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Online Discussions<br />In a Face-2-Face Classroom<br />In an educational setting, “social software technologies can work ...
findings across 5 classroom projects:<br /><ul><li>Brunsell, Alderton & Mason (2010) Undergraduate students - UWO
Chris Cimino (2009)  High School Biology – California
Nancy Bryant (2010-2011) AP Environmental Science – North Carolina
Katherine Theobald (2010-2011) High School Biology – Virginia
Brandon Fritz (2010 – 2011) High School Earth Science - Iowa</li></ul>Image Source: Extra Ketchup’s FlickrPhotostream<br />
access<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
what we learned…<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
The weekly discussions online helped me to talk things out and solve problems. It not only helped with explanations but th...
Reading others’ posts helped contribute to my own ideas and combine them into one. And, they made me refine my own ideas b...
Fritz 2011<br />Analyze, Evaluate, Create<br />Fritz 2011<br />Fritz 2011<br />Reporting or Retelling<br />Image Source: E...
Reduced Anxiety<br />“I’m a little shy in the classroom but I can read other comments and use theirs as a sample for writi...
72%<br />“I was no longer afraid to look stupid.” <br />17%<br />Image Source: Earlham College’s FlickrPhotostream<br />
Size<br />matters<br />
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Elsac2011 onlinediscussion graphic

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synthesis of classroom research projects focused on using online discussion as a complement in face to face courses.

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  • NOTE:
    Slide 1 is the first 2 minutes (or so) of this video: http://www.youtube.com/watch?v=1MetDrR7f7I

    Slide 8 is missing 2 graphs that show a decrease in low-level thinking dominant posts (reporting / retelling) and an increase in higher-level thinking (analyze, evaluate, create) over the course of 8 weeks due to instructor providing support and modeling.
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  • What about the Classroom?
  • Each project had issues related to access.
  • Each project had issues related to access.
  • Prompts Independent Research94% of students used resources NOT provided by the teacher as they participated in blog assignments
  • Co-Construction of Knowledge“One benefit that the students brought to my attention was that they learned from reading their peers’ answers. I realized that I could compare the students’ work when they turned in other assignments, but most of the time students don’t have the opportunity to read other students’ responses.”---Bryant Reflection
  • Promotes Higher Order ThinkingWhen modeling and support is provided!
  • Format of the Prompt is Critically ImportantBRYANT“The format and topic of the prompts influenced the amount of internalization for the students, as well as impacting the amount of self-directed research the students were willing to initiate. “When the student had some control over their topic and format, their participation and quality of posts increased. The students asked more questions of one another and also generated more quality responses.”
  • Prompt Style Fosters Different DiscussionsStudent Led discussion format led to most interactions among studentsGreater proportion of responses to initial post &amp; then follow-up responses in comparison with other discussion typesIn fact, fewest number of initial posts since students were expected to be in a dialogue rather than simply posting their thoughts/reactionsTeacher Led discussion format led to more “on target” discussions. Well crafted (open) questions can lead to more responses that exhibit higher level thinking. Closed questions stifle discussion.Reflective Prompts Led to surface level reporting / analysis of readings. Format leads to a large number of “1st level” replies, but few follow-up replies. Effective reflection skills may take time and lots of modeling to use well.
  • Prompt Style Fosters Different DiscussionsStudent Led discussion format led to most interactions among studentsGreater proportion of responses to initial post &amp; then follow-up responses in comparison with other discussion typesIn fact, fewest number of initial posts since students were expected to be in a dialogue rather than simply posting their thoughts/reactionsTeacher Led discussion format led to more “on target” discussions. Well crafted (open) questions can lead to more responses that exhibit higher level thinking. Closed questions stifle discussion.Reflective Prompts Led to surface level reporting / analysis of readings. Format leads to a large number of “1st level” replies, but few follow-up replies. Effective reflection skills may take time and lots of modeling to use well.
  • Transcript of "Elsac2011 onlinediscussion graphic"

    1. 1.
    2. 2. Online Discussions<br />In a Face-2-Face Classroom<br />In an educational setting, “social software technologies can work together to support learning and foster community and interaction in the online and blended classroom”<br />(Baird & Fisher, 2006, p.24).<br />Brunsell – ELSAC Institute, June 2011<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    3. 3. findings across 5 classroom projects:<br /><ul><li>Brunsell, Alderton & Mason (2010) Undergraduate students - UWO
    4. 4. Chris Cimino (2009) High School Biology – California
    5. 5. Nancy Bryant (2010-2011) AP Environmental Science – North Carolina
    6. 6. Katherine Theobald (2010-2011) High School Biology – Virginia
    7. 7. Brandon Fritz (2010 – 2011) High School Earth Science - Iowa</li></ul>Image Source: Extra Ketchup’s FlickrPhotostream<br />
    8. 8. access<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    9. 9. what we learned…<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    10. 10. The weekly discussions online helped me to talk things out and solve problems. It not only helped with explanations but they gave me more time to think and plan.<br />I had more time to look things upon Google and base my opinions on specific things using what I found along with what others thought. They also helped me be more open minded.. <br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    11. 11. Reading others’ posts helped contribute to my own ideas and combine them into one. And, they made me refine my own ideas better.<br />Image Source: OpedagogenFlickrPhotostream<br />
    12. 12. Fritz 2011<br />Analyze, Evaluate, Create<br />Fritz 2011<br />Fritz 2011<br />Reporting or Retelling<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    13. 13. Reduced Anxiety<br />“I’m a little shy in the classroom but I can read other comments and use theirs as a sample for writing my own.”<br />“I could also compose my thoughts and write what I wanted whereas I get flustered or confused in class.” <br />“when you’re in a community there is a feeling of comfort that arrives...it is easier to learn when you feel comfortable in your surroundings.”<br />“If other people are on the site to share views and work, it makes you more comfortable to do the same thing.” <br />“I feel like I talk differently online because I can compose my answers. I knew I wouldn’t sound stupid and it gave me time to edit my thoughts before sharing.” <br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    14. 14. 72%<br />“I was no longer afraid to look stupid.” <br />17%<br />Image Source: Earlham College’s FlickrPhotostream<br />
    15. 15. Size<br />matters<br />
    16. 16. The Prompt Matters<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    17. 17. ><br />Student Teacher<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    18. 18. Support Matters<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
    19. 19. Your Turn<br />Read with a Question in Mind:<br />But what does it mean to be truly, authentically literate?<br />Post in Edmodo Discussion Groups<br />1-2 quotes or phrases that really stick out…and why?<br />Image Source: Extra Ketchup’s FlickrPhotostream<br />
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