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Effective Use Of Forums
 

Effective Use Of Forums

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Notes on the use of forums to teach English.

Notes on the use of forums to teach English.

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  • This is most interesting, Diana! Wasn't able to attend your presentation, but have already enjoyed your handout, your forum and your slideshow, so I feel as if I'd been there after all!

    BTW, have you tried forumotion.net with large groups for an extensive period? I'm looking for a reliable (free) option... I've only tried Bravenet forums, and they didn't meet my expectations, I'm afraid...

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  • thanks for the sharing
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    Effective Use Of Forums Effective Use Of Forums Presentation Transcript

    • EFFECTIVE USE OF FORUMS Prof. Diana Porto [email_address] www.slideshare.net/dianacporto/slideshows
    • Forums
      • Discussion topics and replies
      • Common "meeting" place for participants to contribute information
      • Built by participation, submitting questions
      • Provide answers/solutions, present opinions, share pointers to other resources
      • Provide a time-of-convenience and place-of-convenience opportunity for student-student contact and student-instructor contact.
    • Forum Forms Threaded form : "parent ” post, heading and author for each reply listed below. Flat form: all replies in posted order directly below the “parent” post.
    • Forum Forms Nested form: each reply indented below the post it is responding to.
    • Technology and Student Interaction STUDENT PEERS e.g.: online discussions INSTRUCTORS e.g.: online assignment submissions CONTENT e.g.: online quizzes Simple (one directional) and Enriched Interaction (two directional) K.Swan’s Framework
    • Activities and Interaction
      • Web-based group projects
      • Online community
      • Online discussion using forum/email/chatroom/video conference, etc.
      PEERS
      • Feedback on assignments
      • Online community
      • Online discussions with using forum/email/chatroom/video conference, etc.
      INSTRUCTOR
      • Multimedia explanations
      • Cases and issues
      • Simulations
      • Online quizzes Cases and stories
      • Extended readings
      • Linkages to other web resources
      • Course background
      • Teacher’s information
      • Announcements
      • Notes and power points
      • Past papers
      • Archives of students’ work
      CONTENT ENRICHED INTERACTION SIMPLE INTERACTION
    • Pedagogical Implications
      • Constructivism : process of adjusting our own understanding of the world around us through reflection on our experiences.
      • Forum : interpreting and analyzing others' writings, reflecting on knowledge and readings.
      • Developmental theory : students need to explore, question, and seek out answers for themselves.
      • Forum : discussing topics, bringing additional information sources
    • Pedagogical Implications
      • Communities of practice : contributing to a community creates the potential for learning.
      • Forum : comradeship, community, satisfaction of contributing information, sense of team sharing.
      • Higher-order learning skills : effective communication, ability to interact effectively, critical thinking.
      • Forum : formulating points-of-view and presenting facts and opinion clearly. Interpreting, evaluating, critiquing peers’ interaction, sharing information
      • Collaborative Learning : discussing, exploring together over a shared assignment.
      • Asynchronous tools: Forums
        • Communication and collaboration: "different time-different place“
        • Personal convenience and schedule
        • History of interactions = collective knowledge easily shared and distributed.
        • Time to elaborate answer.
      Pedagogical Implications
      • Be clear about your purpose
      • Reflecting: give guidance as reflective prompt, structure or questions to answer
      • Be clear about “quantities”
      • Be clear about length of post
      • Be clear about deadlines
      • Define an “acceptable” response
      • Assign students to act as facilitators
      • Be aware of timing and pacing of activities
      • Form teams: SS get more engaged
      • Ask SS to support their opinions
      • Participate in the activity
      • Ask for peer grading of posts
      Motivating Students to Use Forums WHY MAY STUDENTS BE RELUCTANT TO PARTICIPATE IN THE FORUM?
    • Effective Ideas to Use Forums
      • Creating learning teams: collaborative learning
      • Appeal to their experiences and ambitions
      • Let them create some of the topics
      • Topics organized around academic theme
      • Debates: ask SS to post a position, others respond
      • Brainstorming
      • Require a hand-in assignment
    • Effective Ideas to Use Forums
      • Post challenging questions relevant to class activities
      • Peer grading
      • Create a friendly, social environment
      • Small group discussion, polling activities
      • Case studies
      • Invite visiting experts to add to the discussion
      • World-wide sharing
    • BIBLIOGRAPHY
      • 8 Ways to Get Students More Engaged in Online Conferences. http://resources.blackboard.com/scholar/general/pages/ictraining/Eight_Ways_Engage_Conferences.pdf
      • Ainslie Ellis, STUDENT-CENTRED COLLABORATIVE LEARNING VIA FACE-TO-FACE AND ASYNCHRONOUS ONLINE COMMUNICATION: WHAT’S THE DIFFERENCE?
      • Akers, Roger. Web Discussion Forums in Teaching and Learning
      • Avoiding Online Discussion Pitfalls http://online.sfsu.edu/faculty/pitfall.htm
      • On Purpose Associates. (1996a). Constructivism [On-line]. Available URL: http://www.Funderstanding.com/constructivism.htm .
      • On Purpose Associates. (1996b). Communities of practice [On-line]. Available URL: http://www.Funderstanding.com/communities.htm .
      • Shea, Virginia, Netiquette.
      • Supporting communities of practice: a survey of community-oriented technologies. By Etienne Wenger. Self-published report available at www.ewenger.com/tech , 2001.
      • Swan, Karen. Relationships Between Interactions and Learning In Online Environments
      • Zane L. Berge, Ph.D. The Role of the Online Instructor/Facilitator