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Fostering and Implementing Online Discussions: Strategies and Tips

Fostering and Implementing Online Discussions: Strategies and Tips. Theresa Pesavento (Learning Support Services) Chad Shorter (DoIT Academic Technology) Todd Goddard (Dept. of English) Jonathan Klein (Learning Support Services). November 17, 2011. Introduction. Welcome

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Fostering and Implementing Online Discussions: Strategies and Tips

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  1. Fostering and Implementing Online Discussions:Strategies and Tips • Theresa Pesavento (Learning Support Services) • Chad Shorter (DoIT Academic Technology) • Todd Goddard (Dept. of English) • Jonathan Klein (Learning Support Services) November 17, 2011

  2. Introduction • Welcome • “Undiscovered Treasures” recap • Why “Online Discussions”?

  3. Purpose and Pedagogy:Two case studies English 175 Todd Goddard (instructor) Instructional Design Graduate Certificate Jonathan Klein (student & LSS consultant)

  4. English 175: Todd Goddard (instructor) • UW Madison undergraduate course • Class setting: on campus and in-class instruction • Students demographics: full-time undergraduate juniors and seniors, non-professionals, live on campus • Average class size: 25 students • Discussion platform: Collaborative Sites

  5. Online discussion: Objectives • Utilize various media • Promote student collaboration & knowledge-building • Create a positive learning environment • Develop writing skills

  6. Online discussion: Role in course • Mandatory participation in discussions (part of overall course grade) • Students required to post at least once per week • Discussion centered around course readings • Before-class discussion postings (in response to readings for that day’s class) and post-class discussions

  7. Online discussion: Participation • Entire class participated in one discussion forum • Individual postings • Students or instructor could initiate discussion thread and respond to others’ comments • Instructor initially modeled expected posts and comments

  8. Instructional Design Graduate Certificate:Jonathan Klein (student & LSS consultant) • UW Stout graduate distance-learning program • Class setting: online only and no in-class instruction • Students demographics: working professionals, employed full-time, live off-campus (anywhere in world) • Average class size: 20 students • Discussion platform: Learn@UW

  9. Online discussion: Objectives • Demonstrate mastery of key concepts • Provide forum for self-reflection • Learn from classmates’ experiences • Build community

  10. Online discussion: Role in course • Courses designed as week-long modules, with each week including 1-3 discussion topics • Discussion is 25-30% of overall grade

  11. Online discussion: Participation • Instructor initiates discussion • Instructor uses forum to share content expertise and will respond to individual student posts • Students become moderator for threads they initiate

  12. Advantages and Potential Goals • Student engagement • Class community creation • Better use of class time • Interactive learning environment

  13. Role of the Instructor • Discussion design a. Question types & means of answering b. Expectations and examples • Moderating

  14. Role of the Students • Engagement and participation • Digestion and production • Learning goals and outcomes

  15. Curriculum • Integration of online discussions with in-class work and course materials • Assessment

  16. Tools and Resources • Collaborative Sites • Learn@UW • Consider accessibility

  17. Questions? Chad Shorter: chad.shorter@doit.wisc.edu Theresa Pesavento: theresa@lss.wisc.edu Todd Goddard: tgoddard@wisc.edu Jonathan Klein: jonathan@lss.wisc.edu

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