories now underlying pedagogical approaches to individualization.

Non-verbal context worlds offers:
disinhibition as a potential for learning in constructivist environments, since this creates cognitive and emotional dissonance that can undercut suboptimal mental models.
the fluidity of users' identity is a psychosocial dynamic of virtual environments that opens opportunities to encourage learning. Synthetic environments dissolve boundaries of identity enabling communication about very personal things through a depersonalized medium. Many aspects of this openness are quite positive from a constructivist perspective, as people often reject new ideas because they feel that their own identities are contained in their existing mental models.

Learner-Centered Psychological Principles: A Framework for School Redesign and Reform

American Psychological Association's Board of Educational Affairs (1997, November). Learner-Centered Psychological Principles: A Framework for School Redesign and Reform. Retrieved June 2006 from http://www.apa.org/ed/cpse/LCPP.pdf

During the last few decades, science education has been highly influenced by constructivism and constructivist approaches to teaching and learning science has been widely promoted. This perhaps can be attributed to the trend that school curricula tend to be based on learner-centered constructivism to promote students who can function successfully in real-world contexts. As learner-centered psychological principles provide a framework for developing and incorporating the components of new designs for schooling, it has been widely acknowledged that learning is influenced by environmental factors including technology and instructional practices and is most effective within the context of real-world learning situations. The learner-centered approaches are associated with learner control characterized by learners making choices in the pacing, sequence and selection of instructional materials. Intrinsic motivation, which is proved as associated with high educational achievement and enjoyment by students, can be facilitated on tasks that are comparable to real-world situations and meet needs for choice and control. This article provides constitutive/operational definition for learner-centered concepts that can be supportive to my study.