Energizing Online Discussions

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Energizing Online Discussions

  1. 1. Introduction
  2. 2. Introduction Jim Marteney
  3. 3. Introduction Jim Marteney Professor Emeritus Communication Studies
  4. 4. 8Years Ago Became Distance Education Trainer
  5. 5. What’s Online Learning? MOOC’s not another word for Online Learning Just as 800 student lecture not another word for seminar
  6. 6. Focus Now on Engagement
  7. 7. I was told, “You’re lucky to be teaching adults.”
  8. 8. How We See Our Class Role
  9. 9. Variety of Challenges Learning Styles Generational Differences Pedagogy vs. Androgogy Digital Natives vs Digital Immigrants
  10. 10. Class Interaction Instructor to Student Student to Instructor Student to Student
  11. 11. THE DIFFERENCE BETWEEN AN ENGAGING ONLINE COURSE
  12. 12. THE DIFFERENCE AND A BORING ONLINE COURSE
  13. 13. STIMULATING DISCUSSIONS From Facebook to texting, to YouTube, our students are ready to perform.
  14. 14. HIGHER ORDER THINKING Discussions allow for higher order thinking skills
  15. 15. STRUCTURING A TOPIC
  16. 16. STRUCTURING A TOPIC Title Background Sell Topic Task Responsibility Value of Assignment
  17. 17. STRUCTURING A TOPIC Write Enough Make your expectations clear Add video or links What is it worth? Don’t Assume they can read your mind.
  18. 18. CREATING A TOPIC Make the topics interesting Don’t create topics with specific text answers Be Creative Require Student Evaluation Require Student Judgment
  19. 19. EVALUATIVE TOPIC “Look back at Chapter 1 and pick three types of punishments that we no longer use, and describe them.” Administration of Justice Course Introduction to Corrections “Look back at Chapter 1 and pick one of the types of punishments that we no longer use, and explain why you believe we should bring it back.”
  20. 20. GIVE STUDENTS CHOICES
  21. 21. ALWAYS SELL YOUR TOPIC Why should your students care?
  22. 22. EXPERTS ON A TOPIC Adds valuable content and insight Students appreciate experts Easier to recruit online experts Gives you a break
  23. 23. EXPERTS ON A TOPIC
  24. 24. DISCUSSION USES
  25. 25. ICE BREAKERS Not so successful
  26. 26. ICE BREAKERS Successful
  27. 27. ICE BREAKERS Tips Build Trust: Answer your own questions Ask interesting questions Ask specific questions
  28. 28. ICE BREAKERS Tips This may be their first discussion, make instructions clear
  29. 29. ICE BREAKERS
  30. 30. ICE BREAKERS This is the first step in tearing down the wall between instructor and student.
  31. 31. WHAT MIGHT YOU TRY? What icebreaker topics might you use?
  32. 32. TOPIC SAMPLES
  33. 33. EVALUATION TOPIC
  34. 34. USER GENERATED TOPIC
  35. 35. RESPONSE TO VIDEO
  36. 36. CREATIVE TOPIC
  37. 37. CREATIVE TOPIC
  38. 38. USER GENERATED TOPIC
  39. 39. USE POETRY
  40. 40. OFF THE WALL
  41. 41. DEBATE
  42. 42. SUMMARIZE HOMEWORK Benefit From Tribal Learning Combine Individual Work and Sharing With Others
  43. 43. SUMMARIZE HOMEWORK
  44. 44. SUMMARIZE HOMEWORK
  45. 45. AVENUE FOR THOUGHTS
  46. 46. AVENUE FOR THOUGHTS Malala Yousafzai
  47. 47. AVENUE FOR THOUGHTS
  48. 48. AVENUE FOR THOUGHTS
  49. 49. AVENUE FOR THOUGHTS
  50. 50. We can also have some fun while learning
  51. 51. FUN LEARNING
  52. 52. FUN LEARNING
  53. 53. JUST PLAIN FUN Social Communication Important Increases Trust Builds Learning Community
  54. 54. Halloween Party
  55. 55. Halloween Party
  56. 56. Halloween Party
  57. 57. Halloween Party
  58. 58. Halloween Party
  59. 59. Halloween Party
  60. 60. Halloween Party
  61. 61. Halloween Party
  62. 62. Halloween Party
  63. 63. Halloween Party Thank you! That site was so fun! My friend and I were on it for hours! --- Fall 2011 student
  64. 64. ACTIVITY
  65. 65. RESULTS
  66. 66. RESULTS
  67. 67. WHAT MIGHT YOU TRY? What topics might you use?
  68. 68. GRADING A DISCUSSION Make Your Expectations Clear
  69. 69. GRADING A DISCUSSION My Rubric Wanted them to Post Early Wanted them to Post Often Wanted them to Respond to Classmates Wanted Quality Posts
  70. 70. GRADING A DISCUSSION
  71. 71. WHAT MIGHT YOU TRY? What might be your grading criteria?
  72. 72. PUTTING STUDENTS IN GROUPS
  73. 73. PUTTING STUDENTS IN GROUPS Student feels disconnected in large group Would feel more comfortable in smaller, intimate group
  74. 74. PUTTING STUDENTS IN GROUPS Too many in class for one discussion group Tough to come up with original answer as 42nd student Can make a unique contribution in smaller group
  75. 75. PUTTING STUDENTS IN GROUPS Want to create special groups
  76. 76. PUTTING STUDENTS IN GROUPS How many do you put in a group? First a couple of questions A regular discussion 20 A student project 10-12
  77. 77. PUTTING STUDENTS IN GROUPS First a couple of questions How do you select members of a group? Mix up high achievers with low? Keep high achievers together? Have students self select?
  78. 78. PUTTING STUDENTS IN GROUPS First a couple of questions Assigning will save time Assigning will save frustration Can rotate assignments Do you assign group responsibilities?
  79. 79. USING GROUP ASSESSMENTS Groups of One Journal Writing English Communication Child Development Lab Reports
  80. 80. USING GROUP ASSESSMENTS Group Projects
  81. 81. USING GROUP ASSESSMENTS Group Projects
  82. 82. USING GROUP ASSESSMENTS Group Projects “Real” Group Projects “Parallel Play” Group Projects
  83. 83. USING GROUP ASSESSMENTS “Parallel Play” Group Projects Group projects where members in the group are not dependent on each other to complete the task They can help and inspire each other but their grade is not dependent on other group members
  84. 84. USING GROUP ASSESSMENTS “Parallel Play” Group Projects
  85. 85. USING GROUP ASSESSMENTS “Parallel Play” Group Projects
  86. 86. USING GROUP ASSESSMENTS “Parallel Play” Group Projects
  87. 87. USING GROUP ASSESSMENTS Group Projects “Real” Group Projects “Parallel play” Group Projects
  88. 88. USING GROUP ASSESSMENTS “Real” Group Projects
  89. 89. USING GROUP ASSESSMENTS “Real” Group Projects Group projects where people in the group are dependent on each other to complete the task Members divide duties and responsibilities and work together to complete the task
  90. 90. USING GROUP ASSESSMENTS “Real” Group Projects Group Class Project: Grading Points Work together on a task 80 evaluation of the group process 20 evaluation of the final product 10 “bonus” participation from each other
  91. 91. USING GROUP ASSESSMENTS “Real” Group Projects Group Class Project: Chapters will create an eBook A chapter in a group text.
  92. 92. YOUR EXPERIENCES Any ideas for Groups?
  93. 93. More than oneMore than one way to teachway to teach online.online.
  94. 94. We should not be about creating educational content. We should be be about creating educational experiences.
  95. 95. ““I never teach myI never teach my pupils. I only attempt topupils. I only attempt to provide the conditions inprovide the conditions in which they can learn.which they can learn.”” --Albert Einstein
  96. 96. Looking to the Future
  97. 97. EffectiveEffective Distance LearningDistance LearningThank youThank you

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