2010 tech ed conf_discussionboards_fnl

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2010 tech ed conf_discussionboards_fnl

  1. 1. Discussion Boards-Reading, Writing, and Critical Thinking in Action <br />Ida M. Jones, J.D.<br />Craig School of Business<br />California State University, Fresno<br />idaj@csufresno.edu<br />
  2. 2. How many of you use technology to teach? What kinds?<br />
  3. 3. Effective Teaching and Learning<br />Lectures<br />Manage learning<br />Control amount of info<br />How learners get the info<br />Present to large numbers of learners<br />Socratic method: questions and answers under fire; probing to encourage learning<br />
  4. 4. How does Learning Occur?<br />Orally delivered content<br />Students listen, discuss in person<br />Students <br /><ul><li>watch,
  5. 5. take notes,
  6. 6. follow instructor modeling analysis</li></li></ul><li>2 Learning Theories<br />Objectivism<br />info<br />info<br />info<br />Constructivism<br />
  7. 7. Learning Theory-Deeper Learning<br />Surface learning <br />vs<br />Deep learning<br />
  8. 8. Seven Principles for Good Practice in Undergraduate Education<br />“encourages contact between students and faculty<br />develops reciprocity and cooperation among students, <br />encourages active learning, <br />gives prompt feedback, <br />emphasizes time on task, <br />communicates high expectations, and<br />respects diverse talents and ways of learning. ”<br />(Chickering, A. W., and Gamson, Zelda F. (1999), available at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm, Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning(80), 7.) <br />
  9. 9. What is an Online Discussion Board?<br />Threaded discussion, e.g.<br />Blackboard, discussion forum<br />Google Groups<br />Asynchronous<br />One person posts a thread<br />Others respond<br />Written rather than oral<br />Flexible<br />
  10. 10. Collaborative Quizzes(Sample Attached to Handout)<br />Collaborate to develop answers <br />Basic questions<br />Some case discussions<br />Randomly assigned groups of 5-7 <br />Each week, <br />Discuss answers to quiz questions <br />Prepare a group answer to each question. <br />The individual quiz -3 randomly selected questions<br />Grades based on results of<br />Writing original answers<br />Commenting/adding to other answers<br />Developing group answers<br />Taking quiz; submitting group answers as responses<br />
  11. 11. Collaborative Quizzes-Student Evaluations of effectiveness<br />
  12. 12. BA88<br />Fall 2008<br />70% agreed/strongly agreed<br />
  13. 13. BA88<br />Fall 2008<br />69% agreed/strongly agreed<br />
  14. 14. BA88<br />Fall 2008<br />79% agreed/strongly agreed<br />
  15. 15. Review of Seven Principles for Good Practice in Undergraduate Education<br />“encourages contact between students and faculty<br />develops reciprocity and cooperation among students, <br />encourages active learning, <br />gives prompt feedback, <br />emphasizes time on task, <br />communicates high expectations, and<br />respects diverse talents and ways of learning. ”<br />(Chickering, A. W., and Gamson, Zelda F. (1999), available at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm, Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning(80), 7.) <br />
  16. 16. Lessons Learned-1<br />Length of time to learn<br />Fall 2006; all semester<br />Fall 2008; by the 2nd of 5 lessons<br />Students were initially reluctant to post comments, especially constructive criticism of the information posted by members of their groups.<br />Organization<br />Fall 2006: Students were unwilling to set internal deadlines to complete work. They were much more comfortable with instructor-established deadlines.<br />Fall 2008: were different and much more collaborative <br />
  17. 17. Lessons Learned-2<br />Students’ preparation for discussions that involved deeper learning were better after they worked on the collaborative quizzes.<br />Those students who worked on the quizzes <br />performed better on exams. It’s not clear yet whether that was because they were better students overall, or whether the quiz format helped them.<br />Engaged in in-depth critical analysis<br />
  18. 18. Now, it’s your turn!<br />Use the handout to create your own discussion assignment<br />Purpose<br />Length of time<br />Easy to difficult questions<br />Turn to the person next to you and explain your assignment<br />
  19. 19. Questions and Comments<br />

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