Engineering Online in K12 Education

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Engineering Online in K-12 Education

• Curt Bonk, Professor, Indiana University
• President, CourseShare
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• http//CourseShare.com

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Education Week, May 9, 2002. p. 16

• ..12 states have established their own virtual
  schools and five others are piloting cyber
  schools32 states are sponsoring e-learning
  initiatives, including online testing programs,
  virtual schools, and Internet-based professional
  development.

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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

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Online Courseware
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But Theres 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
  Presidents Panel on Educational Technology)

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Three Projects at the Center for Research on
Learning and Technology, Indiana University
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1. Inquiry Learning Forum
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2. Learning to Teach with Technology Studio
http//ltts.indiana.edu
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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)

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

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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

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• 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

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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.

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What about Engineering, Math, and Science???
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Ideas for Engaging Engineering Courses
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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.

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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
• Tell 2 truths and 1 lie about yourself
• Class votes on which is the lie

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2. FeedbackA. Learner-Content Interactions
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2 FeedbackB. Online Exams and Gradebooks
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2. FeedbackC. Requiring Peer Feedback

• Alternatives
• 1. Require minimum of peer comments and give
  guidance (e.g., they should do)
• 2. Peer Feedback Through Templatesgive templates
  to complete peer evaluations.
• 3. Have e-papers contest(s)

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2. Feedback (Instructor)D. Anonymous Suggestion
Box

• George Watson, Univ of Delaware, Electricity and
  Electronics for Engineers
• Students send anonymous course feedback (Web
  forms or email)
• Submission box is password protected
• Instructor decides how to respond
• Then provide response and most or all of
  suggestion in online forum
• It defuses difficult issues, airs instructor
  views, and justified actions publicly.
• Caution If you are disturbed by criticism,
  perhaps do not use.

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2. FeedbackE. Double-Jeopardy Quizzing

• Gordon McCray, Wake Forest University, Intro to
  Management of Info Systems
• Students take objective quiz (no time limit and
  not graded)
• Submit answer for evaluation
• 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
• Students must commit to a response but can use
  reference materials
• Correct answer and explanation are presented

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2. Feedback (Instructor)F. Reflective Writing

• Alternatives
• Minute Papers, Muddiest Pt Papers
• PMI (Plus, Minus, Interesting), KWL
• Summaries
• Pros and Cons
• Email instructor after class on what learned or
  failed to learn
• (David Brown, Syllabus, January 2002, p. 23
• October 2001, p. 18)

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3. Engagement A. Simulations
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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.

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3. Engagement A. Simulations
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3. EngagementB. Video Clips of Experts
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3. Engagement C. WebQuest
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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

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4. MeaningfulnessB. Modules and Experiments
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4. Meaningfulness C. Virtual Museums and
Exploration
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4. Meaningfulness C. Virtual Museums and
Exploration
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4. MeaningfulnessD. Collecting Raw Data
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Wireless Technology
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4. MeaningfulnessE. Cases with Videos
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5. ChoiceA. Web Resource Reviews
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5. ChoiceA. Web Resource Reviews
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6. Variety A. Virtual Classroom

• Joachim Hammer, University of Florida, Data
  Warehousing and Decision Support
• Voice annotated slides on Web 7 course modules
  with a number of 15-30 minutes units
• Biweekly QA chat sessions moderated by students
• Bulletin Board class discussions
• Posting to Web of best 2-3 assignments
• Exam Qs posted to BB answers sent via email
• Team projects posted in a team project space
• Addl Web resources are structured for students
  (e.g., white papers, reports, project and product
  home pages)
• Email is used to communicate with students

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7. Curiosity

• A. Online Fun and Games
• (see Thiagi.com
• Or deepfun.com)
• Puzzle games
• Solve puzzle against
• timer
• Learn concepts
• Compete
• Get points

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7. Curiosity B. Electronic Guests Chats

• Find article or topic that is controversial
• Invite person associated with that article
  (perhaps based on student suggestions)
• Hold real time chat
• Pose questions
• Discuss and debrief (i.e., did anyone change
  their minds?)
• (Alternatives Email Interviews with experts
• Assignments with expert reviews)

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Sample Expert Chat
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7B. Threaded Discussion plus Expert Chat (e.g.,
Starter-Wrapper Sync Guest Chat)
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7. Curiosity C. Mentoring
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Ask an Expert Mentoring
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Mentoring Sites and Examples
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Mentoring Sites and Examples
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7. Curiosity D. Online Quests
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7. Curiosity E. Summer Camps
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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!

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8. TensionC. Instructor Generated Virtual
Debate (or student generated)

• Select controversial topic (with input from
  class)
• Divide class into subtopic pairs one critic and
  one defender.
• Assign each pair a perspective or subtopic
• Critics and defenders post initial position stmts
• Rebut person in ones pair
• Reply to 2 positions with comments or qs
• Formulate and post personal positions.

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8. TensionD. Videoconferencing

• 2. Mock Trials with Occupational Roles
• Create a scenario (e.g., school reform in the
  community) and hand out to students to read.
• Ask for volunteers for different roles (everyone
  must have a role).
• Perhaps consider having one key person on the pro
  and con side of the issue make a statement.
• 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).
• Come to compromise.

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8. TensionE. Online Competitions
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9. Interactive and CollaborativeA. Learning
Community in Groove
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9. Interactive and Collaborative B. Thoughtful
Team Reflections
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9. Interactive and CollaborativeC. Interactive
Videoconferencing

• 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.

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9. Interactive and CollaborativeD. Symposia or
Panel of Experts

• Find topic during semester that peaks interest
• Find students who tend to be more controversial
• Invite to a panel discussion on a topic or theme
• Have them prepare statements
• Invite questions from audience (rest of class)
• Assign panelists to start

E. Press Conference Have a series of press
conferences at the end of small group projects
one for each group)
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10. Goal DrivenA. 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.

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10. Goal DrivenB. Online Science Fairs and
Festivals
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10. Goal DrivenB. Online Science Fairs and
Festivals
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10. Goal DrivenC. Engineering Web Demos
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10. Goal DrivenD. 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

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Motivational Top Ten

• 1. Tone/Climate Ice Breakers, Peer Sharing
• 2. Feedback Self-Tests, Reading Reactions
• 3. Engagement Qing, 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)
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Ok, who wants a TICKIT?And, who has a
TICKIT?http//www.iub.edu/tickit