ten minnie-myths of using technology in higher education dr. curtis j. bonk alias: mickey mouse...
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Ten Minnie-Myths of Using Technology in Higher Education
Dr. Curtis J. BonkAlias: Mickey Mouse President, CourseShare.comAssociate Professor, Indiana Universityhttp://php.indiana.edu/~cjbonk, [email protected]
With supporting Help from:
Ms. Minnie MouseOrlando, [email protected]
Myth #1.College instructors can just
teach the same way they always have.
Little or no feedback given Always authoritative Kept narrow focus of what
was relevant Created tangential
discussions Only used “ultimate”
deadlines
Provided regular qual/quant feedback
Participated as peer Allowed perspective sharing Tied discussion to grades,
other assessments. Used incremental deadlines
Poor Instructors Good Instructors
Dennen’s Research on Nine Online Courses
(sociology, history, communications, writing, library science, technology, counseling)
Myth #2.I must have a technology
background to use effectively.
You Just Need a Different Mindset
Myth #3.My university cannot afford
the technology.
Nicenet is Free!
Tons of Resources are Free!
Of course, some freebies are no longer free!
Myth #4.Learning is not improved when using technology.
Brains Before and After Technology Integration
BeforeAfter
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/nosignificantdifference/
Bob Wisher’s Wish List
Effect size of .5 or higher in comparison to traditional classroom instruction.
Web Based Instruction
CBIKulik [8]
CBILiao [18]
Average Effect Size
.31 .32 .41
Number of Studies
11 97 46
Myth #5.There are no models for
assessing the quality of any technology integration
efforts.
The Sharp Edge of the Cube: Pedagogically Driven Instructional Design for Online Education
Syllabus Magazine, Dec, 2001, Nishikant Sonwalkar
five functional learning styles—apprenticeship, incidental, inductive, deductive, discovery.
http://www.syllabus.com/syllabusmagazine/article.asp?id=5858
New Methodology for Evaluation: The Pedagogical Rating of Online Courses
Syllabus 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.asp?id=5914For more info, e-mail: [email protected]
Myth #6.There are no models or
best practices for teaching with technology.
Part I. Best Practices:Who are some of the key scholars
and players…???
Myth #7.It is too new to really know
what to do.
Exponential Growth of the Web
Myth #8.If I wait long enough, it will
go away.
-5
5
15
25
35
45
55
E-Mail InternetResources
WWW Pages ComputerSimulations or
Exercises
PresentationHandouts
Multimedia CD-ROM BasedMaterials
1994
1995
1996
1997
1998
The Rising Use of Technology in Instruction(percentage of courses)
Myth #9.There is a constant learning curve since technology will
always need to be upgraded.
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
Myth #10.No Worries--The campus
administrators are there to help me teach with
technology.
Survey Finds Concern on Administrative Computing
Chronicle 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 Educause—an academic-technology consortium)
Questions?
Comments?
Concerns?