Pp discussing discussions
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1. The document discusses strategies for facilitating online discussions, including asking probing questions, providing feedback, and dealing with lurkers or dominating students. 2. It also covers establishing guidelines for discussion participation like required posts per week and deadlines. Setting clear expectations can encourage participation. 3. Making students responsible for leading certain aspects of the discussion, such as creating questions or facilitating websites, can increase engagement and help students take ownership over their learning.
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Pp discussing discussions
- 1. Beyond “I Agree” Facilitating Online Discussions Miriam Russell, Ed. D Debra Monte-Wetzel M. A. April 23, 2010
- 2. When “I Agree” isn’t enough.
- 3. Optimal Learning :Zone of Proximal Development ( Vygotsky 1978) Can you spot the arrow? Or do you need help to “see” something you hadn’t seen before? .
- 4. Discussions can contain EVT or ELVT Uzuner, S. Educationally Valuable Talk JOLT (2007)
- 5. Discussions provide opportunities to stretch student’s knowledge of the subject matter. Knowledge
- 6. Lurkers…Are they learning? The discussion part of this course, at first made me nervous. But I think that I’m doing well with the discussion participation. Especially since I’m very shy in person, doing the discussions like we are is probably better for me. I know I am saying more in the posts then I would if we were in a classroom together. Although I probably could post a few more responses during a discussion I feel confident in the ones that I do post
- 7. Dealing with lurkers Do not respond too quickly to a posting in order to provide the opportunity for students to respond first Instead of mostly making statements or directly answering questions which will likely terminate productive discourse, ask probing questions and provide encouragement Provide closure to discussion threads after discussion topics have run their course or assign specific students responsibility for providing closure. Deal tactfully and privately with students who dominate discussions or who remain silent, perhaps by phone conversation or e-mail, in order to create a more equitable communication environment. Roval (2007)
- 9. Walking the tightrope between dominating and facilitating discussions. Section Subtitle
- 10. What approaches have you used? Instructor Presence? Gentle Persuasion? . Small groups? Socratic questions? Require a new subject for each post Clear guidelines
- 11. Instructor Presence One researcher, Li, suggested in only one ad hoc single case study that instructor presence can shut down participation, but Bliss and Lawrence found this one study lacking. Lawrence and Bliss (2009) studied “student participation rates, quantity of student posts, quality of student posts, and the extent of threading” and concluded that they are “well correlated with i nstructor activity.” In their meta-analysis, they found that the when the instructor is perceived to facilitate discussions, the student satisfaction with the online course as well as their own perception of how much they learned during the course, is significantly greater.
- 12. We respond positively to EVT! Examples: Good idea! Can you provide a few examples to support this? That’s a great theory! How would you apply it? Excellent! This comment was well researched and added considerably to your fellow student’s understanding of the concepts. Fran Chambers .Hello Everyone! Glad to see you involved and offering your many differing and insightful perspectives. Related to our topic and relevant to what several of you are noticing is Welshons ‘ observation that: “We live in a culture that has sought to protect us from sadness. But we live in a world where sadness is inevitable. So we have a problem.” Consider how this (and your other readings) connect to our topic. Cheryl Bradt-Hyland
- 13. Small groups or Whole class?
- 14. HIERARCHY OF SOCRATIC QUESTIONING Clarification : What do you mean, give me an example, what does it relate to? How did you reach this conclusion? Let me see if I understand.. Probe Assumptions : What does he assume? How do you justify your point of view? Why she is thinking that way? Is it always the case? Probe Reasons and Evidences : How do you know? Was that adequate? .Why? What led you to that belief? Do you have any evidence? How does it apply to this case? Questions Viewpoints : How do you view the group responses? What would someone who may disagrees say? Probe Implications : What do you imply? What is another alternative? What effect would that have? Questions about Questions : Would she put the question differently? Why are you addressing this question? Is this issue important? Is this question possible to answer? Why is he asking this question? Can you tell me what type of solution do you think it might be? Does your question asking us to evaluate…? Is that the right question to be asked in this case? How could someone settle this question? Nazik Roufail (2009)
- 15. Guidelines to obtain EVT “Educationally valuable Talk” Characteristic/level Unacceptable Minimally Acceptable Acceptable Excellent Quantity Does not participate or submits at the end of time period Response is given in a timely manner and moves the discussion forward Response to original question and to other students helps class interpret material in a novel way. Engages with questions and with other students in a way that their presence is apparent. Quality If there is a response, it is brief and does not contribute to the discussion. Response is given in a timely manner and moves the discussion forward. Response to original question and to other students helps class interpret material in a novel way. When this student has posted, others make sure they read the contribution because they know this person will make a worthwhile contribution. Overall Impression The student doesn’t care about online discussions. The student is perceived as “there” but not fully engaged. Can be depended on for a helpful response. When this student has posted, others make sure they read the it because they know this person’s post is worthwhile. Betty Lawrence in All About Mentoring Spring 09
- 16. Bill Pelz’ views on discussions: First Students read the material Then Students post the discussion questions Then Students facilitate the ensuing discussions
- 17. Make students responsible for what they will learn Pelz recommends that Students also: Create the questions for the group/class discussion Locate, review and facilitate the discussion of content-relevant websites Collaborate to select research topics, locate resources, organize and edit term research Students contribute potential exam topics.! Students create the questions for group / class discussion Students locate, review and facilitate the discussion of content-relevant websites Students collaborate to select research topics, locate resources, organize and edit term research Students contribute potential exam topics
- 18. Pelz’ two Cardinal Rules about Discussion posts Cardinal Rule #1 The comment must introduce relevant, new information. It must teach us something new. It should add to the academic atmosphere of the course. Cardinal Rule #2 The Discussion thread subject headings must reflect the main idea of the comments (The subject provides a synopsis of the comment) Thanks to Bill Pelz, SUNY learning Network, posted by Sloan C consortium 2008
- 19. Clear guidelines Create a clear, simple discussion rubric & Grading Scale Establish rules for discussion posts (times per week, etc.) Specify discussion parameters: Deadline for initial post Minimum number of posts per discussion .
- 20. References ferRencesR Bliss, C. A. , & Lawrence, B. (2009). Development and application of a multi-factor discussion board. JALN 13 (2), Retrieved from http://www.aln.org/node/1869 Bliss, C. A. , & Lawrence, B. (2009). Is the Whole greater than the sum of its parts? . JALN , 13 (4), Retrieved from http://www.aln.org/node/1869 . Lawrence, Betty. (2009). Processing a sabbatical. All About Mentoring , (35), 65-66. Petz, W. (2003) Discussion Board rubric. Retrieved from ht tp://clear.unt.edu/Content/Services/Training/bb_handouts/discussion_board_rubric.htm Uzuner, S. Educationally valuable talk: A new concept for determining the quality of online conversations. Journal of Online Learning and Teaching, 3 (4): 400-410, 2007. Vygotsky, L. S. Mind and Society : The development of higher mental processes. Cambridge, MA: Harvard University Press, 1978.
Editor's Notes
- #2: If we DO agree that:
- #3: In the realm of online learning, “I Agree Isn’t enough!”
- #4: That working in the ZOPD, where learners work independently and can create new meaning (see something not seen before) (levels of awareness) We can fill in the gap between what the student already knows and new skills and knowledge. (hint: the white arrow goes from the bottom of the E to the middle of the x)
- #5: We agree also, That adults (and all learners, for that matter) construct meaning from social contexts. .that The social context of online courses (classes?) is the discussion format. EVT=Educationally Valuable Talk EVLT Educationally Less Valuable Talk
- #6: Our purpose is to stretch student’s knowledge of the subject matter, self knowledge, etc. Also, and this is so important, help students move beyond opinions.
- #7: There is evidence that lurkers learn as well as those who participate in asynchronous discussions. Asynchronous discussions provide time and courage to assimilate and prepare a higher level response.
- #8: According to a number of investigators, Nonnecke and Preece (2003) Gulati (2004) Roval (2009), Lurking isn’t passive, it is goal-driven, active involvement that is chosen by individuals according to their life priorities.
- #9: Discussion threads assist in pulling everyone up to their optimal zone of learning. Here’s where students often rely on unsubstantiated opinions. Whose role is this? A role of both instructors and student peers.
- #10: How is the delicate balance between ‘presence’ versus ‘domination’ established? How do we walk the tightrope of too much instructor presence vs. not enough presence? .How to be present, yet fulfill the role as the “guide on the side?”
- #12: Instructor presence in discussions doesn’t necessarily shut them down. It depends on the instructor’s ability to scaffold learning in their subject. In addition, There is much to be said for the value of “warmth” and “enthusiasm”
- #13: Cheer them on to EVT! Compare these Social Science discussion prompts. These encourage the development of the class social context. There is warmth and enthusiasm, but also leadership in focusing on the academic content by using a question that ties the student to the content.
- #14: Which discussion group would you predict would create more EVT per post? ( ans:small groups) Which created more ELVT? (ans: small groups as well) but both have value! In addition, there is less threading with small groups,
- #15: Have you had success with these kinds of questions? Some instructors use responses that hey set up ahead of time (perhaps in their LOR) to use over and over again.
- #16: Use this for formative and summative narrative feedback.
- #17: Peltz assures that discussions are a social event. He requires a certain number of postings per participant—He uses small groups that are required to produce multiple posts per thread per participant, plus responses to responses
- #18: How would you recommend doing this in Angel? How does Pelz recommend doing this? Pelz gives more credit to those students who post early, rather than later in the week. But we must allow time for students to at least read the material
- #19: What does this do? It requires the author to think about and clearly state the main point of his/her comment. To do this, the author must have a clear understanding of the material, and this aids in learning and memory. Pelz also requires a 24 hr feedback policy…(The horse must be fed each day)
- #20: Pelz is teaching “presence” not teacher presence . This is probably the most important role of the instructor: to set guidelines and ask questions that promote critical thinking. Instructors make a difference!