presented by Cindy Underhill, Strategist, Learning Support Resources, Office of Learning Technology,UBC & Emily Renoe, Course Technologies Training and Support Liaison, Office of Learning Technology,UBC January 22, 2008 10am (PST) for the LCIN Spring Series Effective Online Discussions
Think about one of the theoretical perspectives presented in the readings. In the discussion thread titled Theoretical Perspectives , express an opinion about the relevance of this perspective in understanding human behavior. Support your opinion with examples.
Conceptual clarification questions— questions that get students to think about concepts behind their arguments: Why are you saying that? What exactly does this mean? How does this relate to what we have been talking about? Can you give me an example?
Probing assumptions —questions that get students to think about the beliefs that they base their arguments on:,What else could we assume? How did you choose those assumptions? How can you verify or disprove that assumption? What would happen if …?
Probing rationale, reasons, and evidence —questions that get students to think about the support for their arguments: Why is that happening? How do you know this? Can you give me an example? What do you think causes …?
Questioning viewpoints and perspectives —questions that get students to consider other viewpoints: What are some alternate ways of looking at this? Who benefits from this?
Probe implications and consequences —questions that get students to think about the what follows from their arguments, for example, Then what would happen? What are the consequences of that assumption?
Questions about the question —questions that turn the question in on itself, for example, What was the point of asking that question? Why do you think I asked this question?
Reference: Paul, Richard, Critical Thinking: How to Prepare Students for a Rapidly Changing World, 1993.
Dr. Bill Pelz`s Introductory Psychology is a survey course intended to introduce students to the major concepts, theories and research findings in the field of psychology. (from Sloan-C's effective practices ).
- small community college
- class sizes of about 25 students
Focus for Case Study: student – led discussion (example)
- worth 50% of grade
- supports a culture of inquiry
- requires students to use higher order thinking skills
- matches well with teaching philosophy – highly constructivist.
Sample learning objectives for an student-led discussion:
Read and think about the concepts presented in the readings.
Analyze concepts in order to compose an original and provocative question for the class to discuss. Create a new topic thread in the discussion for each weekly unit. Post your discussion question at the beginning of the week and facilitate the discussion on your question.
Participate effectively in the discussion on at least 2 other discussion questions during each week.
Series of ice-breakers related to good question design, online discussion and facilitation.
Guidelines for developing a good discussion question.
Guidelines for facilitating effective discussions.