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Encouraging Quality Academic Online Discussions . Presented by : Cari Kenner and Victoria Williams Academic Learning Center. Typical On-line Discussions. Instructor posts question. Students post 3-5 responses. Why don’t traditional online discussions always work? . Lack of community

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encouraging quality academic online discussions
Encouraging Quality Academic Online Discussions

Presented by :

Cari Kenner and Victoria Williams

Academic Learning Center

typical on line discussions
Typical On-line Discussions
  • Instructor posts question.
  • Students post 3-5 responses.
why don t traditional online discussions always work
Why don’t traditional online discussions always work?
  • Lack of community
  • Lack of motivation
  • Unfamiliarity

Source: http://www.dartmouth.edu/~webteach/articles/discussion.html

why keep trying what is the value of discussion in online classes
Why keep trying? What is the value of discussion in online classes?
  • Builds community.
  • Adds to understanding of course content and its application to real world situations.
  • Helps students maintain a connection to the course.
why keep trying what is the value of online discussion in traditional classes
Why keep trying? What is the value of online discussion in traditional classes?
  • Allows all students a voice.
    • Encourages thoughtful response to course content and other students’ ideas.
encouraging participation
Encouraging Participation
  • Instructor Participation.
    • Too Involved.
    • Under Involved.
  • Give credit.
  • Restrict access.
  • Encourage collaboration.
  • Be realistic.

Source: http://www.dartmouth.edu/~webteach/articles/discussion.html

alternatives to traditional online discussion formats
Alternatives to Traditional Online Discussion Formats
  • Icebreakers
  • “Real Time” Lab Discussions
  • Content-Centered Discussion Alternatives
  • Blogging
  • Facebook: CampusBuddy
types of discussions
Types of Discussions
  • Synchronous –Adobe Connect
    • Virtual Office Hours
    • In-class discussions
  • Asynchronous
    • Threaded discussions
      • Large group
      • Small group
    • Blogs
real time lab discussions
Real Time “Lab” Discussions
  • Why threaded discussion in “real time”?
    • Allows time for thoughtful response (student comment).
    • In a chat situation, students feel pressured to fill the space and do not necessarily stay on task.
  • Specific task: Read short article, formulate questions, respond.
icebreaking techniques
Icebreaking Techniques
  • Why are we together?
  • Portrait
  • Classmate Quiz
icebreaking techniques1
Icebreaking Techniques

Why are we together?

  • Have students complete a profile and assign them to a group of 4 or 5.
  • The students have to figure out what they have in common.
  • Post their common reason to the whole group.
icebreaking techniques2
Icebreaking Techniques

Portrait

  • Students create a self-portrait to share with instructor and classmates.
  • A digital graphic of some kind—drawing that is scanned into the computer, picture from the web, or other. (No photographs allowed.)
  • Include an explanation.
icebreaking techniques3
Icebreaking Techniques

Classmate Quiz

  • During the first week have students post to an introduction threaded discussion.
  • In the second week, give a quiz to see what they have learned about fellow classmates.
    • All icebreakers are from: Conrad, Rita-Marie and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: Jossey-Bass, 2004.
content centered alternatives
Content-Centered Alternatives
  • Case Study
  • IRA
  • I Didn’t Know That
case study
Case Study
  • Assign a different case study for 3-person groups.
  • Provide specific questions to answer.
  • Three-person groups post responses a week before discussion.
  • Entire classes looks at all case studies and comments on all groups.
  • Group members must post responses to those who comment on their case study.
ira insights resource sharing and applications
IRA Insights, Resource Sharing, and Applications

Insights: Create one-sentence bullet points from the readings (3 total).

Resource: Beyond the readings find another source that explains, validates, or exemplifies course reading.

Application: Provide an example from your current course, experience, assignment, etc.

i didn t know that
I Didn’t Know That
  • Devote an entire discussion thread to “I Didn’t Know That” postings.
  • Each week, post something you’ve learned and will use, from the lecture, textbook, class discussions, personal experience, etc.
  • All content-centered activities are from: Conrad, Rita-Marie and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: Jossey-Bass, 2004.
blogging
Blogging

http://voraciousvocab.blogspot.com/

facebook campusbuddy
Facebook: CampusBuddy
  • See who is in classes.
  • Get grade distributions.
  • “Discuss” the class.
  • Rate professors.
  • Upload course materials.
if you use facebook
If you use Facebook….
  • Create “Teacher” Profile
  • Ask students to limit your access to profile.
  • Create Groups
  • Publish Notes
  • Status Updates

Source: http://www.edumorphology.com/wp-content/uploads/2008/02/fb_classroom1.pdf