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Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
Depth Perception: Identifying quality posts in online discussions
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Depth Perception: Identifying quality posts in online discussions

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Instructurecon 2012 (#instcon12) presentation. …

Instructurecon 2012 (#instcon12) presentation.

In this session we’ll take a look at selected discussion posts to determine indicators of quality, depth of reflection, and evidence of student learning. Participants will be able to apply the technique to student writing in course discussions at their own institutions.

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  • Comparison of blogged and written reflections in two medicine clerkshipsFischer, M. A., Haley, H.-L., Saarinen, C. L. and Chretien, K. C. (2011), Medical Education, 45: 166–175DOI: 10.1111/j.1365-2923.2010.03814.x
  • I used a standard rubric to assess discussion posts – I just added the levels of reflection to the rubric using the Canvas Learning Outcomes tool.
  • Each week a new topic was introduced and included a REQUIRED online discussion.
  • Transcript

    1. Depth Perception:Identifying quality posts inonline discussionsCarrie L SaarinenInstructional Designer, Brown UniversityLecturer, Salem State UniversitySocial Media Strategist, NERCOMPHuge Fan, Of Awesome@clsaarinen
    2. A little background.... Comparison of blogged and written reflections in two medicine clerkships Fischer, M. A., Haley, H.-L., Saarinen, C. L. and Chretien, K. C. (2011), Medical Education, 45: 166–175 DOI: 10.1111/j.1365-2923.2010.03814.x
    3. Methods for Assessment of Student WritingLevels of Reflection Mezirow J. A critical theory of adult learning and education. Adult Educ 1981;32 (1):3–24. Non- Reporting only reflective Becoming aware of a specific perception, meaning or behavior of one‟s own or of ways one has of seeing, thinking or acting Reflection Becoming aware of how one feels about the way one is perceiving, thinking on or acting experience Becoming aware of one‟s value judgments about one‟s perceptions, thoughts, actions and habits as positive or negative, good or bad, liked or disliked Questioning whether one‟s own concepts of understanding are adequate Reflection Recognizing that one is making judgments about people prematurely, based on on limited information awareness Developing awareness of underlying assumptions that lead to the above Critically questioning one‟s underlying beliefs
    4. Examples of Student Writing The CT [computed tomography scan] showed a partially obstructing lesion in the patient’s colon, with irregular borders, that looked highly suspicious for malignancy. A colonoscopy that had been already scheduled for that morningNon-reflective confirmed a mass in the patient’s colon that would need to be resected. The intern that I was working with discussed this information with me and told me that the patient’s attending wanted to break the news to this patient. Still, it was surprising to me because I was not expecting to like being in theReflection on hospital so much more. I really liked being with my patients in the acute crisis andexperience being able to help them through some huge decisions. It just seems like there isn’t always enough time for that on the out-patient side’ This experience [of] interacting [with] and caring for this patient changed my view on the outlook of those with significant disease. I began to view these patients not as individuals who possess a decreased ability to appreciate the variety of life’s experiences, but as individuals with changing competencies. Through the care of cancer patients and others with end-of-life issues, I came to appreciate the complexities of thisReflection on aspect of medicine. Certainly medicine is more than simply miraculous recoveries andawareness complete cures, as these are few and far between. To care for a patient then, requires an understanding of the realities of modern medicine and a willingness to devote oneself to caring for the entire person despite such realities. In this approach, we must not only convince patients that we are navigating them through an arduous journey, but to, in fact, embark on their journey ourselves’
    5. flash forward
    6. While teaching a class called “Technology in the 21st Century Classroom” I found that my students were displaying the various levels of reflection in the online discussions. Excerpt from lead-in to an online discussion: “This cartoon was drawn in 1969 - the era of Nixon, Woodstock, Vietnam. It was also the year the first ATMmachines were available and ARPANET, the predecessor of the internet, was developed. Its amazing to think that 43 years ago people were already speculating that classrooms would be equipped with massive computer technology and students would be interacting with them individually.” Image source: MAKE Magazinehttp://blog.makezine.com/2009/10/22/ret ro-futuristic-classroom-enforcer/.
    7. In this fully online class (grad students, MEdprogram) I realized that my comments to theironline discussions were connected to what Ilearned while examining levels of reflection. “Your reflection this week is amazing. Very deep and insightful. There is evidence that this topic and the discussion has resonated with you. And that you got something out of the group conference. You recognize this and have taken the time to really think about it, to process it, to apply this new perspective. Excellent work this week, in the live chat and discussion forum. BRAVO!”
    8. Hey, cool.
    9. Levels of ReflectionApplied to Online DiscussionsCan the levels concept be tweaked to fit this learning experience? this learningenvironment?Non-reflective Student summarizes information, course content. Student connects information, course content with personalReflection on experience and demonstrates awareness that what has been learnedexperience is meaningful. Becomes aware of thought processes and reasoning in relation to new information. Student identifies ways in which new knowledge may impact behavior, decisions, or performance in the future. Student is aware of his/herReflection on own learning and concludes the new knowledge can be used in aawareness meaningful way. May question methods because of new knowledge and begin to develop new ideas.Note: Be sure to document and share the levels along with general discussionexpectations for the course in the syllabus or course overview materials.
    10. Levels of Reflection Applied to Online Discussions in Canvas Standard Rubric: Meets, exceeds, below expected class engagement Add the levels ofreflection on learning learning
    11. Discussion guidelines - example• Recognize the purpose of and expectations for discussions.• Read the instructions, prepare for the discussion by completing the work assigned.• Be concise, be clear.• Gather and use references to materials. Don‟t copy and paste text from source - use inline citations to course materials and/or links to non-course materials.• Follow instructions (ie post once, comment twice) and contribute as instructed (on time)• Include respectful point/counter point arguments with your opinion stated but open to argument• Provide examples of experiences that relate to the discussion and support your argument
    12. Standard Rubric: Meets, exceeds, below expectedclass engagementAdd the levels ofreflection onlearning learning
    13. Levels...with sample postsThese selections are from a discussion about Digital Citizenship in relation to building 21st century skills. Thediscussion was part of a master‟s program in education. Digital citizenship needs to be taught in conjunction with exposing children toNon-reflective technology. It is important that our students see the importance of being digitally smart and safe. I think that teachers should provide examples of giving credit to an author to show students how they should properly cite. I particularly remember being in highReflection on school and being confused on how to properly do a works cited page becauseexperience some teachers called it "Works Cited" and others "Bibliography," so I think in that particular instance that students would greatly benefit from having an example to work with. I try to model appropriate Internet skills. When I make powerpoint presentations IReflection on show the students my reference page and we talk about how I got my informationawareness from different sources. I could expand this into an activity and allow the students to create a slide of what they have learned about each topic at the end of each unit.
    14. Levels...with more sample posts I feel strongly in agreement toward this article. It is good to be offered the wide variety of viewpoints on 21st Century technology and learning through all of theseNon-reflective different discussion articles. It goes to show that there are an infinite array of viewpoints, which can all be argued (for the most part) equally well. I thought that I would be totally against what McLeod would claim, but after I did the reading, I feel rather torn about a few points. I can definitely see how the Wireless Response System can be compared to multiple choice formative assessments, orReflection on how smartboards are comparable to white boards. I do not agree with him aboutexperience YouTube videos being the same as VHS tapes or DVDs. .... I understand where he is coming from when he lists these issues, but I would have to say that the glaring difference is the use of technology. I also think that this article was so interesting for me because I am currently struggling with a group of students who are extremely reticent to read and discuss books. I have been brainstorming ways to engage them more and I realize that traditional approaches wont work for them. I was considering something likeReflection on edmodo and having them share and create things on that but I wonder if the wikiawareness would be even more efficient. I especially like the ability to connect to new information and would love for my kids who are reading a book filled with allusions and dated pop culture references to have a way to clear them up and research them right away.
    15. Remember - we‟d be grading these in SpeedGradertm in Canvasso the criteria would be right there as we read the student work.
    16. Let‟s look at a few postsHow would you assess the level of reflection in these samples?
    17. This is example ofa course modulewith topicintroduction (theInstruction pageincludes learningobjectives and the„didactic‟ orinstruction as if Iwas giving alecture) plus thelinks to selectedarticles, thediscussion andthat week‟sassignment.
    18. 1. DB from 21st Century Teaching and Student summarizes information,Learning Non-reflective course content.“It was that personalization for teaching a Student connects information,lesson that I will always be grateful for. course content with personalHe taught me that there is more to experience and demonstrates Reflection on awareness that what has beenteaching than becoming, like I have said experience learned is meaningful. Becomesbefore, Jeopardy Monkeys. Just as a aware of thought processes and reasoning in relation to newrubric is a guide to grading but not the be information.all and end all, I think MCAS is the samething. It can be a powerful assessmenttool, but it is still a tool. Whenstandardized testing does not take into Student identifies ways in which new knowledge may impactconsideration multiple learning styles and behavior, decisions, or performancethe fact that due to our varying life in the future. Student is aware of Reflection on his/her own learning and concludesexperience and diverse cultural history, awareness the new knowledge can be used inhow can it possibly hope to accurately a meaningful way. May question methods because of newassess whether or not true learning has knowledge and begin to developtaken place!? It just boggles my mind.” new ideas.
    19. 2. MT from 21st Century Teaching and Student summarizes information,Learning Non-reflective course content.“I know that adding videos of studentsmight have some legal entanglements Student connects information, course content with personalbut adding videos on a blog for kids to experience and demonstratesdiscuss, like how we use the lecture Reflection on awareness that what has been experience learned is meaningful. Becomesfrom TED, would be a similar way to aware of thought processes and reasoning in relation to newengage students. I think that is also why information.I enjoyed his blog and his story so muchbecause I really believe thatengagement is the first step and once Student identifies ways in whichthey are in to it you can ask them to new knowledge may impactlearn and try more and more challenging behavior, decisions, or performance in the future. Student is aware ofthings. It made me excited to think about Reflection on his/her own learning and concludes awareness the new knowledge can be used inthe different possibilities and I am kind of a meaningful way. May questionkicking myself for not initiating methods because of new knowledge and begin to developsomething like this earlier.” new ideas.
    20. This is an example ofthe „open ended‟Discussion topicsposed in the class.Topics varied week toweek, and varied informat depending onwhat was happeningin the class (module).This was a fully onlinesemester-long course.
    21. 3. BN from Are we just replicating Student summarizes information,classroom basics? Non-reflective course content.“When I use technology in my own Student connects information,classroom I am always weary that I am course content with personal experience and demonstratesnot using technology appropriately. I Reflection on awareness that what has beenoften look back and ask myself could I experience learned is meaningful. Becomes aware of thought processes andhave done that lesson without using reasoning in relation to new information.technology? I don‟t want to fall into thecurrent trend of using technology just toadd bells and whistles to my lessons.Teachers need more professional Student identifies ways in which new knowledge may impactdevelopment on programs to help them behavior, decisions, or performancecreate lessons that technology adds to in the future. Student is aware of Reflection on his/her own learning and concludesstudent learning. I have recently awareness the new knowledge can be used in a meaningful way. May questionstumbled on RmEasiteach.... ” methods because of new knowledge and begin to develop new ideas.
    22. 4. LH from Are we just replicating Student summarizes information,classroom basics? Non-reflective course content.“I think partly because (when I have Student connects information, course content with personalbeen able to incorporate technology in experience and demonstratesmy classroom) I have wondered if it is Reflection on awareness that what has been experience learned is meaningful. Becomesenough. Am I really taking full aware of thought processes and reasoning in relation to newadvantage of this resource? Am I just information.claiming to use a Smart Board, butreally Im just using the white boardfeature? Am I pretending to use the Student identifies ways in whichvarious capabilities, but really Im just new knowledge may impactusing a calculator that happens to be behavior, decisions, or performance in the future. Student is aware ofprojected up on a Reflection on his/her own learning and concludes awareness the new knowledge can be used inscreen? Yes. Sometimes the answer a meaningful way. May questionis yes.” methods because of new knowledge and begin to develop new ideas.
    23. 5. BD from Are we just replicating Student summarizes information,classroom basics? Non-reflective course content.“If our students are hungry for newmethods of teaching and relevant Student connects information, course content with personalmaterials to help them in this ever- experience and demonstrates Reflection on awareness that what has beenchanging world, then we, as their experience learned is meaningful. Becomeseducators are simply starving for the aware of thought processes and reasoning in relation to newmeans to relay that information. I would information.see my colleagues trying to incorporatethe tech we had, but were not doinganything to change the dynamic of the Student identifies ways in which new knowledge may impactinformation we were doling out. Luckily behavior, decisions, or performance in the future. Student is aware ofthere are sites like Canvas Reflection on his/her own learning and concludesK12…http://www.instructure.com/k12 to awareness the new knowledge can be used in a meaningful way. May questionhelp educate us on what is possible. The methods because of new knowledge and begin to developchildren can access it as well.” new ideas.
    24. Canvas makes this type of assessment easy - use the Rubric andOutcomes and the Speedgradertm. Provide feedback right there -in a place where the student can also see the rubric!
    25. carrie l saarinen clsaarinen@brown.edu @clsaarinen save the date!The NERCOMP Canvas User Group will provide aforum for community members to share, learn and September 13, 2012inquire about Canvas tools, services and support.Attendees will have an opportunity to learn about Canvas User Groupdifferent approaches to using Canvas in online,hybrid and traditional teaching and learning models. (a NERCOMP event)Attendees will have the opportunity to network withother Canvas school representatives. Non-Canvas Norwood MAschools may wish to register participants to learnabout Canvas or to network with others interested indoing more with learning management systems. Arepresentative from Instructure will present news Registration is OPENand information from the engineering anddevelopment team behind this groundbreaking LMS. nercomp.org > Events

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