webinar2.ppt

333 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
333
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Before we get started…let’s talk about how threads are used in your classes with an online component today.
  • webinar2.ppt

    1. 1. Running and Grading Threads
    2. 2. Agenda <ul><li>Discussions </li></ul><ul><li>Elements of a Faculty Post </li></ul><ul><li>Bloom’s Taxonomy and Threads </li></ul><ul><li>Planning your Threads </li></ul><ul><li>Posting Requirements </li></ul><ul><li>Grading Threads and Feedback </li></ul>
    3. 3. Threads and Blended <ul><li>Bridge </li></ul><ul><li>Practitioner focus </li></ul><ul><li>“make your course your own” </li></ul>
    4. 4. Your classroom-your threads <ul><li>Review your thread topics and compare to the TCO’s, homework, and quizzes, midterms and final exam questions </li></ul><ul><li>Begin thinking of your practitioner application to your topics </li></ul>
    5. 5. Applying the Socratic Method <ul><li>It is more than just asking questions </li></ul><ul><li>Provide feedback and answers before moving on to the next level of questioning </li></ul><ul><li>A post which is just a one liner or simple question should be the exception, not the rule </li></ul>
    6. 6. Three Key Elements to a Faculty Post <ul><ul><ul><ul><ul><li>1. Response </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>2. Extension </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>3. Probing </li></ul></ul></ul></ul></ul>
    7. 7. 1.  Response <ul><li>A valid, friendly, personal response to a question or answer above it. </li></ul><ul><ul><li>e.g. Judy, Billy, Pat and class, great debate here! You have highlighted the importance of using SWOT analysis before making decisions. </li></ul></ul>
    8. 8. 2.  Extension <ul><li>Some follow up analysis, discussion, redirection of the prior responses, and moving &quot;forward&quot; in the discussion. </li></ul><ul><ul><li>e.g. Recall from this week's lecture, that a SWOT analysis is when we analyze the Strengths, Weaknesses, Opportunities and Threats to our business venture. </li></ul></ul>
    9. 9. 3.  Probing <ul><li>  At least one (or more) follow-up questions to get the students moving even deeper into the material. </li></ul><ul><li>e.g. Take a look at ONE of the following 4 companies, and do a SWOT analysis on whether moving to a outsourced ERM system would make sense for them, OR, pick a company which interests you and SWOT it, OR debate or further analyze a company analysis one of your classmates has already provided us. 1. Company X  2.  Company Y  3. Z Inc.  4. ABC Enterprises Co. </li></ul>
    10. 10. Putting that together = <ul><li>Judy, Billy, Pat and Class, great debate here! You have highlighted the importance of using SWOT analysis before making decisions. Recall from this week's lecture, that a SWOT analysis is when we analyze the Strengths, Weaknesses, Opportunities and Threats to our business venture.  Take a look at ONE of the following 4 companies, and do a SWOT analysis on whether moving to a outsourced ERM system would make sense for it, OR, pick a company which interests you and SWOT it, OR debate or further analyze a company analysis which one of your classmates has already posted. Here are 4 sample companies to look at: 1. IBM  2.  Krispy Kreme 3. Microsoft Inc. 4. Home Depot </li></ul>
    11. 11. Encourage students to discuss! <ul><li>Do not require students to answer “every question.” </li></ul><ul><li>Provide multiple questions and include a statement like, “pick a question or debate with a classmate…together we’ll work through all of them….” </li></ul><ul><li>Ask questions which cover new material or expand elements of the original material. </li></ul>
    12. 12. Diagonals show the movement…
    13. 13. Using Bloom’s Taxonomy in your Threads <ul><li>Knowledge : list, define, tell, describe, identify, show, label, etc </li></ul><ul><li>Comprehension : summarize, describe, interpret, contrast, etc </li></ul><ul><li>Application : apply, demonstrate, calculate, complete, illustrate, show, solve, etc </li></ul><ul><li>Analysis : analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer, etc </li></ul><ul><li>Synthesis : combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, etc </li></ul><ul><li>Evaluation : assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, etc </li></ul><ul><li>From: http://www.coun.uvic.ca/learn/program/hndouts/bloom.html </li></ul>
    14. 14. Planning your threads <ul><li>Plan a start, a mid-game and a finish </li></ul><ul><li>Finish up the week with a summary which answers student questions, ties in the TCO’s, and asks questions. </li></ul>
    15. 15. How much posting? Your Schedule! <ul><li>Every other day (4 days/week) is MINIMUM Faculty posting for optimal learning environment </li></ul><ul><li>About 10-15% posting ratio (Keep your name on the screen) </li></ul><ul><li>1 Instructor post for 7-10 student posts (a bit less for Grad/ a bit more for UG) </li></ul><ul><li>Posting requirements are to EACH graded thread </li></ul>
    16. 16. Grading the Threads <ul><li>Rubric </li></ul><ul><li>Feedback </li></ul><ul><li>Boilerplate </li></ul>
    17. 17. 1. Rubric <ul><li>Create a grading rubric </li></ul><ul><ul><li>Quality + quantity/frequency </li></ul></ul><ul><ul><li>Class points </li></ul></ul><ul><li>Provide to students during Preview Week </li></ul><ul><li>Use rubric to grade </li></ul>
    18. 18. 2. Feedback <ul><li>Personal and positive feedback </li></ul><ul><li>+ </li></ul><ul><li>Boilerplate </li></ul><ul><li>= </li></ul><ul><li>Quality, yet timely feedback </li></ul>
    19. 19. Feedback: Personal and Positive <ul><li>Include student name </li></ul><ul><li>Reference to student post (Weeks 1-2 at least) </li></ul><ul><li>Explain point deductions (why and how many deducted) </li></ul><ul><li>Feedback can become more generalized as the term progresses and you have “trained” your students </li></ul>
    20. 20. 3. Using Boilerplate in the Gradebook <ul><li>Review lecture from workshop! </li></ul><ul><li>Information you believe is so important every student should receive it or all students in a given category </li></ul><ul><li>Effective, efficient and consistent! </li></ul>
    21. 21. Boilerplate <ul><li>Type up in Excel, Word or macro program </li></ul><ul><li>Create new boilerplates for each week and each assignment </li></ul><ul><li>Carefully blend boilerplate with personal feedback </li></ul>
    22. 22. Sample Boilerplates
    23. 23. Full Credit <ul><li>Joey, Thanks for taking TR800 from me! This week we covered TCO C…We covered this by discussing business liability for Torts (402A strict liability, negligence, and breach of warranty.) We also looked at CERCLA which was a combination of TCO C and TCO B from last week (administrative law). TCO A (ethics) remains a viable discussion topic each week. You did a great job in the threads this week and achieved full credit!! Your post about [ insert reference to student post ] was awesome! Thanks for that addition to our threads! Remember to get full credit you must post on 3 days/week/thread and begin posting by Wednesday. Please let me know if you have questions about the posting requirements. My number is xxx.xxx.xxxx or send me an email. Professor P </li></ul>
    24. 24. Less than Full Credit <ul><li>Amy, Thanks for taking TR800 from me! This week we covered TCO C…We covered this by discussing business liability for Torts (402A strict liability, negligence, and breach of warranty.) We also looked at CERCLA which was a combination of TCO C and TCO B from last week (administrative law). TCO A (ethics) remains a viable discussion topic each week. Although you had helpful posts [ insert reference to a particular post here ] , you posted less than our minimum requirements this week. Remember to get full credit you must post on 3 days/week/thread and begin posting by Wednesday. Please let me know if you have questions about the posting requirements. My number is xxx.xxx.xxxx or send me an email. Prof P </li></ul>
    25. 25. No posting at all! <ul><li>Lisa, I was sorry to miss you in threads this week. Is everything ok? I can help you with questions or concerns you may be having. Please send me your phone number and 3 good times to call. I look forward to your inputs in our threads next week! My number: xxx.222.3333. Call if you have questions! </li></ul>
    26. 26. Grading: Some quirks of the gradebook <ul><li>Avoid line breaks in your comment boxes. (They can cause your feedback to disappear overnight!) </li></ul><ul><li>Do not use Firefox to do thread grading (also can cause the “missing feedback” tragedy to strike) </li></ul><ul><li>Always hit “save and close” before leaving your gradebook (Rule of 5) </li></ul>
    27. 27. Threads are… <ul><li>A learning place–the place where a student can participate and feel safe working through the material </li></ul><ul><li>Public! </li></ul>
    28. 28. Thread Management--Inappropriate posts <ul><li>Rare but sometimes happen </li></ul><ul><li>Harassing, offensive, vulgar, pornographic, inappropriate, etc. </li></ul><ul><li>Post deletion is a LAST RESORT and requires Faculty Management intervention, approval and support </li></ul><ul><li>Review the handbook policy and contact your Faculty Manager before deleting posts. Documentation is essential!! </li></ul>
    29. 29. Your homework this week <ul><li>Find your homework assignment based on the course you will teach </li></ul><ul><li>Use control-F to find the posts of each student you are grading </li></ul><ul><li>Use the feedback concepts provided here and in the lecture to create your feedback </li></ul><ul><li>Review the TDA Grading Tutorial!!! </li></ul>
    30. 30. Password for Webinar Credit <ul><li>instructors </li></ul>
    31. 31. Thanks for Attending!!

    ×