Ten%20Minnie-Myths%20of%20Using%20Technology%20in%20Higher%20Education

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Ten Minnie-Myths of Using Technology in Higher
Education

• Dr. Curtis J. Bonk
• Alias Mickey Mouse
• President, CourseShare.com
• Associate Professor, Indiana University
• http//php.indiana.edu/cjbonk,
  cjbonk_at_indiana.edu
• With supporting Help from
• Ms. Minnie Mouse
• Orlando, Florida
• Minnie_at_disney.com

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Myth 1.College instructors can just teach the
same way they always have.
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Dennens Research on Nine Online
Courses (sociology, history, communications,
writing, library science, technology, counseling)
Poor Instructors Good Instructors

• Provided regular qual/quant feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades, other assessments.
• Used incremental deadlines

• Little or no feedback given
• Always authoritative
• Kept narrow focus of what was relevant
• Created tangential discussions
• Only used ultimate deadlines

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Myth 2.I must have a technology background to
use effectively.
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You Just Need a Different Mindset
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Myth 3.My university cannot afford the
technology.
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Nicenet is Free!
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Tons of Resources are Free!
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Of course, some freebies are no longer free!
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Myth 4.Learning is not improved when using
technology.
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Brains Before and After Technology Integration
After
Before
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Basic Distance Learning Finding?

• Research since 1928 shows that DL students
  perform as well as their counterparts in a
  traditional classroom setting.
• Per Russell, 1999, The No Significant Difference
  Phenomenon (5th Edition), NCSU, based on 355
  research reports.
• http//cuda.teleeducation.nb.ca/nosignificantdiffe
  rence/

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Bob Wishers Wish List

• Effect size of .5 or higher in comparison to
  traditional classroom instruction.

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Myth 5.There are no models for assessing the
quality of any technology integration efforts.
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The Sharp Edge of the Cube Pedagogically Driven
Instructional Design for Online
EducationSyllabus Magazine, Dec, 2001, Nishikant
Sonwalkar

• five functional learning stylesapprenticeship,
  incidental, inductive, deductive, discovery.
• http//www.syllabus.com/syllabusmagazine/article.a
  sp?id5858

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New Methodology for Evaluation The Pedagogical
Rating of Online CoursesSyllabus Magazine, Jan,
2002, Nishikant Sonwalkar

• The Pedagogical Effectiveness Index
• (1) Learning Styles (see previous page)
• (2) Media Elements text, graphics, audio, video,
  animation, simulation
• (3) Interaction Elements feedback, revision,
  e-mail, discussion, bulletin
• http//www.syllabus.com/syllabusmagazine/article.a
  sp?id5914
• For more info, e-mail Nish_at_mit.edu

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Myth 6.There are no models or best practices
for teaching with technology.
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Part I. Best PracticesWho are some of the key
scholars and players???
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Myth 7.It is too new to really know what to do.
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Exponential Growth of the Web
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Myth 8.If I wait long enough, it will go away.
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Myth 9.There is a constant learning curve since
technology will always need to be upgraded.
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The Creation of Learning Objects will allow for
interoperability of content

• 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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Myth 10.No Worries--The campus administrators
are there to help me teach with technology.
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Survey Finds Concern on Administrative
ComputingChronicle of Higher Ed, June 22, 2001,
A33, Jeffrey R. Young

• Campus-technology leaders say they worry more
  about administrative-computing systems than about
  anything else related to their jobs.
• (survey by Educausean academic-technology
  consortium)

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Questions?Comments?Concerns?