Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.

1. Democratizing the Discussion Board: Establishing a
Community of Learners to Grant Students Voice & Choice
JJessamay Pesek & Kris Nei, Bemidji State University
Warm-Up Intro Question:
How do you support student engagement
on the discussion board?

2. Agenda
 Introduction
 Overview of Objectives
 Theory and Philosophy
 Participate Knowledge and Expertise (sharing opportunity!)
 Our Strategies
 Final Comments and Questions (more time for sharing!)

3. Session Objectives
 Discuss strategies to empower students by supporting a
democratic learning environment on the Brightspace
Discussion Board tool.
 Examine strategies and ideas to promote interactivity, variety,
and overall enhancement of the Discussion Board tool to
promote student learning and engagement.
 Purpose: To support a student-centered, constructivist learning
environment.

4. Constructivism
“…….in the constructivist classroom, the focus tends to shift from the
teacher to the students. The classroom is no longer a place where the
teacher ("expert") pours knowledge into passive students, who wait
like empty vessels to be filled. In the constructivist model, the
students are urged to be actively involved in their own process of
learning. The teacher functions more as a facilitator who coaches,
mediates, prompts, and helps students develop and assess their
understanding, and thereby their learning. One of the teacher's
biggest jobs becomes ASKING GOOD QUESTIONS.”
(2004). Constructivism as a Paradigm for Teaching and Learning. In WNET/Education(Concept to Classroom).
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html

5. Comparison -Traditional to Constructivist
Curriculum begins with the parts of the
whole. Emphasizes basic skills.
Curriculum emphasizes big concepts,
beginning with the whole and
expanding to include the parts.
Strict adherence to fixed curriculum is
highly valued.
Pursuit of student questions and
interests is valued.
Materials are primarily textbooks and
workbooks.
Materials include primary sources of
material and manipulative materials.
Learning is based on repetition. Learning is interactive, building on
what the student already knows.
Teachers disseminate information to
students; students are recipients of
knowledge.
Teachers have a dialogue with
students, helping students construct
their own knowledge.
Teacher's role is directive, rooted in
authority.
Teacher's role is interactive, rooted in
negotiation.
Assessment is through testing, correct
answers.
Assessment includes student works,
observations, and points of view, as
well as tests. Process is as important
as product.
Knowledge is seen as inert. Knowledge is seen as dynamic, ever
changing with our experiences.
Students work primarily alone. Students work primarily in groups.
(2004). Constructivism as a Paradigm for Teaching and Learning. In WNET/Education (Concept to Classroom).
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html

6. Democratic Learning Environment
A democratic learning environment INVOLVES students.
 Provides an ongoing forum where students' thoughts are valued.
Student voice.
 Provides opportunities of the sharing of power with the students.
Empowered Learners.
 Provides space for students to build student-to-student
relationships.
 Allows students to connect learning to their lives and experiences.
Constructivism.

7. Democratic Learning Environment
Online?
Netiquette: The correct or acceptable way of communicating on
the Internet.
 Teacher Goal: Establish a safe, respectful learning
environment

8. HonorYour Expertise!
2015 Conference - “Ahas” and Great Ideas!
 Rubrics (students to understand expectations)
 Higher Order Thinking Questions (Bloom’s Taxonomy)
 Video and Visuals (VoiceThread, video clips, pictures)
 Variety!!!
 Postings: Quality not Quantity
 Small group posting opportunities

9. Warm-Up Question
How do you support student engagement on the
discussion board?
Respond via an interactive tech tool!
https://www.polleverywhere.com

10. Continue Our Discussion
Three topics:
 Interactive Discussion Prompts
 Student Self Assessment on the Discussion Board
 Supporting a Democratic Online Community

11. Interactive Prompts
Strategy 1:
Student Choice
Pose several
questions
related to a
single topic.
Students select
the questions
they wish to
address.

12. Interactive Prompts
Strategy 2: Student Creates and facilitates a question.

13. Interactive Prompts
Strategy 3: Peer Review (small
groups)
 Peer Review
 Allows students to learn from
one another as they view each
other’s work.
 Encourages quality by making
student work public and
providing practice adhering to
rubric/assessment guidelines
when providing feedback to
others.
Small group activities help build
community and establish peer
communication and connection.

14. Self-Assessment
Aim: Each student assesses his or her discussion board
posts.

15. Adult Learners
Andragogy
Adult Learning Theory (Andragogy) stems from Malcom Knowles’
work and is based on the following principles:
1. Adults learn best when they are involved in the planning and
evaluation of their instruction.
2. “Hands on” experience provides successful learning
opportunities (this includes making mistakes).
3. Adults learning content will be more successful if it has
immediate relevance to their job or personal life.
4. Adult learning is most successful if it is application-based
(problem-centered) rather than solely content-oriented.

16. Self- Assessment and Metacognition
“Ignited” in 2015 by Laura Schwarz and Nancyruth Liebold!
Self-Grading Discussions
Metacognition:
Three types of knowledge - Declarative, Procedural, and
Self-Regulatory
Three Essential Skills- Planning, Monitoring, Evaluating

17. FirstTwoWeeks’ Results
Week 1
Class
Average
Week 3
Part
1 Class
Average
Week 3
Part 2
Class
Average
Average
Spring 2015
ED 3110
79.67% 70.83% 70.83% 73.77%
Fall 2015
ED 3110
89.11% 86.79% 86.25%
87.38%
+13.61%
Spring 2015
ED 5110
79.44% 77.5% 77.5% 78.14%
Fall 2015
ED 5110
89.42% 84.4% 82.12%
85.31%
+7.17%

18. Expectations-Overview of Rubric
Your content exploration and discussion opportunities in this course are
the backbone of ED 3240. It is your class time and sets the stage for a
truly constructivist learning environment to our students. Students who
are successfully utilizing this time are spending 2-3 hours a week in
thoughtful contemplation, review of materials, doing additional research,
and composing initial responses or follow-up responses to classmates on
each discussion prompt. The discussion rubric (evaluation tool) used in
this course addresses 4 areas for each prompt for a total of 10 points per
prompt. The areas addressed on this tool are:
 Mechanics of Writing –Professional Communication and APA format on
citations – 2 points
 Timeliness of postings/number of postings – 2 points
 Percentage of other students’ postings read – 2 points
 Thoughtful, deep, researched content reflected in your postings – 4 points

19. Online Democratic Community
At the start of the semester, consider involving your students when
creating “ground rules” for online communication.
Student Task: Individually draft 3-5 specific ground rules for online
discussion. We will consider all suggestions to develop a charter for
discussion to guide the entire class.
Please conduct an online search on this topic and then post ideas on
the DB explaining why the class should adhere to these rules when
communicating online. Please provide a brief rationale for each
choice.
Brookfield & Preskill (2005) Discussion as a way of teaching

20. Conclusion
 Questions?
 Comments?
Our contact info:
Jessamay Pesek – jpesek@bemidjistate.edu
Kris Nei – knei@bemidjistate.edu