The document discusses best practices for online discussions, focusing on the three C's of community, construction, and coaching. It provides guidance on building community through establishing a welcoming online presence and netiquette. For construction, it offers tips on structuring discussions, such as using small groups, various question formats, and rubrics for assessment. Regarding coaching, it suggests techniques for facilitating higher-order thinking, providing timely feedback, and addressing weak discussions or incorrect information. The overall goal is to foster student engagement, intellectual development, and connections through strategic use of online discussion tools and facilitation techniques.
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
Slides from the workshop given by Jeff Loats and Christy Cummings on March 30th, 2012. Please contact either one of us to get a copy of the handout (which includes a thorough list of scholarly references).
Scaffolding Critical Thinking in Online-Based ScenariosGihan Osman
This presentation reports on a study that examined the role of scaffolding and facilitation on critical thinking and participation in online discussions at the college level
The OBREAU Tipod: A Tool for Finding Gold among the RubbleEric Kaufman
This was presented for the Association of Leadership Educators annual conference as a highly interactive session in which participants gained experience in applying three practices - Working from Observation, Attributing Reasonableness, and Speaking with Authenticity (OBREAU) - to support conversations for change on tough issues. We began with discussion of a scenario applicable to leadership educators and used the scenario to introduce and illustrate the practices of the OBREAU Tripod. Then, participants applied the practices to personal leadership-related challenges they face and discussed the results in small groups. Large group discussion explored implications, opportunities and challenges for leadership action. Participants benefited through exposure to a framework they can utilize for more mindful, creative and deep-reaching engagement with others on virtually any tough issue.
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
Slides from the workshop given by Jeff Loats and Christy Cummings on March 30th, 2012. Please contact either one of us to get a copy of the handout (which includes a thorough list of scholarly references).
Scaffolding Critical Thinking in Online-Based ScenariosGihan Osman
This presentation reports on a study that examined the role of scaffolding and facilitation on critical thinking and participation in online discussions at the college level
The OBREAU Tipod: A Tool for Finding Gold among the RubbleEric Kaufman
This was presented for the Association of Leadership Educators annual conference as a highly interactive session in which participants gained experience in applying three practices - Working from Observation, Attributing Reasonableness, and Speaking with Authenticity (OBREAU) - to support conversations for change on tough issues. We began with discussion of a scenario applicable to leadership educators and used the scenario to introduce and illustrate the practices of the OBREAU Tripod. Then, participants applied the practices to personal leadership-related challenges they face and discussed the results in small groups. Large group discussion explored implications, opportunities and challenges for leadership action. Participants benefited through exposure to a framework they can utilize for more mindful, creative and deep-reaching engagement with others on virtually any tough issue.
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
this presentation defines the types of hazardous waste and the effects that it has on human and the environment or the public health as a whole and how to manage it.
Using discussion forums to engage students in critical thinkingLearningandTeaching
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Planning and Facilitating for Good Quality Discussion:
For educators considering using online discussion forums in their teaching, or wanting to make their discussions more effective. Also useful for course leaders and learning technologists interested in supporting online discussion on a wider scale.
Downloadable summary of tips also available: https://www.slideshare.net/LeonieSloman/online-discussion-groups-tips-to-download/
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
1 Discussion Question Rubric 210 Points Total (30 Poin.docxtarifarmarie
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion Questions)
Over the course of the quarter, you will be presented with various prompts via Canvas to write
a discussions on. Your responses will need to be at least two paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner others can respond to your post.
b. Responses posted after the due date and time will only be eligible for 79% of the total
grade.
When Answering a Discussion Question:
1. Length (Minimum of TWO Paragraphs) for Each Response to a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the question you are answering. Be
thoughtful. Include either personal experiences that support your answer or if you aren’t
comfortable sharing something about yourself, share about someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your answer AND replies. It is
strongly recommended that you write your answers and responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful and thorough in your responses
to classmates. Five sentences is the suggested minimum for each reply, although your efforts
should be spent on quality of reply, rather than quantity of words, and will be graded
accordingly. Instead of just saying that you agree or disagree with someone else’s post, be
detailed and intentional in your replies. Remember this is the way to connect with other
students in the class. The more replies there are in the thread, the more fruitful the discussion
and the richer the experience for everyone. (10pts.)
**If you have difficulty writing, you may orally record your answer to the discussion question
and your responses to other students’ posts and upload them to CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’ Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify with?
Spring 2019 Assessment Prompt
.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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”.
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.
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
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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4. “The key to development of effective
critical thinking lies within the
interactivity level of the instructor and
the instructor’s ability to facilitate
course interactions in a manner that
prompts higher-order thought.”
~ Mandernach, et al., 2009, p. 54
5. Session Objectives
Community: Explore online class climate, opportunities
for connection, and netiquette.
Construction: Identify practical issues and propose
solutions associated with developing and managing
online discussions.
Coaching: Investigate techniques to foster
development of students’ online discussion skills.
7. COMMUNITY- First Impressions
Learning begins from the very first click
What are students’ impressions of the course
materials, structure, appearance?
What are students’ impressions of you as you
welcome them to the class?
What are students learning about your priorities for
the class during those first interactions?
What can students infer about participation and
engagement expectations from your first
interactions?
8. COMMUNITY- Online Presence
A.V.A.I.L. Model (Penn State World Campus):
ACTIVE: Regular participation in course activities
VISIBLE: Leaving evidence of engagement & participation
ACCESSIBLE: Demonstrate availability & commitment to student
success
INVOLVED: Create a social environment for learning; include
human elements (Pallof & Pratt, 2007)
LEADER: Model behaviors expected of students
9. COMMUNITY- Netiquette
Pallof & Pratt (2007):
Check discussions frequently; respond on topic
One subject per message; use pertinent titles
Avoid SHOUTING (no “flaming” / personal attacks); be
professional in your online interaction
Cite all sources, references, quotes
Warn reader up front if a post is very long
It’s rude to forward someone else’s message without
permission
Use humor carefully; emoticons signal you are being
humorous
10. Community in action: Case Studies
Missing in Action :Student silence
can be interpreted as non-participation,
confusion,
marginalization or thoughtful
reflection. (Zembylas & Vrasidas,
2007)
Which of these is most
challenging for you?
Formulate a response.
What are some strategies to
identify the cause(s) of student
silence?
Brainstorm alternative delivery
methods.
The Flamethrower: A student
responds in a rude manner to
another student’s post, focusing
on the cultural and world views
expressed as they related to a
topic in the assignment. Before
you are able to respond, two other
students contribute negatively,
and a third posts a complaint
about the “out of control” and
“distracting” threads.
What would be the content of
your response?
What method would you use to
respond?
12. Construction- Role & Purpose
Formative learning?
Summative evaluation?
Voluntary or required participation?
Student or Teacher Driven
Open-ended / Exploratory
Require understanding of core concepts & application of
knowledge
13. Construction: Questioning
Alexander, Commander, Greenberg & Ward
(2010): Four Question Technique
Identify one important concept, research finding, theory, or idea in
psychology that you learned while completing this activity.
(Analyzing)
Why do you believe that this concept, research finding, theory, or
idea in psychology is important?” (Reflecting)
Apply what you have learned from this activity to some aspect of
your life. (Relating)
What question(s) has the activity raised for you? What are you still
wondering about? (Questioning)
14. Construction- Practical Decisions
How many: Discussions? Posts? Comments?
Group size?
Large F2F class with online discussion component: 20-25
(Bryant, 2005)
Groups of 5-7 provide for sufficient diversity to maintain interest
while minimizing social loafing and free-riding (Baker, 2011)
Group composition?
Discussion format?
15. Construction- Groups
Mandernach, Forrest, Babutzke & Manker (2009)
Learning community based on interests or
experiences
Role plays with assigned positions, rotated
Buzz groups, short-term specific topic
Debate teams
Jigsaw
Mock trial
16. Construction- Format
Boettcher & Conrad (2010)
Stump the expert: student generated scenarios or
questions
Student generated data gathering about videos,
news clips, provocative statements
Expert interview: What three questions would you
ask?
Three-part post: What? Why? Wish I Knew…?
Case studies
What-if Scenarios
17. Construction- Instructions
Do not assume…
Familiarity with discussion boards
Prior experience
SHOW them examples of deep online discussion, nested
threads
Provide opportunities to PRACTICE in low-stakes situations
first
Mechanics of posting
Appropriately commenting
Feedback mechanisms
18. Construction- Quality Control
To ensure you are contributing a quality post, ask yourself the
following questions (Cooper, 2009):
Is the information accurate?
Is your post relevant to the topic under discussion?
Does your post answer the question(s) required?
Does your post teach something new? Apply a concept in a
new way?
Have you added to the academic atmosphere of the course?
19. Construction- Assessment
Comer & Lenaghan (2013): Original Examples (OEs) & Value-Added
Comments (VACs)
Bliss & Lawrence (2009): Educationally Valuable Talk
Al-Shalchi (2009)
Criteria- Meet the deadline; Quality of Work; Mechanics
Performance levels: Excellent (5); Acceptable (3); Poor (1)
Pallof & Pratt (2007)
Synthesis (3) – critical thinking, well written, references the reading
Analysis (2) – adequate at analysis level, may have some writing issues,
some critical thinking is present
Summary (1) – little response to discussion question, no responses to other
learners, may have some writing issues, little evidence of critical thinking
21. Coaching- Advancing Discussion
Facilitating Online Learning. Collison, Elbaum & Haavind (2000)
Probing questions
To whom is this of concern or relevance?
To what constituency is this addressed?
What audience is assumed?
Is this issue compelling or only of tangential benefit?
Is this issue of intellectual merit?
Appropriate action?
Question the notion of the quick fix
Who should be the ones acting here?
Should they work alone? Or, with whom?
Consider the use of role play
Consider quoting or rephrasing a student comment
Explore assumptions
Ponder uncertainty
22. Coaching- Timely Feedback
Recognize good work
Provide specific suggestions for improvement
Acknowledge differences in opinion
Diagnose misconceptions promptly
Provide resources for further study
Deliver gentle reminders to redirect and advance
discussion
Encourage students’ use of real examples or
literature to support their view
23. Coaching: Weak Discussions
Postings by students
indicate a pattern of
sparse and very basic
postings that do not
reflect engagement.
They appear to be
doing the minimum to
get by.
What would you
communicate?
How would you deliver
the message?
A discussion is going off
track with incorrect
information being
posted by students.
What would you
communicate?
How would you deliver
the message?
24. Indicators Examples
Identifying areas of
agreement/disagreement
"Joe, Mary has provided a compelling counter-example
to your hypothesis. Would you care to
respond?"
Seeking to reach
consensus/understanding
"I think Joe and Mary are saying essentially the
same thing."
Encouraging, acknowledging, or
reinforcing student contributions
"Thank you for your insightful comments."
Setting climate for learning
"Don't feel self-conscious about 'thinking out
loud' on the forum. After all, this is a place to
try out ideas."
Drawing in participants, prompting
discussion
"Any thoughts on this issue?" "Anyone care to
comment?"
Assess the efficacy of the process "I think we're getting a little off track here."
Source: Anderson, et al., 2001.
25. Coaching: Student Facilitators
Baran & Correia (2009): Instructor as participant,
student as facilitator who will:
Plan: objectives, guiding questions, scenarios
Clarify purpose: what is the expected outcome?
Manage over- and under-participators
Maintain discussion focus
Encourage multiple views
Summarize at the conclusion
26. “To those readers who were hoping to that we would
provide more specific recommendations on what tools
or techniques to use (and not use) for online teaching,
the response should be clear by now. Whenever
teachers are considering a
tool/technique/strategy/approach (regardless of
delivery mode), they would be best served to ask how
that choice will impact student engagement,
intellectual development, and personal connections.
That is one of the most important challenges facing
teachers who aspire to develop their students into life-long
learners.”
~ Brinthaupt, et al., 2011, p.522
28. References -1
Anderson, T., Rourke, L., Garrison, D.R., & Archer, W. 2001. Assessing teaching presence in a computer conferencing
context. Journal of Asynchronous Learning Networks, 5(2): 1-17.
Alexander, M E., Commander, N., Greenberg, D. and Ward, T. 2010. Using the Four-Questions Technique to
Enhance Critical Thinking in Online Discussions. Journal of Online Learning and Teaching, 6 (2): 409-415.
Al-Shalchi, O., and lla Najah N.2009. The Effectiveness and Development of Online Discussions. Journal of Online
Learning and Teaching. (5)1: 104-108.
Baker, David L. 2011. Designing and Orchestrating Online Discussions. Journal of Online Learning and Teaching, 7
(3): 401-411.
Baran, E. and Correia, A. 2009. Student-led Facilitation Strategies in Online Discussions. Distance Education, 30
(3): 339-361.
Bliss, C.A. and Lawrence, B.2009. From Posts to Patterns: A Metric to Characterize Discussion Board Activity in
Online Courses. Journal of Asynchronous Learning Networks. 13(2): 15- 32.
Boettcher, J.V. and. Conrad, R. M..2010.The Online Teaching Survival Guide. San Francisco: Jossey-Bass.
29. References -2
Brinthaupt, T.M., Fisher,L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B.. 2011. What the Best Online Teachers
Should Do. Journal of Online Learning and Teaching, 7(4):515-524.
Bryant, B. K. 2005. Electronic Discussion Sections: A Useful Tool in Teaching Large University Classes. Teaching of
Psychology. 32 (4): 271-275.
Collison, G., Elbaum, B., Haavind, S., & Tinker, R. 2000. Facilitating Online Learning. Madison, WI: Atwood Publishing.
Comer,D.R. & Lenaghan, J.A. 2013. Enhancing Discussions in the Asynchronous Online Classroom: The Lack of Face-to-
Face Interaction Does Not Lessen the Lesson. Journal of Management Education, 37(2): 261-294.
Cooper, T, E. 2009. Promoting Collaboration in Courses with Perceived Single Correct Solutions. Journal of Online
Learning and Teaching, 5(2): 35-363.
Mandernach, B. , Krista, J., Forrest, D., Babutzke, J. L., & Manker, L. R. 2009. The Role of Instructor Interactivity in
Promoting Critical Thinking in Online and Face-to-face Classrooms. Journal of Online Learning and Teaching, 5(1): 49-
62.
Pallof, R. M. and. Pratt, K. 2007. Building Online Learning Communities: Effective Strategies for the Virtual Classroom.
San Francisco: Jossey-Bass.
Zembylas, M. & Vrasidas, C. 2007. Listening for silence in text-based, online encounters. Distance Education, 28(1): 5-
24.