This document provides information about a workshop on engaging students in dynamic discussions in the Brightspace learning management system. The workshop uses an Edcamp model where participants help create the agenda and share strategies for leading interactive online discussions. Some strategies discussed include incorporating web 2.0 tools, using small groups, asking open-ended higher-order thinking questions, and providing guidelines and rubrics for participation and assessment. Participants are also invited to share what works for engaging students based on their experiences.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Woodcilass.slideshare
Presentation given by Dr Jamie Wood at the Learning Through Enquiry Alliance conference 2009 at the University of Reading on inquiry-based learning and social bookmarking.
The 5 core competencies of an effective instructor (todd cherches nyu)douglaslyon
Todd Cherches is the CEO and cofounder of BigBlueGumball, a NYC-based consulting firm specializing in leadership development, public speaking, and executive coaching. He is also a three-time award-winning Adjunct Professor of leadership in the Human Capital Management master's program at NYU, and a Lecturer on leadership at Columbia University. Todd is also a TEDx speaker (“The Power of Visual Thinking”), and the author of
"VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life" (Post Hill Press/Simon & Schuster, 2020).
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Woodcilass.slideshare
Presentation given by Dr Jamie Wood at the Learning Through Enquiry Alliance conference 2009 at the University of Reading on inquiry-based learning and social bookmarking.
The 5 core competencies of an effective instructor (todd cherches nyu)douglaslyon
Todd Cherches is the CEO and cofounder of BigBlueGumball, a NYC-based consulting firm specializing in leadership development, public speaking, and executive coaching. He is also a three-time award-winning Adjunct Professor of leadership in the Human Capital Management master's program at NYU, and a Lecturer on leadership at Columbia University. Todd is also a TEDx speaker (“The Power of Visual Thinking”), and the author of
"VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life" (Post Hill Press/Simon & Schuster, 2020).
by Arthur W. Chickering and Stephen C. Ehrmann
In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice
in Undergraduate Education.” With support from Lilly Endowment, that document was
followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson
Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art
Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and
the Education Commission of the States, with support from the Johnson Foundation,
distilled findings from decades of research on the undergraduate experience
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
by Arthur W. Chickering and Stephen C. Ehrmann
In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice
in Undergraduate Education.” With support from Lilly Endowment, that document was
followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson
Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art
Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and
the Education Commission of the States, with support from the Johnson Foundation,
distilled findings from decades of research on the undergraduate experience
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
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.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
Custom Pathways Resources - Kristin Randles.pdfD2L Barry
Presentation by Kristin Randles at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
Presentation by Denise Huff of Spartanburg Community College at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
E-Learning Mythbusters Revisited - ITC 2022.pptxD2L Barry
Original presentation was at ITC's eLearning conference in February 2008.
This presentation takes an updated look at some of those e-learning myths in 2022.
Five Important Things You Won't Find in a Course Quality Rubric - Barry DahlD2L Barry
Currently available course design rubrics can be very valuable tools. However, these rubrics do not address several very important issues related to course quality. We’ll examine five additional areas that should be considered when working to improve the quality of online courses.
Video Captions and Transcripts Made Easy , or at least easierD2L Barry
I share almost everything I do, and typically assign the Creative Commons Attribution type of copyright “protection” which means you are free to use my stuff as you like – but it is nice to get a shout out (or attribution) from time to time.
Resources for the presentation are shared at https://bit.ly/Dahlvideo
Video Captions and Transcripts Made Easy, or at least easierD2L Barry
Presentation by Barry Dahl, Oct 21 at #D2LFusion 2020 (virtual conference).
Finding good captioned videos on YouTube
Editing the auto-captions on YouTube
Creating a transcript for your video
Keyboard shortcuts for YouTube
VTT caption file format
D2L as a Training Platform for Faculty: Lessons LearnedD2L Barry
Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
Archie L. Williams, Ph.D., Sharee’ Lawrence, Denise Sutton, Dr. Tamara Payne; all of Fort Valley State University
Handout: YuJa, post to a discussion from a mobile deviceD2L Barry
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Azure Interview Questions and Answers PDF By ScholarHat
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by4.22.15 dynamic discussions in d2l updated 4 25-15
1. Dynamic Discussions in
D2L Brightspace
Still a core component of a
dynamic and constructivist
online course!
2. Discussion Leaders
Introductions
Professor Kris Nei
Assistant Professor,
Bemidji State University
PEDL Coordinator
(Professional Education
Distributed Learning)
DLiTE and FasTrack
Dr. Michelle Beach
Associate Professor,
Southwest Minnesota State
University
Former Director, Early
Childhood Distance
Education
3. Workshop Description
This session will be conducted in the Edcamp model. Participants will
create the agenda "on the spot" and contribute and participate in sharing
and examining ideas and strategies for engaging students in true dynamic
and constructivist discussion as the core to an interactive online course.
The presenters will share strategies as well as invite other participants to
share their individual strategies.
Participants may choose to listen, discuss, and/or share new or "old tried
and true" instructional strategies for dynamic and engaging instruction
centering on discussions in D2L.
4. Build Community and Participation – Instructors and
Students as “real people”
Promote Collaboration - achieve deeper levels of
knowledge generation
“…promote initiative, creativity, and the development of
critical thinking skills.”
Reduce feelings of isolation
(Palloff and Pratt, 2013)
Why Asynchronous Discussions?
5. Potentially More Coherent
Written Record for Future Reference
Demands Individual Participation
Differentiation for Individual Schedule Demands
(Thormann and Zimmerman, 2012)
Why Asynchronous?
6. Provides Accessibility and Access:
Asynchronous discussion allows more time for students
to read, think about, and construct answers;
Asynchronous discussion accommodates for students
who may have learning disabilities, low vision or blind,
and/or physical, health and mobility disabilities.
(Beach & Bagne, 2013; 2015 )
Why Asynchronous?
7. The following is from an unsolicited email received by
a student in Summer 2014.
I can't recall a course where I learned so much, in fact, I
haven't come close to learning everything that you all have
brought to this course. You are an amazing, talented group
of teachers. Its going to take me a while to synthesize
everything, but you have set a very high standard and
provided a pretty good roadmap to get there.
I would like to ask if any of you would be willing to continue
mentoring me beyond this course. I have created a google
group BSU Mentors. If you would like to participate go to the
link below and fill out the request.
What Students Have to Say-
On Collaboration and Creating A
Learning Community
8. This from an email from a colleague enrolled in the course
and written in response to the previous message:
I have to admit that the discussion questions (when I found
that I couldn't wait to turn on my computer to see if there
were any new posts and jump in far beyond minimal
requirements) changed my mind as far as the potential and
the value of the discussion board. I think what I need to do is
to reach deeper for questions that students really want to
know and talk about. I have been following the directions
and setting up issues "correctly," but somehow I need to get
students totally involved and interested like we did in your
class. I think it is the transition between "your" assignment to
"my discussion with my colleagues." Once the student makes
the leap, that's when you have transformational learning.
What Students Have to say –
On Creating Community
9. GoogleDocs - Additive Whole Group Slideshow
Each Student Prepares one Slide with Information
GoogleDocs – Cooperative Color-Coded
GoogleDocs - Collaborative Jigsaw Final
CLIA – Cooperative Learning Individual
Assessment
40 Ways to use GoogleDocs in the Classroom
Interactive and Engaging
Several Examples of Web 2.0
Applications Integrated into
Discussions
10. Questions on “How To” Generated at Session 4-24-15
Instructor does not have enough time to participate fully. Does every discussion HAVE to be led by
the instructor of the course?
How to achieve dynamic discussion including better interaction between students that leads to the
same meaningful learning that F2F discussions would?
How to respond by “adding value?”
How to ensure that students are considering the views of all or most by reading others’ postings
and not just considering their own “world view?”
Small group vs. large group?
How to encourage student engagement beyond “great post” or “I agree?”
How to ensure students have read content before posting?
How to ensure questions are robust and students are highly engaged at application, synthesis, or
evaluation levels of Bloom’s Taxonomy?
What are the perils and opportunities associated with anonymous postings?
Pros and cons of “tight rubric” criteria.
How to establish a leader/reporter for discussion that isn’t teacher-centered/led?
What is the balance between enough discussion and “too much.” Is there such a thing as “too
much?”
What are best practices for grading?
How do I develop good questions and a good rubric?
How can I stop my students from just paraphrasing what others are saying?
How can I encourage them to cite sources?
Ideas for Discussion-Best Practices
for Engaging Learners
11. Ideas on “How To” Generated at Session 4-24-15
Ahas and Great Ideas!
Rubrics are a time saver allowing feedback to go to students in a timely manner.
Rubric criteria for assessment ideas include:
timeliness, separate due dates for initial postings and follow-up postings
numbers of responses spelled out minimum/maximum
quality of initial posting and follow up contributions
linking thoughts to global picture/connections to course content
linking theory to practice via citations
respondents reply at the application, synthesis or evaluation levels of Bloom’s Taxonomy
number or percentage of postings read to encourage students to consider other students’
views and research
mechanics of writing – students compose in spellchecking and grammar checking software
BEFORE posting
Instructor crafts discussion prompts at the application synthesis or evaluation level of Bloom’s
Taxonomy in an open ended manner to encourage diversity and creative thinking in responses. A
question at knowledge/comprehension level that has “one right answer” is NOT a good discussion
question as the student who answers it first ends the “conversation.”
A thoughtful and robust topic prompt can include things such as voicethread, videos, online
resources such as pictures, documents, webpages.
A thoughtful and robust topic /discussion prompt that is constructed to engage students at a high
level of Bloom’s and paired with carefully constructed assessment criteria/rubric will engage more
students more deeply more of the time.
Ideas for Discussion-Best Practices
for Engaging Learners
12. Incorporation of a variety of discussion techniques such as jigsaws, investigation of resources, reporting using a web
2.0 application, reporting as a member of a group with a certain role, debates, and inclusion of choice will make your
discussions more dynamic and inspire students to participate using different modalities and inspires creativity. Variety
can motivate.
Use the research/learning/ and new learnings discovered during the discussion to directly support or integrate into an
upcoming assignment. This gives full participation value and lessens the “jump through the hoops” mentality.
Discussions that provide foundational learning can integrate directly into the course outcomes or assignments.
Set guidelines for professional and courteous discussion. Disagreement is fine and even encouraged in a dynamic
discussion as long as it is done respectfully and is a true additive or thought-provoking component of the discussion.
Expectations that students reply to at least 2 classmates
More postings are not necessarily better. Quality vs. Quantity. Some students feel compelled to respond to everyone
and this can pose problems for reading expectations on the part of students and professor and it can really “water
down” dynamic interchange if the person doesn’t have 20 original thoughts or questions to post.
Point deduction if the content of their entire response is something like, “Good Idea” or “I agree.”
Constrain to one reply to ensure depth of thought and consideration – economy of word can demand this
Outsource informal discussion to another area or application
Group Discussion Board Facilitation – A different student group or individual facilitates on the topic AND assesses
discussion participation each week. Modeling this correctly the first week will enable the first moderating group to
have enough time to prepare for week two discussion facilitation.
Group Rework of discussions, tests, or quizzes.
Videos for establishing presence and community. Video can be used as a discussion starter as well.
Require citations
To ensure everyone is actually thinking and synthesizing content before posting and is posting based on their OWN
learning and not just “piggybacking” on the ideas of others, set discussion restrictions to include first reading content,
and or providing an initial posting BEFORE others’ postings will be visible.
Use small groups to discuss informally and post group response in on forum
Use a debate model – Two threads – “For and Against”. Students post on the thread of their choice.
(More) Ideas for Discussion-Best
Practices for Engaging Learners
13. To contact us with questions and/or comments:
KNei@bemidjistate.edu
Kris Nei
Michelle.beach@smsu.edu
Michelle Beach
Thank you for attending!