Engineering Online in K-12 Education

Curt Bonk, Professor, Indiana UniversityPresident, CourseShare

cjbonk@indiana.edu

http://php.indiana.edu/~cjbonk

http://CourseShare.com

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.”

Education Week, May 9, 2002, p. 16http://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

Online Courseware

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)

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

#1. Inquiry Learning Forum

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

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)

TICKIT#3. TICKIT

Teacher Institute for Curriculum Knowledge about Integration of

Technology(http://www.indiana.edu/~tickit)

http://www.indiana.edu/~tickit/

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

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

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

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.

What about Engineering, Math, and Science???

Ideas for Engaging Engineering Courses

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.

1. Tone/Climate: A. Social Ice Breakers

3. Scavenger Hunt1. Create a 20-30 item online scavenger

hunt (e.g., finding information on the Web)

2. Post scores

4. Two Truths, One Lie1. Tell 2 truths and 1 lie about yourself2. Class votes on which is the lie

2. Feedback:A. Learner-Content Interactions

2 Feedback:B. Online Exams and Gradebooks

2. FeedbackC. 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)

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 protected3. Instructor decides how to respond4. Then provide response and most or all of suggestion

in online forum5. It defuses difficult issues, airs instructor views, and

justified actions publicly.6. Caution: If you are disturbed by criticism, perhaps do

not use.

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 evaluation3. 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

2. Feedback (Instructor)F. Reflective Writing

Alternatives:1. Minute Papers, Muddiest Pt Papers2. PMI (Plus, Minus, Interesting), KWL3. Summaries4. 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)

3. Engagement: A. Simulations

The Virtual Lab ExperimentCarnvale, 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.”

3. Engagement: A. Simulations

3. EngagementB. Video Clips of Experts

3. Engagement: C. WebQuest

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

4. Meaningfulness:B. Modules and Experiments

4. Meaningfulness:

C. Virtual Museums and Exploration

4. Meaningfulness:C. Virtual Museums and Exploration

4. Meaningfulness:D. Collecting Raw Data

Wireless Technology

4. Meaningfulness:E. Cases with Videos

5. Choice:A. Web Resource Reviews

5. Choice:A. Web Resource Reviews

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

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

7. Curiosity: B. Electronic Guests & Chats

1. Find article or topic that is controversial2. Invite person associated with that article

(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone

change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)

Sample Expert Chat

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

7. Curiosity: C. Mentoring

Ask an Expert Mentoring

Mentoring Sites and Examples

Mentoring Sites and Examples

7. Curiosity: D. Online Quests

7. Curiosity: E. Summer Camps

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!

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.

8. Tension:D. Videoconferencing

2. Mock Trials with Occupational Rolesa. 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.

8. Tension:E. Online Competitions

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

9. Interactive and Collaborative:B. Thoughtful Team Reflections

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.

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)

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.

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

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

10. Goal Driven:C. Engineering Web Demos

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

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)

Ok, who wants a TICKIT?And, who has a TICKIT?

http://www.iub.edu/~tickit