1 / 24

Encouraging Quality Academic Online Discussions

Encouraging Quality Academic Online Discussions . Presented by : Cari Kenner and Victoria Williams Academic Learning Center. Typical On-line Discussions. Instructor posts question. Students post 3-5 responses. Why don’t traditional online discussions always work? . Lack of community

antonia
Download Presentation

Encouraging Quality Academic Online Discussions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Encouraging Quality Academic Online Discussions Presented by : Cari Kenner and Victoria Williams Academic Learning Center

  2. Typical On-line Discussions • Instructor posts question. • Students post 3-5 responses.

  3. Why don’t traditional online discussions always work? • Lack of community • Lack of motivation • Unfamiliarity Source: http://www.dartmouth.edu/~webteach/articles/discussion.html

  4. Why keep trying? What is the value of discussion in online classes? • Builds community. • Adds to understanding of course content and its application to real world situations. • Helps students maintain a connection to the course.

  5. Why keep trying? What is the value of online discussion in traditional classes? • Allows all students a voice. • Encourages thoughtful response to course content and other students’ ideas.

  6. Encouraging Participation • Instructor Participation. • Too Involved. • Under Involved. • Give credit. • Restrict access. • Encourage collaboration. • Be realistic. Source: http://www.dartmouth.edu/~webteach/articles/discussion.html

  7. Alternatives to Traditional Online Discussion Formats • Icebreakers • “Real Time” Lab Discussions • Content-Centered Discussion Alternatives • Blogging • Facebook: CampusBuddy

  8. Types of Discussions • Synchronous –Adobe Connect • Virtual Office Hours • In-class discussions • Asynchronous • Threaded discussions • Large group • Small group • Blogs

  9. Real Time “Lab” Discussions • Why threaded discussion in “real time”? • Allows time for thoughtful response (student comment). • In a chat situation, students feel pressured to fill the space and do not necessarily stay on task. • Specific task: Read short article, formulate questions, respond.

  10. Icebreaking Techniques • Why are we together? • Portrait • Classmate Quiz

  11. Icebreaking Techniques Why are we together? • Have students complete a profile and assign them to a group of 4 or 5. • The students have to figure out what they have in common. • Post their common reason to the whole group.

  12. Icebreaking Techniques Portrait • Students create a self-portrait to share with instructor and classmates. • A digital graphic of some kind—drawing that is scanned into the computer, picture from the web, or other. (No photographs allowed.) • Include an explanation.

  13. Icebreaking Techniques Classmate Quiz • During the first week have students post to an introduction threaded discussion. • In the second week, give a quiz to see what they have learned about fellow classmates. • All icebreakers are from: Conrad, Rita-Marie and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: Jossey-Bass, 2004.

  14. Content-Centered Alternatives • Case Study • IRA • I Didn’t Know That

  15. Case Study • Assign a different case study for 3-person groups. • Provide specific questions to answer. • Three-person groups post responses a week before discussion. • Entire classes looks at all case studies and comments on all groups. • Group members must post responses to those who comment on their case study.

  16. IRA Insights, Resource Sharing, and Applications Insights: Create one-sentence bullet points from the readings (3 total). Resource: Beyond the readings find another source that explains, validates, or exemplifies course reading. Application: Provide an example from your current course, experience, assignment, etc.

  17. I Didn’t Know That • Devote an entire discussion thread to “I Didn’t Know That” postings. • Each week, post something you’ve learned and will use, from the lecture, textbook, class discussions, personal experience, etc. • All content-centered activities are from: Conrad, Rita-Marie and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: Jossey-Bass, 2004.

  18. Blogging http://voraciousvocab.blogspot.com/

  19. Facebook: CampusBuddy • See who is in classes. • Get grade distributions. • “Discuss” the class. • Rate professors. • Upload course materials.

  20. If you use Facebook…. • Create “Teacher” Profile • Ask students to limit your access to profile. • Create Groups • Publish Notes • Status Updates Source: http://www.edumorphology.com/wp-content/uploads/2008/02/fb_classroom1.pdf

  21. Idea Sharing

More Related