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Beyond “I Agree” Developing a toolkit for facilitating online discussions<br />Miriam Russell, Ed. D.<br />Assistant Area ...
What’s wrong with agreement?<br />
Bloom’s Taxonomy of Learning Domains<br />
<ul><li>Lack of models for substantial discussion posts
Tendency to stay in comfort zone
Lack of probing questions
Lack of clear expectations
Lack of assessment & feedback
Perception that discussions are not important in the course
Good news! We can address all of these by developing a toolkit</li></ul>Where do “I  Agree” responses come from?<br />
Clear Guidelines<br />2.  Socratic Questions<br />3.  Assessment: Rubrics <br />Workshop Goals:  Tools for Effective Async...
Establish Clear Guidelines<br />How to succeed in a course should not be a secret, assumed to be known nor implied.<br />G...
CDL “Instructor Expectations”<br />Clarify course expectations<br />Log in several times per week to maintain a regular co...
Instructor posts<br />Quantity?  Will we “take over” or halt a discussion if we post too much?<br />Do we want to be a Sag...
Instructor posts<br />Model academic inquiry, communication within the discipline (appropriate terminology, notation, etc....
Does Your Dog Bite?<br /> <br />
Using Socratic questioning to model discussion participation<br />Instructor modeling of Socratic questions can promote th...
(2009)<br />Roufaiel’sHierarchy of Socratic Questions<br />Clarification: What do you mean? Give me an example. What does ...
Hierarchy continued:<br /><ul><li>Question Viewpoints: How do you view the group responses? What would someone who may dis...
Probe Implications: What do you imply? What is another alternative? What effect would that have?
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Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions

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A toolkit for instructors to use in helping Adult Learners use critical thinking "Beyond I Agree"

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Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions

  1. 1.
  2. 2. Beyond “I Agree” Developing a toolkit for facilitating online discussions<br />Miriam Russell, Ed. D.<br />Assistant Area Coordinator, CDL<br />Mark Marino, M. S.<br />Faculty, Erie Community College<br />
  3. 3. What’s wrong with agreement?<br />
  4. 4. Bloom’s Taxonomy of Learning Domains<br />
  5. 5. <ul><li>Lack of models for substantial discussion posts
  6. 6. Tendency to stay in comfort zone
  7. 7. Lack of probing questions
  8. 8. Lack of clear expectations
  9. 9. Lack of assessment & feedback
  10. 10. Perception that discussions are not important in the course
  11. 11. Good news! We can address all of these by developing a toolkit</li></ul>Where do “I Agree” responses come from?<br />
  12. 12. Clear Guidelines<br />2. Socratic Questions<br />3. Assessment: Rubrics <br />Workshop Goals: Tools for Effective Asynchronous Discussions<br />
  13. 13. Establish Clear Guidelines<br />How to succeed in a course should not be a secret, assumed to be known nor implied.<br />Guidelines, especially for discussions, should be explicitly defined in terms of quantity and quality. <br />Clearly explain what is expected for “quality and quantity” of discussion posts<br />
  14. 14. CDL “Instructor Expectations”<br />Clarify course expectations<br />Log in several times per week to maintain a regular course presence<br />Provide substantive and timely feedback on academic work<br />Respond to questions in public discussions and private folders as appropriate<br />Facilitate student discussions to enhance individual learning<br />Challenge students to think critically<br />Write narrative evaluations of academic performance in the course<br />Submit course outcomes and grades within two weeks after the end of the term<br />
  15. 15. Instructor posts<br />Quantity? Will we “take over” or halt a discussion if we post too much?<br />Do we want to be a Sage, Guide or a Ghost?<br />What does the data say?<br />
  16. 16. Instructor posts<br />Model academic inquiry, communication within the discipline (appropriate terminology, notation, etc.)<br />Opportunity to infuse web resources<br />Express appreciation and curiosity (ELVT)<br />Use of Socratic questioning<br />The guide on the side need not step aside. Instructors are part of the discussion.<br />
  17. 17. Does Your Dog Bite?<br /> <br />
  18. 18. Using Socratic questioning to model discussion participation<br />Instructor modeling of Socratic questions can promote the goal of empower students to take charge of their learning.<br />
  19. 19. (2009)<br />Roufaiel’sHierarchy of Socratic Questions<br />Clarification: What do you mean? Give me an example. What does it relate to? How did you reach this conclusion? Let me see if I understand.<br /> <br />Probe Assumptions: What does he assume? How do you justify your point of view? Why she is thinking that way? Is it always the case?<br /> <br />Probe Reasons and Evidences: How do you know? Was that adequate? Why? What led you to that belief? Do you have any evidence? How does it apply to this case?<br /> <br />
  20. 20. Hierarchy continued:<br /><ul><li>Question Viewpoints: How do you view the group responses? What would someone who may disagree say?
  21. 21. Probe Implications: What do you imply? What is another alternative? What effect would that have?
  22. 22. Questions about Questions: Would she put the question differently? Why are you addressing this question? Is this issue important? Is this question possible to answer? Why is he asking this question? Can you tell me what type of solution do you think it might be? Is your question asking us to evaluate…? Is that the right question to be asked in this case? How could someone settle this question?
  23. 23. N. Roufaiel (2009)</li></li></ul><li>Assessment + feedback leads to an opportunity for growth<br /><ul><li>Rubrics
  24. 24. (Educationally Valuable Talk (EVT) vs. (ELVT)
  25. 25. Angel Tools for communicating feedback</li></li></ul><li> <br />
  26. 26. Angel Gradebook for Discussions<br /> Provide individual feedback on discussion posts:<br />Open discussion post<br />Click on the “Submissions” Tab [on toolbar}<br />Click on Grade Forum <br />Select student name<br />Post a grade or comment <br />
  27. 27. Odds and Ends<br />Consider points/credit for:<br />Posting early<br />Postings that create new subject Titles<br />Not re: re: <br />Postings that are Socratic questions<br />Postings with substantial resources and documents<br />
  28. 28. Angel toolkit<br />Tools for types of posts<br />Model curiosity and a love of learning<br />Use Socratic Questions<br />Guidelines & Rubrics<br />LOR/ Macro: Saves your posts and resources from term-to-term<br />Assessment & feedback<br />Provide this often<br />
  29. 29. Set guidelines:<br /> Use a rubric<br />Provide clarification<br />Not Re: Re:<br />Participate, Encourage<br />Ask Socratic Questions<br />Provide timely feedback<br />Assessments<br />How you can improve<br />Above all: Don’t worry!<br />

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