Getting the most_out_of_online_discussions
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This document discusses best practices for online discussions. It begins by asking questions about the characteristics of good in-person and online discussions. It then provides examples of discussion goals and expectations, as well as a rubric for grading discussion posts. The document outlines that online discussions should have a thoughtful design that fosters many-to-many communication through open-ended prompts. It also notes the importance of deft facilitation through strategic posting and addressing the collective group. Finally, it identifies key tools in Blackboard Vista like creating printable views, sorting by author or date, viewing performance reports, and grading topics.
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Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
General guidelines for writing reaction papers (Read this docume
General guidelines for writing reaction papers
(Read this document fully! It’s 5 pages and contains important information):
Reaction papers are thought papers where you critique an article. As you read the assigned articles, point out 1) at least one interesting fact that you learned from the introduction, 2) study’s strengths, 3) the limitations of their research design (for example, the way they defined or measured their variables, the measures’ reliability/validity, their data collection technique [e.g., self-report, lab visits, direct observation]), 4) implications of their findings (so what do they findings mean in real world!. In your implications section you must relate the study’s findings to real life, and give it some context to make it relevant for lay people), 5) future direction ideas (what would you want to test next to build up on the findings of this research, and/or to address its shortcomings).
These are some questions to have in mind as you read the article:
· Did they account for confounding factors?
· What other factors could explain their findings?
· Were the findings substantial? Who will benefit from these?
· What were some of the considerations or little things that the researchers took into account that strengthened their design?
· If you were to do subsequent investigations, what next steps would you take?
· Also, if the article posed questions in your mind, mention the questions and take a stab at giving answers too!
Show me that you’ve thought the article thorough. I evaluate your reaction papers based on thedepth of your thoughts and how sophisticated and well explained your arguments comments are.
SUPER IMPORTANT NOTE regarding LIMITATIONS:
When pointing out the limitations, EXPLAIN how addressing the limitation could mean getting different results. For example, if the study’s participants are all socioeconomically advantaged and you see this a limitation because it’s not nationally representative, discuss how results of a mid/low SES sample could be different. Simply saying that the results aren’t “generalizable” IS NOT ENOUGH. You must justify your argument for selecting a more diverse sample, otherwise there is not enough evidence to suggest that the study’s findings are not generalizable! Again, please realize that it is your explanations and arguments that I evaluate, so don’t leave your comments unexplained or unsupported.
SUPER IMPORTANT NOTE regarding STRENGHTS:
I have found that students are often confused as to what they should consider a “strength” and what things are just “given (must haves!)” in a work that is published in an academic journal. Below are things that are NOT strengths, and rather “given”, so please don’t include these as strengths of the article! Violation of these can be considered a limitation:
· Random assignment
· Having conditions that differ on only one aspect
· Coders being blind to the study’s hypotheses
· Use of reliable and valid measures
· Citing relevant pri ...
A2 media studies powerpoint essay layout 1b
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Getting the most_out_of_online_discussions
- 1. Getting the MostOut of Online Discussions Gail Matthews-DeNatale, Ph.D.Associate Dean
- 3. What does “good” discussion look like online?
- 4. What are the strategies and best practices for fostering good discussions online?
- 6. Example What does “good” discussion look like online?
- 8. are thoughtful, and analyze the content or question asked
- 9. make connections to other content and real-life situations
- 11. Tone and Substance MM: I'm particularly curious about the morality of telling a story that a narrator doesn't think is particularly interesting … How much convincing should we do before we throw in the towel and come back when the narrator can see the importance of what they have to say? Musing JL: I don't think we should just give up …We need to make every effort to make surethe narrators' know their stories matter andthat there is a reason why are collecting them. Questioning SD: Though getting the full story is a great end goal, shouldn't your interviewee feel like they also have some measure of control over the interview, and that they won't be strong armed into sharing something? It seems to me that this is probably one of the best ways to get your subject to not only open up more willingly, but also to establish a strong rapport with them. Debating
- 12. Thoughtful Design What are the strategies and best practices for fostering good discussions online?
- 14. How do these experiences support or contradict this week’s reading (Chapter Two)?
- 16. Post strategically and sparingly
- 17. Address the collective group, not individuals
- 18. Mirror, provide a view of the landscape, question, and muse
- 21. Sort by author or date
- 24. Sort By Author or Date Author is an easy way to tally participation Date indicates timely or late posting
- 25. View Performance Report Button to right of author name Drop down list, select performance report
- 26. View Performance Report Sample report of an active student
- 27. Grade Topic Button to right of topic Drop down list, grade topic
- 28. Grade Topic View student activity Assign grade