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Restructuring Online Discussions to Save Time and Engage Students
The document discusses restructuring online discussions to improve engagement and efficiency. It recommends that instructors start discussion threads themselves and have students reply directly to those threads and each other. This structure encourages deeper and more meaningful discussions compared to the traditional "homework-style" model where students only reply to an initial question. The document also provides tips for writing higher-order questions using Bloom's Taxonomy, incorporating real-world problems, and clarifying objectives to create more engaging online discussions.
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Restructuring Online Discussions to Save Time and Engage Students
- 1. 6/7/2017 1 Restructuring Online Discussionsto Save Time and Engage Students BethRené Roepnack, Ph.D. University of West Georgia
- 2. 6/7/2017 2 Overview • Background •Brief description of the problem • Why we assign discussions • Change structure • Technical bits in D2L • Theoretical background • Change question style http://www.rexnordindia.in
- 3. 6/7/2017 3 Bonafides • CognitivePsychology, M.A. • Education Leadership, Ph. D. • Taught online since 1997 • Director of Online Faculty Development • Quality Matters certified instructor
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- 11. 6/7/2017 11 OnlineDiscussionsaredifficult because • Studentsdon’t participate • Students participate poorly – short responses • Time consuming • Boring • Difficult to grade • Other (post to chat)
- 12. 6/7/2017 12 Why dowe use homework style discussions?
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- 22. 6/7/2017 22 CourseAnnouncement • Differentdiscussion style • Professor starts discussion threads • After one student replies to me • Students reply to each other • Read each other’s threads • Add new material • Use name of person you respond to • Include rubric • Share D2L instructions
- 23. 6/7/2017 23 ClarifyDiscussionGoals • Interestingconversations! • Use assigned readings • Critical thinking • Introduce a new perspective • Collaborate with peers
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- 29. 6/7/2017 29 Introductionstoteachstructure • Twotruths and a lie • Students tell a story (3 words at a time) http://aaww.org/curation/workshop-two-truths-and-a-lie/
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- 31. 6/7/2017 31 Learning ispromoted when… (Merrill, 2002)
- 32. 6/7/2017 32 learners areengaged insolving real-world problemsPinterest.com
- 33. 6/7/2017 33 existing knowledgeis activated as a foundation for new knowledge Shutterstock.com
- 34. 6/7/2017 34 new knowledge is demonstrated tothe learner
- 35. 6/7/2017 35 new knowledge is appliedby the learner commons.wikimedia.org
- 36. 6/7/2017 36 new knowledgeis integrated into the learner’s world commons.wikimedia.org
- 37. 6/7/2017 37 Discussions fulfill 3best practices: Seven Principles of Effective Teaching Chickering & Gamson, 1987; Graham et al., 2001)
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- 42. 6/7/2017 42 *Garrison, Anderson,& Archer (2000)
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- 44. 6/7/2017 44 Bloom’s Taxonomyfor Cognitive Domain Use these levels for easier questions. Asking for examples from their lives is a great way to help them deepen their understanding Use action verbs from the right-hand side when formulating your online discussion questions to increase the depth of your discussions and make them more meaningful to students Cognitive Process Dimension Knowledge Comprehension Application Analysis Synthesis Evaluation Shallower levels Deeper levels of cognitive engagement and meaning Bloom’s Definition Retrieving relevant knowledge Determining the meaning of information Apply knowledge to actual situations Break down ideas into its simpler parts Compile ideas into new wholes or provide alternative solutions Make or defend judgements based on internal evidence or external criteria Action Verbs arrange define identify list memorize name order recall recognize select state classify describe discuss distinguish explain give examples indicate infer interpret outline paraphrase predict recognize review apply choose compute demonstrate discover employ execute illustrate implement perform practice produce show solve analyze calculate categorize compare contrast criticize diagram differentiate discriminate examine investigate model organize relate arrange assemble combine compose construct create design develop formulate generate integrate plan reconstruct reorganize appraise argue assess critique defend estimate evaluate interpret justify rate support value
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- 46. 6/7/2017 46 Simplevs.ComplexQuestions Right orwrong answer Little discussion/interaction Evaluate what was learned Interesting discussions colindewaaytraining.com
- 47. 6/7/2017 47 Instructions My questionsare here to guide and inspire the discussion. This is not an assignment that you must answer. Just as in a classroom discussion, listen to (read) what everyone says and respond, using terminology from the chapter to support your point. The goal is to engage with the material, each other, and to learn the terminology from the textbook. When you respond to your peers, please use their names in your post. Have fun, add in new examples, critique (in a collegial and pleasant manner), debate, evaluate! I look forward to discussing these topics with you!
- 48. 6/7/2017 48 ChangeQuestionType List animportant cultural influence in your life. How has this influence affected your development? Think about an important cultural influence in your life. How has this influence affected your development? What would Erikson say about the role of this cultural influence? Which stage of development is most important to who we are as adults? Why do you think so? How does our cognitive development impact our socio- emotional development? What happens if, as a society, most children were hampered at a particular stage of socio-emotional development? Pick a stage and share your thoughts. Answer any one of these questions, not all of them. See if anyone else started a conversation by viewing the subject headings.
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- 50. 6/7/2017 50 Leading/Guiding SituationsorQuestions Tri-level provocativequestions: ? can be answered from course materials ? relate course materials to individual ? relate course material to broader social, business, scientific (or other) context
- 51. 6/7/2017 51 Questiontypes • Higherorder questions • Conditional phrasing (might) • Application • Reality-Based Learning • Case decision-making http://www.entrypoint.cz
- 52. 6/7/2017 52 AttentionGrabbers • Provocativequotes or passages • Poignant descriptions or images • Engaging vignette – popular media • Cartoons • Teaching stories • Dilemmas • Connections to their lives - relevance
- 53. 6/7/2017 53 CreateRoomforDiscussion • Makeprovocative statements • Ask guiding questions • Ask for comments www.innovationmanagement.se
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- 55. 6/7/2017 55 HolisticRubric Quality, Collaboration,& Frequency • Above average • Sufficient • Developing • Needs improvement
- 56. 6/7/2017 56 Time-SavingTechniques • Organizationaltools • Boilerplate • Student Facilitation • Groups
- 57. 6/7/2017 57 Evernoteisyourfriend! • Organize •initial and follow-up questions (focus questions, re-engagement prompts, scaffolding prompts, multimedia and images) • Gradebook boilerplate
- 58. 6/7/2017 58 Remedy:StudentFacilitated • Studentresponsibilities • Who: how many in each group? • When: number of posts per week? • Logistics support? • Rubric or criteria for participants? • Rubric or criteria for facilitators?
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- 60. 6/7/2017 60 EndlessOptions Restructured discussionsallow infinite possibilities • Problem-based learning (ill-defined problems are best) • Role plays • Guided learning • Reflections • Debates • Most interesting points • Group projects www.coetail.com
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- 62. 6/7/2017 62 MeaningfulDiscussions • Relateto course concepts • Set the stage for more conversation • Have real world application • Demonstrate how to use evidence to support argument • Model critical thinking and analysis • Encourage and uplift
- 63. 6/7/2017 63 Advantagesof ThreadedDiscussions Students •academic and social engagement • collaborate (construct learning) Instructor • cover more topics • plan and direct threads • less time Everyone • Less repetition and drudgery
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- 66. 6/7/2017 66 Garrison, Anderson,& Archer (2000)
- 67. 6/7/2017 67 CreatingEngagingDiscussions • ClarifyLearning Objectives • Change the structure: instructor starts 1-4 threads • Provide a Hook: real-world problems, application, engage • Dive off the deep end of Bloom’s Taxonomy: integration • Help them form connections between 1) various course materials, 2) course materials and self, 3) course materials and broader social, historical, business or applied contexts • Provide Scaffolding questions: deepen & support learning
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