Part III. There

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Title: Part III. There

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Part III. Theres Always Hope!Strategies for New
and Emerging Online Resources

Curt Bonk, Ph.D.Professor, Indiana University
President, CourseShare and SurveySharecjbonk_at_indi
ana.eduhttp//php.indiana.edu/cjbonk
http//SurveyShare.com

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What will we be doing online in 100 years?
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Framework 2. Matrix of Web Interactions(Cummings
, Bonk, Jacobs, 2002)

Instructor to Student Syllabus, notes, feedback.
to Instructor Course resources, syllabi,
notes.
to Practitioner Tutorials, articles, news.
Student to Student Comments, sample work, links.
to Instructor Votes, tests, papers, evals.
to Practitioner Web links, resumes,
reflections
Practitioner to Student Internships, jobs,
e-fieldtrips
to Instructor Opinion surveys, fdbk,
listservs
to Practitioner Forums, listservs, prof
devel.

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Framework 3. Models of Technology in Training
and Education(Dennen, 1999, Bonk et al., 2002)

Enhancing the Training
computers for extra activities drill and
practice CD
Extending the Training
transcend the classroom with virtual field trips
and Online Collaborative Teams.
Transforming the Training
allowing learners to construct knowledge bases
and resources from multiple dynamic resources
regardless of physical location or time.

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Framework 4. The Web Integration Continuum (Bonk
et al., 2000)

Level 1 Course Marketing/Syllabi via the Web
Level 2 Web Resource for Student Exploration
Level 3 Publish Student-Gen Web Resources
Level 4 Course Resources on the Web
Level 5 Repurpose Web Resources for Others
Level 6 Web Component is Substantive Graded
Level 7 Graded Activities Extend Beyond Class
Level 8 Entire Web Course for Resident Students
Level 9 Entire Web Course for Offsite Students
Level 10 Course within Programmatic Initiative

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Scientists Internet speed record smashed,
Jeordan Legon, CNN, March 7, 2003

Scientists at the Stanford Linear Accelerator
Center used fiber-optic cables to transfer 6.7
gigabytes of data -- the equivalent of two DVD
movies -- across 6,800 miles in less than a
minuteThat's about 3,500 times faster than a
typical Internet broadband connection.

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Timeline for Internet II
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Internet2 at the CrossroadsChronicle of HE, May
16, 2003, Florence Olsen

203 research institutions in consortium
26 state education networks have connected to
Abilene backbone
526 four year colleges and 551 community colleges
access it

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Web Technology Growing in ImportanceTuesday,
June 17, 2003, Syllabus News

McGraw-Hill 4 year study
Web-based technology is helping instructors
achieve teaching objectives and has a positive
impact on student attitudes and achievement.
1999, only 22 percent of faculty viewed
technology as very or extremely
2002, 57 percent found it extremely important to
success
68 percent of respondents rating training and
professional development as very or extremely
important
60 percent assigning a high level of importance
to course Web site use in achieving teaching
objectives.

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Teaching in Your PajamasLessons of Online
ClassesPeggy Minnis, Teachers Journal, Feb.,
12, 2003

One of my favorite parts of college teaching is
dressing up and putting on a good show. I plan my
outfits, apply makeup, coordinate accessories,
even rework my lecture cue cardsBut here I sit
on a Friday night, lecturing 25 students in my
lavender pajamas. I'm teaching online.

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1. Blogs
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College professors across the nation join the
latest internet phenomenon Weblogs, Linda
Evarts, The Brown Daily Herald, Jan 30, 2003.

Web logs blogs for short are the surprise
wedding of the informational capacity of
journalism and the speed of instant messenging.
According to blogger.com, two new blogs are
created every second, and more than a million
have been made using the Web site's software.
Composed of short and frequently updated postings
arranged in chronological order, blogs are Web
sites similar to online journals, offering
information on topics ranging from foreign policy
to poetry.

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Scholars who Blog, Chronicle of Higher Ed, June
6, 2003. Blogs range from 3 word bursts of
sarcasm to 5,000-word treatises, range from 200
hits/day to 100,000 hits/day (instapundit.com)
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Sample Blogs
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Uses of Blogs
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Blogging pioneer Peter Merholz adds, "the power
of Weblogs is their ability to immediately put
form to thought. I can get an idea in my
head--however half baked it might be--and, in
seconds, share it with the world. Immediately, I
get feedback, refinement, stories, and so forth
spurred by my little idea. Never before was this
possible."

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College professors across the nation join the
latest internet phenomenon Weblogs, Linda
Evarts, The Brown Daily Herald, Jan 30, 2003.

Policy studies analyst at the University of
California at Los Angeles and blogger Mark
Kleiman said that blogs provide the most
up-to-date information in the shortest time
possible.
Kleiman, noting the possibility that blogs might
be a passing trend, forecasted that "twenty years
from now (we) all will be getting most
information from" blogs.

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Sample Blog Tools
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2. Video Papers
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3. Online Performances(e.g., Teaching Music
Online)
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4. Complex Virtual Performances Virtuals
Worlds/Virtual Reality

Avatars--representations of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence

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4. Online Performances(e.g., Cyber Fashion Shows)
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5. Virtual Labs
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Web Site with Bugs!(Chronicle of HE, May 29,
2003, Brock Read)

Interactive timeline that details beetles
introduction into U.S.
Video footage of beetle laying eggs
View beetles from all sides (rotating views)
Examine and discriminate from photographs
Examine fragile specimens without harming them

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The Virtual Lab Experiment Chronicle of Higher
Education, January 31, 2003, Dan Carnevale

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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Virtual Physics Lab (free to world)(UC-Greensboro
, Syllabus, June 2003, p. 26)Students test their
models, design experiments, select instruments,
gather and analyze data, distributed over the
Web, is tutored, exposed to a 3-D environment
with physics content.
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The Virtual Lab Experiment Chronicle of Higher
Ed, January 31, 2003, Dan Carnevale

Mr. Woodfield says the online lab allows students
to experiment more than they would be able to in
a real lab. Because of time and safety
constraints, students usually cannot freely
experiment with real chemicalsthe computer
simulations in the Virtual ChemLab encourage
students to experiment and have some fun. "We try
to minimize the technical aspects and try to
maximize the open-endedness and discovery
aspects," he says. "We're teaching them that
creative process, that problem-solving process."

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The Virtual Lab Experiment Chronicle of Higher
Education, January 31, 2003, Dan Carnevale

The software presents 2,500 photographs and 220
video clips of real lab results. Because
different combinations of chemicals can have
similar results, he says, the same photographs
and videos can sometimes be used to represent the
outcomes of different experiments. "Muck looks
like muck, so we show them muck," Mr. Woodfield
says.

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Professors Online Museum Explores the Hidden
History of Perpetual-Motion SchemesChronicle of
Higher Ed, Brock Read, June 13, 2003
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ePsych An Online Teaching ToolDesigned by Gary
Bradshaw, Mississippi StateChronicle of Higher
Ed Feb 28, 2003, Brock Read.
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PsychExperiments from Ole Miss
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Visual Attention, Decision Making, and Letter
String Experiment
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6. Observe Data and Make Predictions with 3-D
Visualization Collaboration Software(Intro to
Weather and Climate at Wisconsin, May 16, 2003,
Chronicle of Higher Ed)
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7. Quantitative Simulations
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8. Virtual Tours
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9. Enhanced Lectures
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9. Enhanced Lectures
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Making Digital Video Recording of Lectures,
Chronicle of Higher Ed, June 4, 2003, Florence
Olsen

Adi Mayan, a sophomore majoring in business at
City University of New Yorks Bernard M. Baruch
College, attends lectures in her macroeconomics
class and later watches a digital-video recording
of the lecture just to make sure I understand
the material.
Its always good to hear it a second time.

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9. Enhanced LecturesOutside Video Mentoring

Audiology Professor, Univ of Florida
Course instructor invites national known experts
to lecture in specific content areas.
Lectures are videotaped in a recording studio,
edited, duplicated, and distributed to each
student. (digitize and put on Web?)
Average of ten hours of lectures from 3-5 experts
are prepared for each class.
Visual aids are added to each tape and a
transcript is prepared for hearing-impaired
students.

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10. Repurposing Speeches
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10. Repurposing Expert Presentations at
Conferences and Institutes

In April, Harvard Business School professor
Dorothy Leonard brought leading experts on
education together at the Adult Learning Workshop
to answer this fundamental question To what
extent should the traditional face-to-face
classroom experience serve as the model for
online programs? Participants included MIT Senior
Lecturer Peter Senge, a Founding Chair of the
Society for Organizational Learning John Seely
Brown, Chief Scientist of Xerox Corporation and
Chris Dede, Timothy E. Wirth Professor of
Learning Technologies at Harvard's Graduate
School of Education.

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11. Supplemental Material from Book Publishers
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11. Supplemental Material from Book Publishers
(Xanedu)
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13. Exploration Activities and Problem Cases
Supplemental Material from Other Instructors
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12. Exploration Activities and Problem Cases
Supplemental Material from Other Instructors
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12. Exploration Activities and Problem Cases
Supplemental Material from Other Instructors
(Careo Repository and Portal)
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12. Exploration Activities and Problem Cases
Supplemental Material from Other Instructors
(MERLOT Repository and Portal)
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12. Exploration Activities and Problem Cases
Supplemental Material from Other Instructors
(Engineering Repository and Portal--NEEDS)
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12. Exploration Activities and Problem
Cases3,000 pages of Einsteins notes viewable,
Chronicle(Einstein Digital Manuscript
Repository, May 20, 2003)
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13. Free IP Based Videoconferencing Using
Internet II (May 16, 2003, Chron of HE)(Here
linking Singapore and MIT engineering students)

Under best conditions, the voice of a student
speaking on the Singapore side of the virtual
classroom is heard in less than a second on the
MIT side.

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Add More Bandwidth
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One-way Videoconferencing in Saudi Arabia(they
see him, but he cannot see them)Chronicle of
Higher Ed, March 28, 2003

He finds these restrictions stifling,
restrictive, and byzantine.

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Online Technologies and SARS Dilemma
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Visual, Auditory, or 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.

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Interactive Videoconferencing

1. Human Graph
Have students line up on a scale (e.g., 1 is low
and 5 is high) on camera according to how they
feel about something (e.g., topic, the book,
class).
Debrief

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Interactive Videoconferencing

2. 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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Interactive Videoconferencing

3. 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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Interactive Videoconferencing

4. Think-Pair-Share
Assign a topic for reflection or writing.
Have share their responses with someone next to
them.
Ask to share with class.
Alternatively, ask students to volunteer
something they heard from a peer.

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Interactive Videoconferencing

5. Phillips 66/Buzz Groups
Assign a topic at the start or end of class.
Assign students to groups of 6 students to
discuss that topic for 6 minutes.
Summarize that discussion with videoconferencing
class.

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Interactive Videoconferencing

6. Numbered Heads Together
Assign a task and divide into groups (perhaps
4-6/group).
Perhaps assign group names across
videoconferencing sites or perhaps some
competition between them.
Count off from 1 to 4.
Discuss problem or issue assigned.
Instructor calls on groups numbers.

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Interactive Videoconferencing

7. Swami Questions
Have all sites send in questions during break
time.
At end of session go thru as many of them as you
can in last 5-10 minutes.

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14. Electronic Portfolios
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E-Portfolio Tools

iWebfolio from Nuventive.com
Folio from ePortaro
E-Portfolio from Chalk Wire
FolioLive from McGraw-Hill
Web Folio Builder from TaskStream
ePortConstorium from IUPUI and UCLA

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E-Portfolios Education (Format CD, Web,
videotape, combination, etc.)

Digital pictures of student activities
Handouts from coursework
Philosophy statements
Videotapes of teaching
Audio recordings
Lesson plans

Letters of rec
Letters to parents
Sample writing
Newspaper clippings of their activities
Work from students
Student evaluations
Self-evaluations

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15. Visual with Chat Learningbydoing.net

Participants a facilitator of online therapy,
students at all levels, a doctoral candidate in
DE, administrators, teachers, lecturers,
researchers, a physicists, a professor of
Psychology, a professor of Mathematics, a
consultant in training, an HR trainer, and a
psychotherapist. We were located in Herzelia, a
beach town north of Tel Aviv, Stanford
California, Baltimore, Montreal, and Ismir,
Turkey.

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Feedback on Session

The feedback tools were introduced It's great
that participating and attendance can be tracked
The chart is meaningful and revealing to me ...
being an observer myself
And some summary comments, This seems much more
''connecting'' than other programs I've used
The recording aspect of this environment is
Intriguing these statistics could be very
helpful to participants in understanding their
interactions within the group... Possibly could
supplant f to f meetings.

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16. Adventure Blogging
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Instead, Mr. Saunders, 25, sat down at a table,
pulled out his palm-size iPaq digital assistant,
his pocket-size Global Positioning System
locator, his satellite phone and his digital
camera and began updating his Web site,
www.northpole2003.com.

ICEMAN - A belt-mounted computer with a
head-mounted display enabled Tom Sjogren to
transmit pictures wirelessly in Antarctica By
ANDREW C. REVKIN, June 5, 2003, The New York Times

BE PREPARED - Tina Sjogren carried a palmtop
device, satellite phone and custom battery pack
to Antarctica in 2001.
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Taking Technology to Extremes (NY Times, June 5,
2003, Andrew Revkin)

Mr. Sanders isusing a custom-designed
communications kitand relying on their Web sites
as well as his to post daily logs. He and dozens
of other adventurers now routinely use the
Internet to promote their exploits and the
products of sponsors that provide gear and
financial backing. It has become something of a
competition to see who can transmit the most
information and imagery the most quickly

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Mark Fennell, June 5, 2003, North Pole(Pictures,
maps, movies, audio)
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17. Interactive Adventure Content(Andrew Revkin,
New York Times, May 25, 2003)
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Sequenced Pictures with voice over
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18. Learning Communities and Communities of
Practice
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A learning community as defined by Kowch
Schwier (1997 pp.1) is a group of individuals
engaged intentionally and collectively in the
transaction, or transformation of knowledge.
Communities are not built they grow through
personalisation, member participation,
contribution and most importantly ownership (van
der Kuyl, 2001).
(Stuckey, Hedberg, Lockyer, in press)

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Factors in Creating any Community (Stuckey,
Hedberg, Lockyer, in press)

A community of practice is a refinement of the
concept of community defined by Amy Jo Kim as a
group of people with shared interest, purpose, or
goal, who get to know each other better over
time. (Kim, 2000 p.28).

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How Facilitate Online Community?

Safety Establish safe environment
Tone Flexible, inviting, positive, respect
Personal Self-disclosures, open, stories telling
Sharing Share frustrations, celebrations, etc
Collaboration Camaraderie/empathy
Common language conversational chat space
Task completion set milestones grp goals
Other Meaningful, choice, simple, purpose...

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Factors in Creating any Community

(1) membership/identity
(2) influence
(3) fulfill of indiv needs/rewards
(4) shared events emotional connections
(McMillan Chavis, 1986).
(History, stories, expression, identity,
participation, respect, autonomy, celebration,
team building, shape group, Schwier, 1999)

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Communities of Practice

Awareness of who is in the space
Roster of who belongs
Roster of who is currently viewing materials
Customization of the space for the group
a customized identifying banner
Ability to interact in multiple synchronous and
asynchronous ways.
Place for a community to identify who they are
charter, principles, membership, goals, etc.

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Common Principles and Technologies(Bonk
Wisher, in press)

Shared goals, mission, norms calendars,
schedules, archives, announcements, team logos,
goals.
Trust and respect email, profiles, sharing
links, social ice breakers, testimonials
Shared spaces and idea exchanges annotations,
brainstorming, videoconferencing, whiteboards,
site glossaries, work galleries

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Common Principles and Technologies(Bonk
Wisher, in press)

Member collaboration, team products annotations,
application sharing, collab writing, drop boxes,
virtual workspaces, announcements
Sense of identity, membership, expertise, growth
mentoring exchanges, sync group meetings,
knowledge management

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Common Principles and Technologies(Bonk
Wisher, in press)

Influence member participation member surveys
and polls
Sense of autonomy course choices, work teams
meet by interest
Shared history, sense of belonging, emotional
connections buddy lists, chat rooms, discussion
forums, IM, MUDS, newsgroups, portals, listservs,
email, memorable events

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Common Principles and Technologies(Bonk
Wisher, in press)

Fulfill personal needs, rewards, post member
accomplishments acknowledgements breakout rooms,
intelligent agents, profiles, surveys, mentoring
exchanges
Embedded in practice, integration in real world
applic sharing, online cases, simulations, sync
conferencing, translation tools, job and
internship reflections, guest chats, PBL

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18. Building Learning Communities
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18. Building Learning Communities
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19. Augmented Reality
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20. Multi-User Online Gaming
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WARRIOR - Accompanied by three minions,
Thedeacon, with gun, prepares to attack a
monster, left, in the game Anarchy Online.

As the mutant Thedeacon (holding staff), Mr.
Stenlund led a group of Meta-Physicists on a
virtual protest march on Sunday. June 11, 2003

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Anarchy Online

The deacon is also a kind mutant, a leader and
beacon. Among Rubi-Ka's weaker citizens, he is
revered for his generosity of mind, for sharing
the information others need to prosper. Among the
planet's elite, he is respected for his
generosity of spirit, for comforting the lovesick
and the lonely.
The deacon does not physically exist, of course.
In the year 2003, at the blue-collar end of
Madison, Wis., he is a struggling, frustrated
27-year-old computer repairman called Richard L.
Stenlund.

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There you are!
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Possibilities for Schools

Virtual seminars and presentations, with distant
colleagues interacting within a virtual
conference hall
Demonstration of new building designs that people
can explore, discuss and modify
Demonstrations of processes or models that are
difficult to understand with static graphs/charts

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Learning Objects

Learning Objects are small or large resources
that can be used to provide a learning
experience. These assets can be lessons, video
clips, images, or even people. The Learning
Objects can represent tiny "chunks" of knowledge,
or they can be whole courses.
Claude Ostyn, Click2Learn

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ADL Functional Requirements (Bob Wisher, 2001)
Accessible access instructional components from
one location and deliver them to many other
locations Interoperable use instructional
components developed in one location with a
different platform in another location Reusable
incorporate instructional components into
multiple applications Durable operate
instructional components when base technology
changes, without redesign or recoding Affordable
increase learning effectiveness significantly
while reducing time and costs
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Assistive Technologies (includes disability
compliance software codings)
Close your eyes and imagine what is like to be
visually impaired and reliant on the Web!
(http//www.rit.edu/7Eeasi/)
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Peer-to-Peer Collaboration(Global Knowledge
Centers--Peer Shared Document Sites)

Possibilities
Data Sharing (www.napster.com)
Resource Sharing (www.intel.com/cure/overview.htm)
Workgroup Collaboration (www.groove.net)

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Intelligent Agents
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The future of e-learning is learner-centric
(Adler Rae, Jan., 2002, e-learning mag)

You could also choose to have an intelligent,
interactive mentor who pops up anytime you choose
when you need a little performance support. For
example, you may be writing a technical brief
when you realize you need more in-depth
information on the topic. You could then click on
a mentor icon on your desktop to bring up the
intelligent mentor. The mentor would gather the
learning objects necessary and deliver them to
the environment, which would assemble them for an
immediate learning experience.

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Handheld Devices
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Smart Personal Object Technology???
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Computers that Talk to You (595)USA Today, June
18, 2003
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What can SoundAdvice do?