28th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

Transforming the Online Learner Rita-Marie Conrad, Ph.D. Instructional Strategist and Technologist Institute for Educational Excellence, Duke University School of Nursing J. Ana Donaldson, Ed.D. Contributing Faculty Walden University

Background A significant element in meeting the instructional needs of the 21st Century Learner is to discover effective ways to engage the individual in the context of diverse technology-enhanced learning opportunities. Since the Phases of Engagement model was first published in the early 2000's the focus on engagement in the online learning environment has intensified as indicated by the numerous publication of books on the topic since that time (Aldrich, 2009; Barkley, 2010; Bong & Zhang, 2008; Palloff & Pratt, 2005, 2007; Shank, 2007 Watkins, 2005 West & West, 2009). An awareness of this evolving instructional approach has been captured within the concept of transformational learning. "Transformative or transformational (terms used interchangeably in the literature) learning is about change—dramatic, fundamental change in the way we see ourselves and the world in which we live". (Merriam, Cafferella, & Baumgartner, 2007, p. 130). Additional opportunities need to be provided for online learners and instructors to engage not only with the content, but with one another in the spirit of transformational learning (Mezirow & Associates, 2000). The 21st Century Skills and Transformational Learning The Partnership for 21st Century Skills has declared that in addition to technology skills, 21st century learners need skills that promote innovations such as creativity, critical thinking, problem solving, communication, and collaboration. “Transformational learning of the 21st century skills requires a strategy of infusing learning communities throughout the students’ lives – orchestrating the contributions of many knowledge sources embedded in real-world settings outside of schools, but with teachers still in central roles as facilitators and interpreters” (Dede, 2004, p. 16). In concert with the focus on transformational learning has been the rise of Connectivism and Social Networking both of which indicate a change in which individuals learn and communicate. Impact of Connectivism and Social Networking The past decade saw the introduction of the concept of connectivism. George Siemens and Stephen Downs introduced this emerging view as “a theory describing how learning happens in a digital age… The connections that enable us to learn more are more important than our current state of knowing…Learning and knowing are constant, ongoing processes (not end states or products)” (Siemens, 2006, p. 42-43). Viewing knowledge acquisition as a cyclical ongoing process reinforces the idea of the way in which collaborative and transformative learning environments are increasing the richness of the online environment. From the Connectivist perspective, online learning is not a one-way linear path from instructor to student but rather “cyclical, in that learners will connect to a network to share and find new information, will modify their beliefs on the basis of new learning, and will then connect to a network to share these realizations and find new information once more” (Kop & Hill, 2008, p. 1). 1    Copyright 2012 The Board of Regents of the University of Wisconsin System

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28th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

The growing importance of social networking is one way Connectivism is manifesting. “Social software refers to the scope of applications which enables social connections, group interactions, shared web spaces for collaboration and information exchange in web based environments” (Kesim & Agaoglu, 2007, p. 68). Collaborative social interaction is gaining in recognition through Facebook or Twitter or other postings, but often this technology-enhanced communication approach is missing from the traditional online course design. The question exists as to the level of social interaction recommended in a learning situation. There is an element of socialization as an integral part of any collaborative effort, but the suggestion is that there is a clear distinction between the external world of the instructor and the student. Some online instructors have developed Facebook sites that are limited to course interaction but instructor friending a student on Facebook beyond the class setting has been discouraged since the professional role distinction may quickly become blurred. Evolution of Phases of Engagement Based on the experiences of the authors and the theories explained above, the Phases of Engagement model originally published in 2004 has continued to evolve. Current scholarly writings and research studies continue to verify the validity of the model (Barbour, n.d.; Parra, J., 2011). The updated Phases of Engagement (see Table 1) includes the original four phases with a new title for each one that indicates the primary purpose of each. In addition, a new fifth phase, “Continue” has been added. The purpose of this phase is to promote learner-led engagement beyond one course experience and encourage learners to incorporate it into all their learning experiences. Table 1. Evolved Phases of Engagement* Phase 1: Connect

2: Communicate

3: Collaborate

4: Co-Facilitate

Instructor Role Social Negotiator

Student Role Newcomer

Process

Activities are interactive and allow learners to become acquainted. Instructor provides (individual expectations for engagement, student) orientation to the course, and keeps learners on track on a oneto-one basis. Structural Peer partner Instructor forms student dyads Engineer (2 student and provides activities requiring pairing) critical thinking, reflection, and sharing of ideas. Groups formed of 3-5 students. Facilitator Team Groups collaborate, solve member (3-5 member problems, and reflect on experiences. Also establish a groups) group contract on group expectations. Determine final group project. Activities are learner-initiated or Community Initiator/ learner-led. Learners direct partner member/ discussion and facilitate Subject interaction. Projects are Matter Expert (continued developed collaboratively with member of same group) instructor guidance.

Activity Categories Icebreakers, individual introductions, discussion re: community issues (ex. Netiquette) Peer reviews, activity critiques, pro/con discussions Content discussion, role playing, debates, jigsaws

Group presentations and authentic projects, learnerfacilitated discussions

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28th Annual Conference on Distance Teaching & Learning

5: Continue

Supporter

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Contemplator Activities are focused on the transformation of the online learner that has occurred as a result of engagement activities.

Self-reflections, evaluation of course engagement, plans for future engagement

* (from Continuing to Engage the Online Learner, Jossey-Bass, 2012) Emphasis on Continue The first four phases of this model have been the focus of other books and articles. In this document the focus is on the newest phase, the fifth phase entitled “Continue” in which the learner takes center stage as a “Contemplator” with the instructor being in a supporting role and activities being reflective in nature. It is one thing to introduce concepts to learners but until they realize that they now have new learning skills and approaches that they can utilize without instructor prompting, the transformation is not complete. As we worked with learners in our own courses it became increasingly clear that they needed to spend time reflecting not only on how well they had learned the content, but also how they had been changed by the process of engagement itself. In what ways did the learner realize he or she no longer needed an instructor to guide engagement but that they themselves could begin the process without waiting for the instructor? Providing reflective time and activities at the end of the course or even after select activities gives learners an opportunity to realize how they have changed or how they need to continue to change. A reflective activity can be as simple as asking “In what way(s) were you changed as a result of collaboration and engagement with others in this course?” or “What was the primary benefit of collaboration to you as a learner?” A good “Continue” activity requires a synthesis of the learning experience in which the learner is allowed to respond honestly and openly in a safe environment. It requires the learner to draw a conclusion regarding how he/she has changed over the course of the learning experience. Conclusion Online learning is now influenced by the concepts of transformational learning, connectivism, social networking and the 21st Century skill set needed by learners. The ultimate goal of using the Phases of Engagement model is to transform and empower learners to increase their engagement as instructor guidance diminishes. Once a learner has co-facilitated in a learning environment, the opportunity can provide a starting point for her or his next learning experience. However, learners need to recognize that they are ready for such an undertaking and need to develop a way to demonstrate more leadership and engagement from the very beginning of the next learning opportunity. Hence the addition of the “Continue” phase to the model. Courses need activities that help students realize that they have been “transformed” and are indeed more engaged with the learning process, more of a leader than when they entered the course and that they have the power to be leaders in future learning experiences. The type of activity most useful in this phase is reflective in nature and can be done as a final course activity with feedback provided by the instructor as a form of course wrap-up. References Aldrich, C. (2009). Learning online with games, simulations, and virtual worlds. San Francisco: Jossey Bass. Barbour, M. (n.d.). Strategies for students and instructors how to improve online groupwork. Retrieved from http://www.michaelbarbour.com/research/pubs/el08-koh.pdf 3    Copyright 2012 The Board of Regents of the University of Wisconsin System

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28th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass. Bonk, C., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying and doing. San Francisco: Jossey-Bass. Dede, C. (2004). Planning for "neomillennial" learning styles: Implications for investments in technology and faculty. Retrieved from http://www.gse.harvard.edu/~dedech/DedeNeoMillennial.pdf Kesim, E., & Agaoglu, E. (2007). A paradigm shift in distance education: Web 2.0 and social software. Turkish Online Journal of Distance Education, 8(3), 66-75. Merriam, S. B., Caffarella, R. S.,, & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass. Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass. Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass. Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual student classroom. San Francisco: Jossey-Bass. Parra, J. (2011). Technology & collaborative learning: Scaffolding for student success. Paper presented at SloanC 4th Annual International Symposium, July, 2011. Retrieved from http://sloanconsortium.org/conferences/2011/et4online/technology-collaborative-learningscaffolding-student-success. Partnership for 21st century skills. Retrieved from http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guid e.pdf. Shank, P. (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. San Francisco: John Wiley & Sons. Watkins, R. (2005). 75 e-learning activities: Making online learning interactive. San Francisco: John Wiley & Sons. West, J., & West, M. (2009). Using wikis for online collaboration. San Francisco: Jossey-Bass. About the Presenters Rita-Marie Conrad, Ph.D., has nearly two decades of experience as an online educator and consultant. She is currently the instructional strategist and technologist for Duke University's Institute for Educational Excellence. As an online facilitator for courses such as Designing Online Instruction offered through the Learning Resources Network (LERN) she interacts with hundreds of faculty across the nation. Books she has co-authored include Faculty Guide for Moving Teaching and Learning to the Web, The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, Engaging the Online Learner, Continuing to Engage the Online Learner, and Assessing Learners Online. Address:

Email: Phone:

Duke University School of Nursing 311 Trent Drive DUMC 3322 Durham, NC 27710 [email protected] 919-370-0665

J. Ana Donaldson, Ed.D., is an online educator and consultant. She is currently a contributing faculty member for Walden University and is the AECT (Association for Educational Communications and Technology) president for 2011-2012. Besides her years of classroom experience in creating web supported learning environments, she is a published author, keynote speaker and international presenter. 4    Copyright 2012 The Board of Regents of the University of Wisconsin System

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28th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

She co-authored the books Engaging the Online Learner and Continuing to Engage the Online Learner as well as a chapter in Trends and Issues in Instructional Design and Technology, and a chapter in Educational Technology: An analysis and explanation of the concept field definition.

Address:

Email: Phone:

Walden University 1920 Belle Avenue Cedar Falls, IA 50613 [email protected] 319-415-1920

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