Motivational Strategies When Integrating Technology:

Why, What, and How

Curt Bonk, Indiana UniversityPresident, CourseShare.com

cjbonk@indiana.edu

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

http://CourseShare.com

I. Why?

• New expectations

• Exposure

• Foster active learning

• New connections

• Enhance learning outcomes

• Rethink role as instructor

• Excite instead of bore

Online Technology Pushes Pedagogy to the Forefront

Frank Newman & Jamie Scurry, Chronicle of Higher Education, July 13, 2001, B7.

“Many faculty members are still concerned whether the technology is simple and reliable enough to use for more-sophisticated learning tasks. Increasingly, however, better software is emerging that engages students in more effective learning.”

(Lenhart, Simon, & Grarziano, 2001); cited in Diane Oblinger, 2002

Teen’s Web Use

• 94% use the Internet for school research• 78% believe the Internet helps them with

schoolwork• 41% use email and instant messaging to contact

teachers or schoolmates about class work• The Internet is their primary communication tool

– 81% email friends and relatives– 70% use instant messaging to keep in touch– 56% prefer the Internet to the telephone

Lenhart, Simon & Graziano, 2001

I know we have had problems in the past…

II. What?1. What do you currently do with

technology?

2. What can you do with technology?

Models of Technology in Teaching and Learning(Dennen, 1999, Bonk et al., 2001)

• Enhancing the Curriculum– computers for extra activities: drill and practice CD

• Extending the Curriculum– transcend the classroom with cross-cultural

collaboration, expert feedback, virtual field trips and online collaborative teams.

• Transforming the Curriculum– allowing learners to construct knowledge bases and

resources from multiple dynamic resources regardless of physical location or time.

My Technology Use• Stand Alone Computer Presentations

– stat demos, graphical projections, ERIC, PP, Inspiration

• School of Education Computer Lab– Train, mentor, student demos, guest speakers, explore

• Distance Education: Web (WebCT, Blackboard)– Web pages, syllabi, courses, supplements, explore links

• Distance Ed: Videoconferencing Courses– Project Athena, Picture-tel, CU-SeeMe, NetMeeting, VIC, IP.

• Electronic Mail (E-mail)• Computer Conferencing & Collab Writing

– Sitescape, VU, NiceNet, COW, Connect, FirstClass

• Specific Technology Equipment– Document Camera, Fax, CD-ROM, Scanner, Digital Camera,

camcorders, Videotape, Stereos, Scanner, Telephone, Audiotape, Overhead Projectors, etc.

Technology Goals at Purdue1. Experience with wide variety of technology

2. Instructional opportunity for diverse learners.

3. Link field to class and discuss/dialogue.

4. Inquiry, reflection, journals, personal sums.

5. Scaffolded learning opportunities.

6. Encourage to create artifacts with tech.

7. Some electronic assignments and portfolios.

8. Link students & faculty-telecommunications.

(e.g., bulletin boards and online discussions)

9. Interactive simulations.

10. Informal e-mail.

Technology Tools• MBL--sensors, probes, microphones, motion det• Hand held Devices: Graphing calculators, palm pilots,

Newtons• Exploratory Simulations—physics, chemistry, etc.• Telecommunications & Interpers Exchanges: e.g.,

keypals, ask expert, cross-age mentoring.• Assistance Technology: screen magnifiers, speech

synthesizers and digitizers, voice recognition devices, touch screens, alternative computer keyboards, and headpointing devices

• Writing: post-it notes, outlining aids, semantic webbing tools, prompting tools, word processors, grammar checks.

More Technology Tools

• Presentation/Integration: Smart lecturns• Cognitive Tools: graphing tools, spreadsheets, word

processors, and databases• Intelligent Tutors: Geometry, Algebra, Statistics• Class Management: Gradebooks, track students• Testing: Essay grade, computer adaptive testing• Classroom Assessment: Digital portfolios• Distance Learning: Web and videoconferencing

Online Exams and Gradebooks

Digital Portfolios

Technology Ideas

• Bring in experts via video/computer conferencing• Teleconferencing talks to tchrs & experts• Reflect on field & debate cases on the Web• Make Web resources accessible• Collab with Students in other places/countries• Have students generate Web pages/pub work• Represent knowledge with graphing tools• Videoconference with colleagues• Make Web link suggestions

Inspiration Example

More Technology Ideas

• Take to lab for group collaboration.• Take to computer lab for Web search.• Take to an electronic conference.• Put syllabus on the Web.• Create a class computer conference.• Require students sign up for a listserv.• Use e-mail minute papers & e-mail admin.• Have students do technology demos.

Level 1: Post Your Syllabus

Reflect on Extent of Integration:The Web Integration Continuum

(Bonk et al., 2000)

Level 1: Course Marketing/Syllabi via the WebLevel 2: Web Resource for Student ExplorationLevel 3: Publish Student-Gen Web ResourcesLevel 4: Course Resources on the WebLevel 5: Repurpose Web Resources for Others======================================Level 6: Web Component is Substantive & GradedLevel 7: Graded Activities Extend Beyond ClassLevel 8: Entire Web Course for Resident StudentsLevel 9: Entire Web Course for Offsite StudentsLevel 10: Course within Programmatic Initiative

Still More Technology Idas

• Find Free Concept Clips on Internet.

• Show Web site glossary--let explore & eval.

• Student final project presentations with tech.

• Scavenger Hunt (including items on Web).

• Explore Simulated businesses, hospitals, schools, farms, planets, etc.

• Videotape performances (speaking, teaching, coaching, etc.)

• Peer Mentoring sign up.

III. How?

How Bad Is It?

“Some frustrated Blackboard users who say the company is too slow in responding to technical problems with its course-management software have formed an independent users’ group to help one another and to press the company to improve.”

(Jeffrey Young, Nov. 2, 2001, Chronicle of Higher Ed)

But How Avoid Shovelware???

“This form of structure… encourages teachers designing new products to simply “shovel” existing resources into on-line Web pages and discourages any deliberate or intentional design of learning strategy.” (Oliver & McLoughlin, 1999)

Must Online Learning be Boring?

What Motivates Adult Learners to Participate?

Intrinsic Motivation“…innate propensity to engage one’s

interests and exercise one’s capabilities, and, in doing so, to seek out and master optimal challenges

(i.e., it emerges from needs, inner strivings, and personal curiosity for growth)

See: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

Motivational TermsSee Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)

1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10.Goal Driven: Product-Based, Success, Ownership

1. Tone: B. 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:B. Social Ice Breakers

3. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

4. Coffee House Expectations1. Have everyone post 2-3 course expectations2. Instructor summarizes and comments on how they

might be met(or make public commitments of how they will fit into

busy schedules!)

1. Tone/Climate: Social Ice Breakers

5. Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductionsor stories to a particular cartoon URL. Storytelling is a great way to communicate. http://www.curtoons.com/cartooncoll.htm

6. Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

1. Tone/Climate: B. Social Ice Breakers

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

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

2. Post scores

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

2. FeedbackA. 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:B. Web-Supported Group

Reading Reactions

1.Give a set of articles.

2.Post reactions to 3-4 articles that intrigued them.

3.What is most impt in readings?

4.React to postings of 3-4 peers.

5.Summarize posts made to their reaction.

(Note: this could also be done in teams)

2. Feedback:C. Acknowledgement via E-mail, Web,

Live Chats, Telephone

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.

E. Poll Students for Formative Feedback

F. Formative Feedback (and interaction) When 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

2. Feedback:G. 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:H. Asynchronous Self-Testing and Self-

Assessments

2. Feedback (Instructor)I. 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)

2. Feedback:J. Synchronous Testing & Assessment(Giving Exams in the Chat Room!, Janet Marta, NW Missouri

State Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute slots, first come, first serve.

2. Give 10-12 big theoretical questions to study for.

3. Tell can skip one.

4. Assessment will be a dialogue.

5. Get them there 1-2 minutes early.

6. Have hit enter every 2-3 sentences.

7. Ask q’s, redirect, push for clarity, etc.

8. Covers about 3 questions in 30 minutes.

2K. Learner-Content Interactions: Self-Testing

3. Engagement:A. Questioning

(Morten Flate Pausen, 1995; morten@nki.no)

1. Shot Gun: Post many questions or articles to discuss and answer any—student choice.

2.Hot Seat: One student is selected to answer many questions from everyone in the class.

3.20 Questions: Someone has an answer and others can only ask questions that have “yes” or “no” responses until someone guesses answer.

3. EngagementA. Questioning: XanEdu Coursepacks

3. EngagementB. Annotations and Animations:

MetaText (eBooks)

3. Engagement:C. Electronic Voting and Polling

1. Ask students to vote on issue before class (anonymously or send directly to the instructor)

2. Instructor pulls our minority pt of view

3. Discuss with majority pt of view

4. Repoll students after class

(Note: Delphi or Timed Disclosure Technique: anomymous input till a due date

and then post results and

reconsider until consensus

Rick Kulp, IBM, 1999)

3. EngagementD. Survey Student Opinions

(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

4. Meaningfulness A. Perspective Taking: Foreign Languages

Katy Fraser, Germanic Studies at IU and Jennifer Liu, East Asian Languages and Cultures at IU:

1. Have students receive e-newsletters from a foreign magazine as well as respond to related questions.

2. Students assume roles of those in literature from that culture and participate in real-time chats using assumed identity.

3. Students use multimedia and Web for self-paced lessons to learn target language in authentic contexts.

4. MeaningfulnessB. 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:C. Job or Field Reflections

1. Instructor provides reflection or prompt for job related or field observations

2. Reflect on job setting or observe in field

3. Record notes on Web and reflect on concepts from chapter

4. Respond to peers

5. Instructor summarizes posts

Wireless Technology

4. Meaningfulness: Case-Based Laboratories

Active learning goal: access diagnostic test results, interpret significance, & read ref materials

• Instructors provide all materials for case-based labs: WP files, patient photos & materials, color slides of specimens

• Create Web images through scanning photos, slides, radiographs, and computed scans.

• Students view patient info (photo, lesion photos, history, physical exam findings)

• Can click on active links of sounds (breath, cardiac, etc.)• Students encouraged to discuss cases before class

4. Meaningfulness:D. Case-Based Learning: Student Cases

1. Model how to write a case

2. Practice answering cases.

3. Generate 2-3 cases during semester based on field experiences.

4. Link to the text material—relate to how how text author or instructor might solve.

5. Respond to 6-8 peer cases.

6. Summarize the discussion in their case.

7. Summarize discussion in a peer case.(Note: method akin to storytelling)

10 Ways of Using Cases on Web

1. Build Web weekly work around case.2. Include cases on Web exams or readings.3. Put video of case on Web.4. Read diff cases & form database.5. Use prepackaged Web simulations or

cases. 6. One team writes case & another answers.7. Small interest groups post cases.8. Publish class cases and enter

competitions.9. Students generate & discuss cases.10. Instructor repurposes student cases.

5. Choice:A. Multiple Topics

• Generate multiple discussion prompts and ask students to participate in 2 out of 3

• Provide different discussion “tracks” (much like conference tracks) for students with different interests to choose among

• List possible topics and have students vote (students sign up for lead diff weeks)

• Have students list and vote.

5. Choice:B. Discussion: Starter-Wrapper

(Hara, Bonk, & Angeli, 2000) 1. Starter reads ahead and starts discussion and others

participate and wrapper summarizes what was discussed.

2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).

Alternative: Facilitator-Starter-Wrapper (Alexander, 2001)

Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

5. Choice:C. Web Resource Reviews

6. Variety:A. Just-In-Time-Teaching

Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):

1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.

2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

6. Variety: A. Just-In-Time Syllabus(Raman, Shackelford, & Sosin) http://ecedweb.unomaha.edu/jits.htm

Syllabus is created as a "shell" which is thematically organized and contains print, video, and web references as well as assignments.

Goal = critical thinking (analysis, evaluation), developing student interests, collaboration, discussion

e.g., Economics instructors incorporate time-sensitive data, on-line discussions as well as links to freshly-mounted websites. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture.

e.g., To teach or expand the discussion of supply or elasticity, an instructor would add new links in the Just-in-Time Syllabus to breaking news about gasoline prices or the energy blackouts in California

6. Authentic Data Analysis

Jeanne Sept, IU, Archaeology of Human Origins; Components: From CD to Web

• A set of research questions and problems that archaeologists have posed about the site (a set of Web-based activities)

• A complete set of data from the site and background info (multimedia data on sites from all regions and prehistoric time periods in Africa)

• A set of methodologies and add’l background info (TimeWeb tool to help students visualize, analyze, interpret, and explore space/time dimensions)

6. Variety: B. 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. Electronic Seance

• Students read books from famous dead people• Convene when dark (sync or asynchronous).• Present present day problem for them to solve• Participate from within those characters (e.g.,

read direct quotes from books or articles)• Invite expert guests from other campuses• Keep chat open for set time period• Debrief

7. Curiosity

B. Online Fun and Games(see Thiagi.com, puzzlemaker.com,Or deepfun.com)1. Puzzle games2. Solve puzzle againsttimer3. Learn concepts4. Compete5. Get points

Students Play Online Jeopardy Game

www.km-solutions.biz/caa/quiz.zip

7. Curiosity: C. Electronic Guests & Mentoring

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)

7. Curiosity: D. Threaded Discussion plus Expert Chat

7. Curiosity:E. Peer Questions & Team Meeting

7. Curiosity: F. Video Mentoring

Audiology Professor, Univ of Florida1. Course instructor invites national known

experts to lecture in specific content areas.2. Lectures are videotaped in a recording studio,

edited by professional, duplicated, and distributed to each student.

3. Average of ten hours of lectures from 3-5 experts are prepared for each class.

4. Visual aids are added to each tape and a transcript is prepared for hearing-impaired students.

8. Tension.A. 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:Role Play

B. Role Play Personalities• List possible roles or personalities (e.g., coach, optimist,

devil’s advocate, etc.)• Sign up for different role every week (or 5-6 key roles)• Reassign roles if someone drops class• Perform within roles—refer to different personalities

C. Assume Persona of Scholar– Enroll famous people in your course– Students assume voice of that person for one or more

sessions– Post a 300-700 word debate to one or more of the readings

as if you were that person. Enter debate topic or Respond to debate topic

– Respond to rdg reflections of others or react to own

Role 1: Starter/MediatorReporter/Commentator

• Summarizes the key terms, ideas, and issues in the chapters, supplemental instructor notes, journal articles, and other assigned readings and asks thought provoking questions typically before one’s peers read or discuss the concepts and ideas. In effect, the starter is a reporter or commentator or teacher of what to expect in the upcoming readings or activities. Once the “start” is posted, this student acts as a mediator or facilitator of discussion for the week.

Role 3: Conqueror or Debater/Arguer/Bloodletter

• Takes ideas into action, debates with others, persists in arguments and never surrenders or compromises nomatter what the casualties are when addressing any problem or issue.

Role 5: Idea Squelcher/Biased/Preconceiver

• Squelches good and bad ideas of others and submits your own prejudiced or biased ideas during online discussions and other situations. Forces others to think. Is that person you really hate to work with.

Role 11: Controller/Executive Director/CEO/Leader

• In this role, the student oversees the process, reports overall findings and opinions, and attempts to control the flow of information, findings, suggestions, and general problem solving.

Role 12: Slacker/Slough/Slug/Surfer Dude

• In this role, the student does little or nothing to help him/herself or his/her peers learn. Here, one can only sit back quietly and listen, make others do all the work for you, and generally have a laid back attitude (i.e., go to the beach) when addressing this problem.

8. Tension.D. 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!

E. Four Key Hats of Instructors:

– Technical—do students have basics? Does their equipment work? Passwords work?

– Managerial—Do students understand the assignments and course structure?

– Pedagogical—How are students interacting, summarizing, debating, thinking?

– Social—What is the general tone? Is there a human side to this course? Joking allowed?

– Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter, editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.

Other Hats

AssistantDevil’s advocateEditorExpertFilterFirefighterFacilitator

GardenerHelperLecturerMarketerMediatorPriestPromoter

Sure…but Cat Herder???

8. Tension:F. 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.

8G. Tension: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.

9. Interactive: A. Critical/Constructive Friends,

Email Pals, Web Buddies

1. Assign a critical friend (perhaps based on commonalities).

2. Post weekly updates of projects, send reminders of due dates, help where needed.

3. Provide criticism to peer (I.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening. In effect, critical friends do not slide over

weaknesses, but confront them kindly and directly.

4. Reflect on experience.

9B. Interactive: Thoughtful Team Reflection

9C. 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: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)

9. Interactive:F. Online Co-Laborative Psych Experiments

http://psychexps.olemiss.edu/

PsychExperiments (University of Mississippi)

Contains 30 free psych experiments

• Location independent• Convenient to instructors• Run experiments over

large number of subjects• Can build on it over time• Cross-institutional

Ken McGraw, Syllabus, November, 2001

10. Goal Driven:A. Group Problem Solving

• Provide a real-world problem• Form a committee of learners to solve the problem• Assign a group reporter/manager• Provide interaction guidelines and deadlines

– Brainstorming– Research– Negotiation– Drafting– Editing– Reflecting============================================

B. Jigsaw Technique:Assign chapters within groups

(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)

10. Goal Driven Final Presentations via Videoconferencing

C. 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.

Videoconferencing at IU

10. Goal Driven:D. Gallery Tours

• Assign Topic or Project

(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)

• Students Post to Web• Experts Review and Rate• Try to Combine Projects

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

• Digital pictures of student activities

• Handouts from coursework

• Philosophy statements

• Videotapes of teaching

• Audio recordings• Lesson plans

• Letters to parents• Letters of rec• Sample writing• Newspaper clippings

of their activities• Work from students• Student evaluations• Self-evaluations

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)

Pick an Idea

• Definitely Will Use: ___________________________

• May Try to Use: ___________________________

• No Way: ___________________________

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

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