Can We Talk Using Discussions to Promote Learning in Online Courses - PowerPoint PPT Presentation


Title: Can We Talk Using Discussions to Promote Learning in Online Courses


1
Can We Talk? Using Discussions to Promote
Learning in Online Courses
  • Carol Reid, RN, MS
  • Century College

2
Goals
  • Participants will successfully integrate
    discussions into an online course.
  • Participants will develop discussion questions
    that promote integrity in an online course.
  • Participants will develop a rubric for grading
    online discussions.

3
Impediments in Online Classes
  • Missing the human connection that occurs in a
    face to face class
  • Body language
  • Eye contact
  • Tone of voice
  • Community is not obvious
  • Independent learners
  • Asynchronous attendance
  • Freedom to do the work on own schedule

4
What can we do?
  • Create opportunities for students to connect to
    each other
  • Student lounge
  • Introductions
  • May use an ice breaker such as Kingdomality
  • http//www.cmi-lmi.com/kingdomality.html
  • Introduce yourself first

5
Student Lounge
  • This is a place to "hang out" with other students
    in the course. Share highlights and lowlights of
    the day or week with your peers. This is the
    place you can talk to others much like you would
    before and after class, or during breaks. The
    instructor will not be present in this discussion
    forum, it is designed for students.

6
Introductions
  • Begin by putting your name in the subject box.
  • Then, tell us a little about yourself. Why are
    you taking this course? What are your educational
    goals? Why did you choose to take this course
    online?
  • To reply to another student's introduction, click
    on the reply button and type your response, just
    as you would respond to someone in class.
  • Your introduction and replies are worth 5 points.

7
How would you respond to this introduction?
  • Hello, My name is Zac.  I live in XXXXX, Mn.  I
    am 5' 2" tall and weigh aprox. 320 lbs.  My
    favorite pastimes include eating fried food,
    snacking on Little Debbie orange cupcakes, and
    watching the sunset.  My grandmother tells me I
    am a "real ladies man."  I am taking this course
    to fufill a gen. ed. requirement.  My educational
    goal is to be all I can be.  I decided to take
    this course online because the vending machines
    at Century don't carry Little Debbie orange
    cupcakes.  (I am very disappointed about
    that!!!)  If you happened to read this message in
    it's entirety, hopefully it provided a great deal
    of enlightment. God Bless and Amen, Zac

8
Good Discussion Questions
  • Differing viewpoints
  • Will the students have these differing
    viewpoints? If not, assign members sides
  • Provide sufficient background information or
    instructions on how to get the background
    information
  • Make sure the students know why the question
    matters to them or the lesson

9
General Discussion Outcomes
  • What do you want the students to get out of the
    discussion?

10
What do you want the students to get out of the
discussion?
  • Application of knowledge
  • Time on task
  • Find and discuss available (web) resources
  • Help each other learn
  • Work collaboratively
  • Address affective domain

11
Encouraging Participation
  • Plan due dates
  • Assign points
  • Do post to the discussion at critical times
  • Dont post to the discussion if it seems to be
    going well or to see where the students will go
    with the discussion

12
How does one create a good discussion question?
13
How does one create a good discussion question?
  • Give a scenario and ask questions related to the
    scenario
  • Use a current event related to the content and
    ask questions related to the event

14
Create a Discussion Question
  • Think about a class you teach
  • Decide on a topic to discuss
  • Create a discussion question
  • Share it with the person beside you
  • Revise as needed
  • Share it with the class

15
Create a Discussion Question
16
Grading Guidelines
  • How many postings
  • Quality of postings
  • Use of outside resources
  • Web pages
  • Reliability of information
  • Text or other resource
  • Documentation of these resources
  • Grammar/spelling/use of terminology
  • Is this important to this discussion?
  • Introductions and less formal discussions may not
    demand good english
  • More formal discussion assignments could require
    appropriate grammar, spelling and terminology

17
Grading Tips
  • Allow sufficient time for students to complete
    (credit load)
  • Set specific deadlines for postings
  • Deadline 1 - initial substantive comment or
    answer to question
  • Deadline 2 - replies to others
  • Deadline 3 summary (if appropriate)

18
Create a grading rubric
  • How many points for the assignment?
  • Criteria
  • Exceptional
  • Good
  • Average
  • Poor
  • Unacceptable
  • How many posts will it take to get the total
    points?

19
(No Transcript)
20
Example Grading Criteria
  • By Wednesday morning at 900 am, the leaders must
    post three questions or scenarios for discussion
    based on the assigned readings.
  • Small group participation All group members are
    expected to participate in the small group
    discussion regarding the current topic content.
    In order to meet the course requirements for each
    current topic, you are expected to
  • Post at least one substantive posting by Friday
    evening at 500 pm and
  • Respond to at least 2 other postings by Monday
    evening at 500pm.
  • Substantive is defined as a response which
    includes information synthesized from the
    readings included in the assignment combined with
    your own experiences and personal insights. In
    your comments, openly discuss how you would
    approach each sample situation or how you managed
    an example of your own.
  • If all criteria are met, a pass grade will be
    given.

21
Contact Information
  • Carol Reid
  • 651-773-1779
  • carol.reid_at_century.edu
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Can We Talk Using Discussions to Promote Learning in Online Courses

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My grandmother tells me I am a 'real ladies man. ... this message in it's entirety, hopefully it provided a great deal of enlightment. ... – PowerPoint PPT presentation

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Title: Can We Talk Using Discussions to Promote Learning in Online Courses


1
Can We Talk? Using Discussions to Promote
Learning in Online Courses
  • Carol Reid, RN, MS
  • Century College

2
Goals
  • Participants will successfully integrate
    discussions into an online course.
  • Participants will develop discussion questions
    that promote integrity in an online course.
  • Participants will develop a rubric for grading
    online discussions.

3
Impediments in Online Classes
  • Missing the human connection that occurs in a
    face to face class
  • Body language
  • Eye contact
  • Tone of voice
  • Community is not obvious
  • Independent learners
  • Asynchronous attendance
  • Freedom to do the work on own schedule

4
What can we do?
  • Create opportunities for students to connect to
    each other
  • Student lounge
  • Introductions
  • May use an ice breaker such as Kingdomality
  • http//www.cmi-lmi.com/kingdomality.html
  • Introduce yourself first

5
Student Lounge
  • This is a place to "hang out" with other students
    in the course. Share highlights and lowlights of
    the day or week with your peers. This is the
    place you can talk to others much like you would
    before and after class, or during breaks. The
    instructor will not be present in this discussion
    forum, it is designed for students.

6
Introductions
  • Begin by putting your name in the subject box.
  • Then, tell us a little about yourself. Why are
    you taking this course? What are your educational
    goals? Why did you choose to take this course
    online?
  • To reply to another student's introduction, click
    on the reply button and type your response, just
    as you would respond to someone in class.
  • Your introduction and replies are worth 5 points.

7
How would you respond to this introduction?
  • Hello, My name is Zac.  I live in XXXXX, Mn.  I
    am 5' 2" tall and weigh aprox. 320 lbs.  My
    favorite pastimes include eating fried food,
    snacking on Little Debbie orange cupcakes, and
    watching the sunset.  My grandmother tells me I
    am a "real ladies man."  I am taking this course
    to fufill a gen. ed. requirement.  My educational
    goal is to be all I can be.  I decided to take
    this course online because the vending machines
    at Century don't carry Little Debbie orange
    cupcakes.  (I am very disappointed about
    that!!!)  If you happened to read this message in
    it's entirety, hopefully it provided a great deal
    of enlightment. God Bless and Amen, Zac

8
Good Discussion Questions
  • Differing viewpoints
  • Will the students have these differing
    viewpoints? If not, assign members sides
  • Provide sufficient background information or
    instructions on how to get the background
    information
  • Make sure the students know why the question
    matters to them or the lesson

9
General Discussion Outcomes
  • What do you want the students to get out of the
    discussion?

10
What do you want the students to get out of the
discussion?
  • Application of knowledge
  • Time on task
  • Find and discuss available (web) resources
  • Help each other learn
  • Work collaboratively
  • Address affective domain

11
Encouraging Participation
  • Plan due dates
  • Assign points
  • Do post to the discussion at critical times
  • Dont post to the discussion if it seems to be
    going well or to see where the students will go
    with the discussion

12
How does one create a good discussion question?
13
How does one create a good discussion question?
  • Give a scenario and ask questions related to the
    scenario
  • Use a current event related to the content and
    ask questions related to the event

14
Create a Discussion Question
  • Think about a class you teach
  • Decide on a topic to discuss
  • Create a discussion question
  • Share it with the person beside you
  • Revise as needed
  • Share it with the class

15
Create a Discussion Question
16
Grading Guidelines
  • How many postings
  • Quality of postings
  • Use of outside resources
  • Web pages
  • Reliability of information
  • Text or other resource
  • Documentation of these resources
  • Grammar/spelling/use of terminology
  • Is this important to this discussion?
  • Introductions and less formal discussions may not
    demand good english
  • More formal discussion assignments could require
    appropriate grammar, spelling and terminology

17
Grading Tips
  • Allow sufficient time for students to complete
    (credit load)
  • Set specific deadlines for postings
  • Deadline 1 - initial substantive comment or
    answer to question
  • Deadline 2 - replies to others
  • Deadline 3 summary (if appropriate)

18
Create a grading rubric
  • How many points for the assignment?
  • Criteria
  • Exceptional
  • Good
  • Average
  • Poor
  • Unacceptable
  • How many posts will it take to get the total
    points?

19
(No Transcript)
20
Example Grading Criteria
  • By Wednesday morning at 900 am, the leaders must
    post three questions or scenarios for discussion
    based on the assigned readings.
  • Small group participation All group members are
    expected to participate in the small group
    discussion regarding the current topic content.
    In order to meet the course requirements for each
    current topic, you are expected to
  • Post at least one substantive posting by Friday
    evening at 500 pm and
  • Respond to at least 2 other postings by Monday
    evening at 500pm.
  • Substantive is defined as a response which
    includes information synthesized from the
    readings included in the assignment combined with
    your own experiences and personal insights. In
    your comments, openly discuss how you would
    approach each sample situation or how you managed
    an example of your own.
  • If all criteria are met, a pass grade will be
    given.

21
Contact Information
  • Carol Reid
  • 651-773-1779
  • carol.reid_at_century.edu
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