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The ORID in IS Classes

The ORID in IS Classes. Liang Chee Wee Luther College Weeliang@Luther.edu. Students’ Response (Lack of). How should I engage a question that is too broad? Where should the starting point of the discussion be? What if my response is not what the professor expects?. Sample Questions.

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The ORID in IS Classes

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  1. The ORID in IS Classes Liang Chee Wee Luther College Weeliang@Luther.edu ISECON

  2. Students’ Response (Lack of) • How should I engage a question that is too broad? • Where should the starting point of the discussion be? • What if my response is not what the professor expects? ISECON

  3. Sample Questions • What do you think of ISECON? • Do you find the conference useful? • What do you like/dislike about the conference? ISECON

  4. Focused Conversation (ORID) • Objective: identify facts, data, and external reality • Reflective: call forth personal reaction to the data • Interpretive: draw out meaning, values, significance, and implications • Decisional: elicit resolution ISECON

  5. ORID Questions • O: What are some of the presentations you have attended at ISECON? • R: Which presentation excites you the most? Connects with you the most? • I: What did you learn that you didn’t know before? • D: How would you use what you have learned in your teaching? ISECON

  6. Why use ORID? • Enables educators to prepare before class questions that flow logically • Creates a common starting point for all students • Minimizes guessing and digression during discussion • Promotes greater class participation and better flow of discussion • Models another technique to our students ISECON

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