Subject: Re: IFETS-DISCUSS Digest - 3 Dec 1999 to 4 Dec 1999
From: John Sechrest (sechrest@peak.org)
Date: Sat 04 Dec 1999 - 18:47:19 MET
Subject: Re: IFETS-DISCUSS Digest - 3 Dec 1999 to 4 Dec 1999 Date: Sat, 04 Dec 1999 09:47:19 -0800 From: John Sechrest <sechrest@peak.org>
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Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
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Bill Klemm asks the question
% Can anyone suggest some solutions, either to address the straggler issue =
% above, or a totally new alternative?
With the course Philosophy 201 (http://iq.orst.edu/iq)
at Oregon State University, we were able to move
class interaction up.
It is normal that any in person face to face class
that 10-20% talk and 80-90% lurk.
When we take it online, we should not be surprized when
we see the same dynamic.
If you want to bring more interaction in the classroom
how would you do it?
You would:
Orchestrate the conversation - Pull people out specifically to talk
Break into small groups - And give a more intimate means of interaction
Create assignments - which force interact and team work.
You can use all these same tools to do the same thing
online.
Given that you are using email and the web to drive an online
course, you can use web based tools to require interaction
if they are going to proceed.
You can do this by creating a form that will only get you
to the next step in the web site by answering a question.
However, having the students mail to the teacher is a
problem. First, it grows exponentially with the class
(# of students * # of messages * Followup messages)
And so it is not scalable.
Secondly, it misses one of the key important items
in classes. The PEER-TO-PEER relationship.
Because people brush past each other in a face-to-face class,
there is an automatic peer-to-peer relationship that happens.
(The hallway session after calls)
And so as an online instructor, you have to explicitly work
on the peer-to-peer relationship.
Using web based forms and email lists, we created
small group sessions. And we pushed the discussion
thru orchestrated efforts to bring everyone in.
The best class was the one where two classes met
online and the two philosophy professors modled the
the dialog process for the students directly.
So : with email + forms + mail lists + a subscription tool,
you can force interaction to increase. We succeeded in
moving from 20% participation to 100% participation.
Automatic digest processor <LISTSERV@LISTSERV.READADP.COM> writes:
% Date: Fri, 3 Dec 1999 14:48:15 -0600
% From: William Klemm <WKLEMM@cvm.tamu.edu>
% Subject: Re: IFETS-DISCUSS Digest - 2 Dec 1999 to 3 Dec 1999
% List address to send message to everyone: ifets-discuss@LISTSERV.READADP.COM
% Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
% ---------------------------------------------------------------------------
% Re: Increasing Interactions in Internet Courses
% Internet courses commonly suffer from lack of interaction among students=20=
% and between students and teacher. No matter how sophisticated the =
% software=20
% is for posting and annotating messages, too many students passively read =
% what=20
% others write but do not contribute much on their own. How can we overcome =
% that? =20
% How can we create an on-line environment that promotes bonding of small =
% learner
% groups, as seems to be done more easily in face-to-face environments?
%
% In my Internet course, I assign readings that each student has to answer =
% and send=20
% me an e-mail of their answers, whereupon I send them an e-mail showing how =
% I
% would have answered the questions. What would be the impact on collabortio=
% n
% of changing the way we handle the readings assignments, so that each =
% question
% is answered in our computer conferencing system (FORUM98) by ONE =
% student,=20
% with all the others in the group annotating the answer (FORUM has built-in =
% ability=20
% to make in-context, pop-up notes) to clarify, expand, or correct it? =
% What I=20
% would then do is to post my answers in FORUM, but only after the group =
% has=20
% completed their work. One anticipated problem, however, would be how to =
% deal=20
% with stragglers, students who lag behind in their work. =20
%
% Can anyone suggest some solutions, either to address the straggler issue =
% above,=20
% or a totally new alternative?
%
% Bill Klemm
%
%
% W. R. (Bill) Klemm, D.V.M., Ph.D.
% Professor of Neuroscience
% Dept. VAPH, Mail Stop 4458
% Texas A&M University
% College Station, TX 77843-4458
%
% Phone: 409-845-4201
%
% Web sites:
% www.cvm.tamu.edu/wklemm
% www.foruminc.com
%
-----
John Sechrest . Helping people use
PEAK - . computers and the Internet
Public Electronic . more effectively
Access to Knowledge,Inc .
850 SW 15th Street . Internet: sechrest@peak.org
Corvallis Oregon 97331 . (541) 754-7325
. http://www.peak.org/~sechrest
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