Investigating asynchronous online communication sloanc2010

Editor's Notes

1. Joyce introduction
2. Susan introduction
3. Brief note about how we are connected. . . When we started researching together (2005?)
4. Participants listWhat are some common characteristics of good students? Not-so-good     students? (they scribe what they say)(if you expect them to be good students?)How do you go about getting this information over to your students? Do your students know what you expect?
5. What are common characteristics of successful/engaging instructors?Share, discussKeep these things in mind as we go through the session
6. Description of Connected Stance - SUSANDescribe “history” of how we got here (connect this plus theories and related recent research)Hand out MOVES????MovesExample Statements1. Introducing a new topic I know that we are talking about reading in science, but I find myself trying to motivate my students to read in order to be successful in math. 2. Sharing opinion/ 3. Sharing beliefs The teacher must be able to relate to the students and to know what their background is. 4. Connecting to other readings I have read much in another class on how SAT or FCAT is biased toward a white American perspective. 5. Connecting to their own experiences I can vividly remember lacking this kind of direction in the majority of my own middle and high school classes. 6. Connecting to their own classrooms For example, I have a seventh grade Language Arts class with two students reading at level four, ten at level three, four at level two, and five at level. Although it takes extra planning and time, I have to find activities that will both challenge my level threes and fours while at the same time reach my level ones and twos. 7. Connecting to their own thinking (reflecting) I am looking forward to creating more of a participant atmosphere where literacy is concerned and not only guiding the students toward information and higher-thinking, but also having them guide each other. 8. Building rapport Wow! Thanks for being first and for such a great response! 9. Suggesting a new organizational theme One teacher even does a mathematics journal so that students can write out the processes that they use to solve problems in words. This way, the requirements of the state are met and she doesn't have to do any "mushy" (her words) writing! 10. Revealing their own struggles I don't know if I'm really doing these children any good by requiring this assignment. 11. Responding to another peer’s question I think both stances have a place in the classroom, the key is to know when one is more appropriate to use 12. Giving information Getting students actively involved in discussion helps them to better understand and retain the material. This method allows the student to use and expand their LERs.  13. Giving advice Once you start teaching the material will become second nature to you and you will be fine. 14. Connecting to a previous thought I can definitely see what you're talking about. If a teacher can create a true aesthetic stance for students toward academia, that is a true accomplishment.  15. Questioning (or wondering) If a student cannot find something about which to say, "I've always wondered about that!" or "So that's what that is!" or "I'm not so sure that is true," then has the teacher really taught that student the deepest meaning of science? 16. Giving an example Simply having students passively read and regurgitate answers does not enrich the learning experience. Hands-on experiments, communication with peers through class discussion, field trips, and other real-life experiences build upon students' already existing LERs.   17. Sharing “Grand idea” (sweeping generalization) It's important that all teachers create a risk free environment. 18. Challenging a peer While I like your idea of a common ground, I'm not quite sure if that is always attainable. Students come from so many different backgrounds and different understandings of topics that finding a common ground might be difficult. 19. Connecting to course content It is the two-and-fro interplay of the literacy definition I find most valuable. 20. Using humor  I say to myself, "I know these ideas are how things should be." But I find myself saying, "*sigh... This is harder than I thought it would be!" I am having a hard time separating my feelings for certain of my "knucklehead" students. 
7. From our research this is what we found. . . And we decided to call it (next slide)
8. Connected stance. . . Nexus of high engagement plus high participation.Describe the “sweet spot” and display and hand out the chart
9. Online discussers - JOYCETalking about the Connected Stance...Here are two responses to text.  1. Give handout: first postings of 2 students.  PARTICIPANTS:  Which one is “thoughtful and reflective comments/questions.  Participants discuss and figure out which is the connected stance. Divide participants into three groups - have them analyze week 6, 7, and 8 separately. Who is the stronger student? Why?WHY these two were chosen. (Even though we made it explicit, all students did not engage.)Why the discrepancy? What do WE do in courses?
10. What we do to make our expectations explicit: Handout (1) Discussion Rubric, (2) Examples, ..and talk about others--emails, phone calls,  reminders with assignments (Assignment 4/4)
11. Discussion about rubric – SUSAN – Hand out rubric2.PARTICIPANTS:  Discuss rubric.  Can you see the push for a Connected Stance?  What about our MOVES?  Can you see them in the rubric?How do these compare with what was written at the beginning of the workshop?
12.  Return to the two students - JOYCEHand out chart...talk about what it is and how it compares to our findings/coding.  Why I analyzed only TWO moves.General discussion about what they find.OBSERVATIONAL NOTESPosts early in the week –usually 3 days ahead of due dateOften begins posts with positive comments Obviously values others postings Humility/VulnerabilityStrong voice that transfers sincere interest in the topicFrequent comparisons between theory and her practiceUsually is the leader in discussions Posts on the last day assignment is due and late at nightSometimes postings wander off topicPostings seldom motivate others to discuss topic (next slide: Does our Discussion Rubric reflect what we think is important (at this time in our research) (focus on what good discussers do)
13. Does our Discussion Rubric reflect what we think is important (at this time in our research) (focus on what good discussers do)
14. Instructor Characteristics - SUSANIf these things are true, how are you already going about making this transparent?     (compare with what they wrote at the beginning)Ideally, how should instructors make it transparent? (discuss among partners)
15. Conclusions:  Characteristics of Successful Online CommunicationJoyce and Susan go through a list we will develop Thursday pmEven though we believe we have set up the optimal online environment, yet all of our students do not “get it.” Based on our discussion today, what ONE change will YOU make in attempting to get your students more engaged?OPEN DiscussionOne change JOYCE based on the chart...(1) I am no longer going to say, “Post on Tuesday and discuss throughout the week and sum up on Sunday.”  I’m going to be more explicit about at LEAST 4 times per week. (2) I’m going to ask that they review their own postings periodically and send their evals to me.  Maybe a check list incorporating the rubric...or some of the coding ideas that show us strong engagement...and have them rate themselves.One change SUSAN will make: ______ (remind about expectations for graduate and undergraduate)
16. Future PlansDevelop rubric/check-list to self-evaluateInvestigate students’ responses according to limited move.