The document discusses effective pedagogy at massive scale through social learning and citizen inquiry. It outlines how social learning improves with scale through networked systems like MOOCs that enable learning conversations. Key aspects of social learning discussed include visible learning through feedback, formative assessment, and goal setting. The document also explores citizen inquiry, which combines citizen science with collaborative learning through crowd-sourced projects on platforms like iSpot Nature. These approaches aim to develop scalable pedagogy that supports a diversity of learners through open-ended, socially-driven inquiry.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Developing A Blended Learning Strategy: Instructional Media & Pedagogical Con...Jolly Holden
A comprehensive presentation on blended learning that includes definitions, history and evolution of instructional media, tri-component blended learning model, and elasticity of blended learning.
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
The presentation discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning.
Presentation held during eLearning 2.0 Conference in Brunel University, West London on 6th and 7th July 2009. Further details, contact researcher: norhishamn@gmail.com
Esta investigación plantea los resultados, obtenidos en el año 2012, de la exploración de nuevas formas de enseñar, de nuevas formas de aprender y de asesorar de modo innovador. Entre las cuestiones que plantea se destaca el uso de e-books y la asesoría basada en el proceso de feedback entre la enseñanza y el aprendizaje.
(Nini Daiana- Nechay Evelyn)
A doctoral dissertation employed a critical pragmatic research paradigm and a transformative mixed methods methodology to explore what educational paradigm most empowers leaners to acquire higher levels of emergent technology integration for learning on demand. Participants included 12 graduate-level students from two Master of Education courses at one online North American institute during one four-month term. A Paradigm Shift Framework (Wark, 2018) was designed to generate quantitative questionnaires and qualitative interviews for capturing participants’ paradigmatic preferences and perceived levels of integration mastery with 16 emergent educational technologies throughout the term. This paper identifies two possible factors for why, collectively, respondents in Course A moderately increased their preference for a behavioural paradigm, while Course B respondents significantly increased their preference for a perceptual paradigm by the end of the term. The first factor is respondents’ conception of the term, emergent technology, and the second is the practice of mindfulness.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
3 Simple Ways to Simplify Your Mobile AppsProgress
Having limited space can be challenging when designing a mobile app.
Unlike a typical web page, designers do not have the luxury of a 15-inch screen on a mobile device.
Simplifying the presentation of your app will allow your customers to enjoy the app without the complexities.
Read along as we lay out 3 simple ways to simplify your mobile app game!
To learn more go to www.progress.com/MobileUX
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Developing A Blended Learning Strategy: Instructional Media & Pedagogical Con...Jolly Holden
A comprehensive presentation on blended learning that includes definitions, history and evolution of instructional media, tri-component blended learning model, and elasticity of blended learning.
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
The presentation discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning.
Presentation held during eLearning 2.0 Conference in Brunel University, West London on 6th and 7th July 2009. Further details, contact researcher: norhishamn@gmail.com
Esta investigación plantea los resultados, obtenidos en el año 2012, de la exploración de nuevas formas de enseñar, de nuevas formas de aprender y de asesorar de modo innovador. Entre las cuestiones que plantea se destaca el uso de e-books y la asesoría basada en el proceso de feedback entre la enseñanza y el aprendizaje.
(Nini Daiana- Nechay Evelyn)
A doctoral dissertation employed a critical pragmatic research paradigm and a transformative mixed methods methodology to explore what educational paradigm most empowers leaners to acquire higher levels of emergent technology integration for learning on demand. Participants included 12 graduate-level students from two Master of Education courses at one online North American institute during one four-month term. A Paradigm Shift Framework (Wark, 2018) was designed to generate quantitative questionnaires and qualitative interviews for capturing participants’ paradigmatic preferences and perceived levels of integration mastery with 16 emergent educational technologies throughout the term. This paper identifies two possible factors for why, collectively, respondents in Course A moderately increased their preference for a behavioural paradigm, while Course B respondents significantly increased their preference for a perceptual paradigm by the end of the term. The first factor is respondents’ conception of the term, emergent technology, and the second is the practice of mindfulness.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
3 Simple Ways to Simplify Your Mobile AppsProgress
Having limited space can be challenging when designing a mobile app.
Unlike a typical web page, designers do not have the luxury of a 15-inch screen on a mobile device.
Simplifying the presentation of your app will allow your customers to enjoy the app without the complexities.
Read along as we lay out 3 simple ways to simplify your mobile app game!
To learn more go to www.progress.com/MobileUX
With Progress Pacific, The RAD Race Has Already Been Won!Progress
Progress Pacific is a Platform as a Service that enables Rapid Application Development through the combined power of three essential tools: Rollbase, DataDirect Cloud, and Easyl. Learn how Progress Pacific can help you quickly and easily build your applications, saving you time and money. Video: http://ow.ly/yoBDg
Navigating Your Product's Growth with Embedded Analytics Progress
Presenter: Guarav Verma
Learn from real life applications for embedded product analytics from Telerik. In today’s data driven world, how can you leverage analytics to know your audience, improve their experience, focus on your loyal users to drive more revenue, and optimize your engineering effort to accelerate your business results? Know what the future of Telerik Analytics is like and be a part of it.
Slides for talk on ‘Innovative pedagogy at massive scale’ given by Rebecca Ferguson and Mike Sharples from The Open University UK on 18 September 2014 at the EC-TEL conference 2014 in the Stadthalle|graz, Graz, Austria.
Transforming the process and outcomes of assistive technology research: Refle...Jane65
Presentation given on 4th March 2010 at ESRC funded seminar series hosted jointed by Chris Abbott (Kings College London) and Jannet Wright (DeMontfort University) called "Researching the use of assistive technologies by children and young people: interdisciplinary perspectives"
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
Generative AI for Teaching, Learning and AssessmentMike Sharples
AI is disrupting education. Students, teachers and academics can access software that writes essays, summarises scientific texts, produces lesson plans, engages in conversations, and drafts academic papers. These are already being embedded into office tools and will soon be interconnected into an AI-enhanced social network. I will introduce the capabilities and limitations of current generative AI and discuss how it is transforming education, including emerging policy. I will suggest new roles for AI in supporting teaching, learning and assessment. Rather than seeing AI solely as a challenge to traditional education, we can prepare students for a future where AI is a tool for creativity, to be operated with great care and awareness of its limitations.
What is the future of plagiarism? How will education cope with students using AI to write their assignments? Are there any benefits from students using AI tools such as ChatGPT?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
5. Innovating Pedagogy Reports
Explores new forms of
teaching, learning and
assessment for a digital
world
To guide teachers and policy makers in
productive innovation
www.open.ac.uk/innovating
6.
7. FORMATIVE ASSESSMENT AND
MASTERY LEARNING
SOCIAL LEARNING
REVIEW AND
FEEDBACK
REPUTATION AND REWARD
VISIBLE LEARNING AND GOAL
SETTING
PERSONALISED LEARNING
We have to rethink for
online learning
massive scale
sustainability
a wide variety of learners
with different abilities
and cultures
self-motivation rather
than learning for credit
multiple devices
Effective pedagogy
8. “What is most important is that
teaching is visible to the
student, and that the learning is
visible to the teacher. The more
the student becomes the
teacher, and the more the
teacher becomes the learner,
then the more successful are
the outcomes ”
Visible learning
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. Routledge.
9. “A key component is
the role of ‘the social’
in learning. What
makes social
interaction such a
powerful catalyst for
learning?”
Social learning
A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (2009) Foundations for a New
Science of Learning, Science 325 (5938), 284.
11. FORMATIVE ASSESSMENT AND
MASTERY LEARNING
SOCIAL LEARNING
REVIEW AND
FEEDBACK
REPUTATION AND REWARD
VISIBLE LEARNING AND GOAL
SETTING
PERSONALISED LEARNING
We have to rethink for
online learning
massive scale
sustainability
a wide variety of learners
with different abilities
and cultures
self-motivation rather
than learning for credit
multiple devices
Effective pedagogy at scale
12. Scaling learning
Some educational methods get
worse with scale
e.g. personal tutoring,
sports coaching
Some educational methods don’t
change with scale
e.g. lecturing
Which educational methods improve
with scale?
12
14. Massive scale social learning
Understanding IELTS, British Council, May 2015
14
270,000 learners
From 190 countries
For many, their first time
learning online
35% contributed to
discussions
25% on mobile devices
15. Metcalfe’s Law
For some networked systems the value of a
product or service increases with the number
of people using it
Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007.
http://www.forbes.com/forbes/2007/0507/052.html
15
The telephone system becomes
more valuable to users as more
people are connected
16. Personal networks
Networks enable learning if they support
conversations that are
new, important, timely, usable, understandable,
appropriate, trusted
Develop effective social networks for learning
Downes, S.: The Personal Network Effect. Blog posting, 4th November 2007.
http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html.
16
18. Gordon Pask, learning as conversation
● A theory of how we come to
know
● Derived from cybernetics
● A conversation is the
minimum necessary
structure to enable learning
- Multiple conversations within one
mind
- One conversation across multiple
minds
● Can involve technology as a
conversational partner
● Conversations about the how
and why of a topic
● Conversations about the how
of learning (for example
discussing study skills and
reflecting on experiences as a
learner)
● Conversations about purposes,
the why of learning, where the
emphasis is on encouraging
personal autonomy and
accepting responsibility for
one’s own learning
19. Learner
• demonstrates understanding
• proposes solutions to
problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to
problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to
represent arguments and reach
agreements
Shared medium
• enables learners and partners to access
information, develop models and solve
problems
‘how?’ questions and responses
‘what?’ and ‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
Conversational framework
Gordon Pask, Diana Laurillard
20. Learner
• demonstrates understanding
• proposes solutions to
problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to
problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to
represent arguments and reach
agreements
Shared medium
• enables learners and partners to access
information, develop models and solve
problems
‘how?’ questions and responses
‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
Conversational framework
25. Learner
• demonstrates understanding
• proposes solutions to
problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to
problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to
represent arguments and reach
agreements
Shared medium
• enables learners and partners to access
information, develop models and solve
problems
‘how?’ questions and responses
‘what’ and ‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
Discussion steps
26. Learner
• demonstrates understanding
• proposes solutions to
problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to
problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to
represent arguments and reach
agreements
Shared medium
• enables learners and partners to access
information, develop models and solve
problems
‘how?’ questions and responses
‘what?’ and ‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
Study groups
27. Learner
• demonstrates understanding
• proposes solutions to
problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to
problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to
represent arguments and reach
agreements
Shared medium
• enables learners and partners to access
information, develop models and solve
problems
‘how?’ questions and responses
‘what?’ and ‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
Personal annotation and reflection
28. Data provided by FutureLearn from all 51 courses starting between 29 July 2013 and 1 December 2014,
lasting 5 weeks or more, and offering tests.
Coursera: N. Gillani, R. Eynon, Communication Patterns in Massively Open Online Courses. The Internet and Higher Ed 23, 18-26
(2014).
EdX: A.D. Ho et al., HarvardX and MITx: “The first Year of Open Online Courses” (Working paper no. 1, HarvardX and MITx,
Cambridge, MA, 2014).
Edinburgh Coursera data provided by University of Edinburgh for 22 Coursera courses to 1st March 2015
Group Description FutureLearn Coursera
Coursera
(Edinburgh)
edX
Registrants
Mean number of people who
register for a course
12,753 87,000 44,373 52,605
Learners (% of
registrants)
Registrants who visit the
course
53% 54% 54% 65%
Active learners
(% of learners)
Learners who engage with
course material
83% 83% 78% N/A
Social learners
Learners who post at least one
comment
36% 9% 12% 12%
Completing
learners
Learners who complete the
course
17% 5% 15% 8%
FutureLearn data 2013-2014 for courses of 5 weeks or longer,
with tests
Comparison with other platforms
33. 33
Collaborative
inquiry
“I noticed these little
globules on what looked
like a spider’s web inside
a small cup fungus about
1.5 cm in diameter. They
were spherical and quite
pretty looking. Could it be
water, or might it be some
kind of egg?”
“There are some fungus
gnats which have
predatory larvae which
spin silk webs. In a
similar way to spiders,
they add droplets of
glutinous liquid to the
web to trap the insects.”
38. FORMATIVE ASSESSMENT AND
MASTERY LEARNING
SOCIAL LEARNING
REVIEW AND
FEEDBACK
REPUTATION AND REWARD
VISIBLE LEARNING AND GOAL
SETTING
PERSONALISED LEARNING
We have to rethink for
online learning
massive scale
sustainability
a wide variety of learners
with different abilities
and cultures
self-motivation rather
than learning for credit
multiple devices
Effective pedagogy
39. Pedagogy at scale research challenge
39
How can we
combine social
networked with
personalised
learning at
massive scale?
http://www-static.dreambox.com/wp-
content/uploads/2014/01/adaptive-
learning-systems.png
Editor's Notes
• But we are also helping universities to open up new relationships – providing links to other cultural bodies such as the British Library – our landlord - , British Council and British Museum who have also joined FutureLearn …
• But we are also helping universities to open up new relationships – providing links to other cultural bodies such as the British Library – our landlord - , British Council and British Museum who have also joined FutureLearn …
Courseras – data from a single course on Business Strategy
Coursera learners: Registrants who “logged into the course’s website at least once”
active learners - Learners who “viewed or downloaded at least one of the lecture segments”
Social learners: Learners who “created at least one post or comment in the online discussion forums”