Online Online DiscussionDiscussion

ForumsForums

Marla RobinsonMarla Robinson

Professor Professor Motive Power & SCMotive Power & SC

Pat AnderchekPat Anderchek

Faculty Liaison,Faculty Liaison,e-Learning Services e-Learning Services

Please comment, Please comment, ask, interject, ask, interject,

question at any question at any time!time!

During this session…During this session…

Experiences? Experiences? Questions?Questions?

Introduction Introduction

Sequence:Sequence:

Thoughts Thoughts & & Beliefs Beliefs Designing Designing

Online Online DiscussionDiscussion Forums Forums

ExamplesExamples

Web-enhancedWeb-enhanced

The web is used to deliver The web is used to deliver substantial course materials substantial course materials or activities with no reduction or activities with no reduction in F2F time. in F2F time.

BlendedBlended or Mixed-Mode…or Mixed-Mode…The most effective for post–The most effective for post–secondary learners who attend secondary learners who attend college for a variety of reasons. college for a variety of reasons. (Poole, 2006) (Poole, 2006)

• If you don’t know where you are going, If you don’t know where you are going, technology will not help you get there.technology will not help you get there.

• If you are headed in the wrong direction, If you are headed in the wrong direction, technology won’t help get you to the right technology won’t help get you to the right place.place.

• It is not about adding technology to this It is not about adding technology to this teaching and learning approach…teaching and learning approach…

Technology is a Technology is a Resource!Resource!

Bad TeachingBad Teaching+ +

Technology Technology ==

Expensive BadExpensive BadTeachingTeaching

Bad TeachingBad Teaching+ +

Technology Technology ==

Expensive BadExpensive BadTeachingTeaching

Is technology Is technology the the

answer? answer?

““Old World” Old World” vs. vs.

““New World”New World”

Where to Start?Where to Start?

Let’s start with your Let’s start with your beliefs…beliefs…

BeliefsBeliefs

What are the critical What are the critical components for learning? components for learning?

• f2ff2f• on-lineon-line

What are the differences in What are the differences in your beliefs about these twoyour beliefs about these two

learning spaces? learning spaces?

Role of the EducatorRole of the Educator

Think about yourThink about yourmetaphor for metaphor for teaching & teaching & learning?learning?

PrinciplesPrinciples

Using your Beliefs & your Using your Beliefs & your Metaphor Metaphor

identify the key Principles which identify the key Principles which you believe must be you believe must be

present in an effective present in an effective

‘‘Learning Space’Learning Space’

Good practice Good practice (Chickering & Gamson)(Chickering & Gamson)

•encourages contact between students and encourages contact between students and faculty faculty •develops reciprocity and cooperation develops reciprocity and cooperation among studentsamong students•encourages active learning encourages active learning •gives prompt feedback gives prompt feedback •emphasizes time on task emphasizes time on task •communicates high expectationscommunicates high expectations•respects diverse talents and ways of respects diverse talents and ways of learning learning

The Design

Beliefs Metaphor Principles

Design

Cycle of DesignCycle of Design

The process for The process for planning effective planning effective e-Learning spaces e-Learning spaces

is cyclical, overlapping is cyclical, overlapping & ongoing.& ongoing.

Rome wasn’t built in a Rome wasn’t built in a day!day!

Start small Start small and and

grow…grow…

Synchronous:Synchronous:

Asynchronous:Asynchronous:

Terminology Terminology

Assumption Assumption Through discussion forums Through discussion forums we increase interactivity and we increase interactivity and therefore our students: therefore our students:

• move from passive to active move from passive to active learnerslearners

• learn with greater meaninglearn with greater meaning• move from surface to deeper move from surface to deeper

learninglearning• have a greater retention of their have a greater retention of their

learning learning

Deep & Meaningful Learning

Content Educator

PersonalPersonal ApplicationApplication & Value& Value

KnowledgeCircle of

Learner

Learner

InteractionsInteractions

Online DiscussionsOnline Discussions

Provide:Provide:• Instrumental education – skillsInstrumental education – skills

•Transformative education - Transformative education - experience in communities of experience in communities of practicepractice

Think of your course areaThink of your course areaas the trunk of a tree.as the trunk of a tree.

The discussion areas are the The discussion areas are the branches.branches.

WelcomeWelcome SubmissionSubmission

Q. and A.Q. and A.

QuestionsQuestions Debate Debate

Case StudyCase Study

SolidSolidPedagogyPedagogy

Advantages? Advantages?

Disadvantages? Disadvantages?

Which means…Which means…

All students have All students have an improved learning an improved learning

experience experience and enjoy greater successand enjoy greater success

when we provide the opportunitywhen we provide the opportunityfor online discussion for online discussion

in their courses.in their courses.

Invest time & Model Effective UseInvest time & Model Effective Use

• Pedagogical Pedagogical • Social Social • Managerial Managerial • Technical Technical

Faculty Role Faculty Role

Questions and probes for responses that Questions and probes for responses that focus discussions on critical concepts, focus discussions on critical concepts, principles and skillsprinciples and skills

•Match the discussions to the course Match the discussions to the course contentcontent•Contribute special knowledgeContribute special knowledge•Weave together various threads and/or Weave together various threads and/or connect to content. connect to content.

Pedagogical Pedagogical

• Probe for student responses that Probe for student responses that focus on critical concepts, principles focus on critical concepts, principles and skills & reinforce theseand skills & reinforce these

• Guide students towards a deeper Guide students towards a deeper analysis of the issues through analysis of the issues through constructive feedbackconstructive feedback

• Become the expert questioner Become the expert questioner • Introduce contradictions, play devil’s Introduce contradictions, play devil’s

advocate, link to controversial sitesadvocate, link to controversial sites

Pedagogical Pedagogical (con’t)(con’t)

Encouraging a collaborative learning Encouraging a collaborative learning environment environment

•Maintain group tone and harmonyMaintain group tone and harmony•Reward participationReward participation•Be aware of different cultural patterns Be aware of different cultural patterns and communication styles and communication styles •Make the activities interesting and Make the activities interesting and relevant to your students’ needs – relate relevant to your students’ needs – relate to life experiences, interests, ambitionsto life experiences, interests, ambitions•Establish a pattern of frequent responseEstablish a pattern of frequent response

SocialSocial

Organizational; procedural; administrativeOrganizational; procedural; administrative

• Create different forums for Create different forums for introductions, casual conversations, Q introductions, casual conversations, Q & A& A

• Communicate your expectations for Communicate your expectations for participation –netiquette, message participation –netiquette, message length, frequency, timelines, rules, length, frequency, timelines, rules, rubricrubric

• Provide a weekly agendaProvide a weekly agenda• Start the major topic threads Start the major topic threads • Manage flow and direction without Manage flow and direction without

stifling participants stifling participants

ManagerialManagerial

Make the technology transparent Make the technology transparent

• Be comfortable and proficient with Be comfortable and proficient with the technologythe technology

• Provide information to access Help Provide information to access Help DeskDesk

TechnicalTechnical

Socratic Questions Socratic Questions (Read and think questions)(Read and think questions)

• Imagine…Imagine…• How did you feel about…How did you feel about…• Consider what you have read …. &Consider what you have read …. &• Evaluate…Compare… Describe a situation…Evaluate…Compare… Describe a situation…• These contrasting views….which means to These contrasting views….which means to you…you…• Comment on classmates posts….link…Comment on classmates posts….link…• Follow-up questions, post buildingFollow-up questions, post building

Types of QuestionsTypes of Questions

Asking the right Asking the right question question

is almost always is almost always more important than more important than

giving the giving the right answers.right answers.

Example 1:Example 1:A classmate is on placement in a different agency A classmate is on placement in a different agency than you are. It is now week 3 of your placement than you are. It is now week 3 of your placement when they indicate to you that they have not yet when they indicate to you that they have not yet received any formal supervision. They tell you they received any formal supervision. They tell you they have requested supervision and have received a have requested supervision and have received a couple of on-the-spot supervisions. Their college couple of on-the-spot supervisions. Their college supervisor is coming next week for their first supervisor is coming next week for their first meeting and they are worried about how they are meeting and they are worried about how they are doing. As the time progresses they are getting doing. As the time progresses they are getting angry, suggesting the placement and staff are not angry, suggesting the placement and staff are not very helpful. very helpful.

Using information from your readings and other Using information from your readings and other resources what would you tell your classmate about resources what would you tell your classmate about how they might proceed.how they might proceed.

Example 2:Example 2:

This week I would like you to consider how to This week I would like you to consider how to most effectively end a counselling relationship. most effectively end a counselling relationship. Identify a counselling relationship which you Identify a counselling relationship which you have terminated or will in the future. Using have terminated or will in the future. Using information from the readings identify what you information from the readings identify what you have done well and what you might do differently have done well and what you might do differently in the future. Offer suggestions and comments in the future. Offer suggestions and comments on one other posting.on one other posting.

Discussion Question?Discussion Question?

Discussion Responses Discussion Responses

Add value if they fall into these categoriesAdd value if they fall into these categories

• Social Presence -Social Presence - present themselves as present themselves as "real people” "real people”

• Cognitive Presence - based on factual, Cognitive Presence - based on factual, conceptual, and theoretical knowledge conceptual, and theoretical knowledge

• Teaching Presence - the facilitation and Teaching Presence - the facilitation and direction these process to achieve direction these process to achieve learning outcomes learning outcomes

http://www.sloan-c.org/publications/JALN/v8n3/v8n3_pelz.asp#pelz1http://www.sloan-c.org/publications/JALN/v8n3/v8n3_pelz.asp#pelz1

Steps in Writing a Steps in Writing a Facilitating Response Facilitating Response

1.1. Review learner ideas. Review learner ideas. 2.2. Identify what needs to be pursued in Identify what needs to be pursued in

more depth. more depth. 3.3. Review you message for tone, Review you message for tone,

modeling, spelling, meeting modeling, spelling, meeting outcomes. outcomes.

Or Or

Assign the Role of ‘Moderator’Assign the Role of ‘Moderator’

• Keep discussion on trackKeep discussion on track• Manage flow and directionManage flow and direction• Weave together various threads Weave together various threads • Develop critical thinking, reflection, and Develop critical thinking, reflection, and

skills in analysisskills in analysis• Improve writing skillsImprove writing skills• Improve questioning skillsImprove questioning skills• Develop leadership skillsDevelop leadership skills• Develop listening, summarization skills Develop listening, summarization skills • Provides relief Provides relief

Moderator Role Moderator Role

Or Or

Assign Student Led DiscussionsAssign Student Led Discussions

Each student/pair/group is responsible for Each student/pair/group is responsible for leading a discussion on each chapter of leading a discussion on each chapter of the textbookthe textbook

Evaluation of questions is based upon:Evaluation of questions is based upon:• RelevanceRelevance• ImportanceImportance• Thought-provokingThought-provoking• OriginalityOriginality• TimelyTimely

Student Led Discussions - https://www.elearning.ubc.ca

Student Led Student Led DiscussionsDiscussions

• Pair Pair • Pair swappingPair swapping• GroupingGrouping• DebatesDebates• Require a hand-in assignmentRequire a hand-in assignment• Students find and discuss web resourcesStudents find and discuss web resources• Case study analysis Case study analysis

Learning ActivitiesLearning Activities

• Online presentation – paper of interest, Online presentation – paper of interest, summarize and facilitate discussionsummarize and facilitate discussion

• Submit paper and facilitate discussionSubmit paper and facilitate discussion• Moderator – assignModerator – assign• Lurker – assign prior to and after Lurker – assign prior to and after

moderator rolemoderator role• Participant Participant • Partial question designerPartial question designer• Play a part in a role play or case studyPlay a part in a role play or case study

Learning Activities Learning Activities (con’t)(con’t)

• Cannot expect ongoing high level Cannot expect ongoing high level participation throughout an entire courseparticipation throughout an entire course

• Cannot participate in several course Cannot participate in several course discussions simultaneouslydiscussions simultaneously

• Assign gradesAssign grades• Assign grades for quality not quantity of Assign grades for quality not quantity of

participation participation

CautionsCautions

• Don’t take on more than you can handleDon’t take on more than you can handle• Always going to classAlways going to class• Requires time to provide: clear Requires time to provide: clear

expectations, good models & examples, expectations, good models & examples, recognition/reinforcement and develop recognition/reinforcement and develop questionsquestions

Cautions Cautions (con’t) (con’t)

• Number of conference spacesNumber of conference spaces -- difficult to follow discussion threads if difficult to follow discussion threads if

only one conferenceonly one conference• Groups sizeGroups size• Choice of schedule for the various roles, Choice of schedule for the various roles,

especially moderatorespecially moderator• Must participate in 1, 2 & …Must participate in 1, 2 & …• Choice in number i.e. 3/5 discussionsChoice in number i.e. 3/5 discussions• Self assessment of participationSelf assessment of participation

Structure Structure

Course Participation RubricCourse Participation Rubric

RolesRoles

• Learners must understand the purpose Learners must understand the purpose and function of each discussion areaand function of each discussion area

• Learners must know the expectations for Learners must know the expectations for participating in each areaparticipating in each area

• Provide a common start and finish date for Provide a common start and finish date for each discussioneach discussion

• Front End VigilanceFront End Vigilance• Develop a Schedule: a Mid-week and Develop a Schedule: a Mid-week and

Friday Post?Friday Post?

TipsTips

OpportunityOpportunity&&

Introduce a new freedom to Introduce a new freedom to learning!learning!

ConclusionConclusion

Online Discussions Provide:Online Discussions Provide:

Questions?Questions?________________________________________________________________________________________________

________________________________________________________________________________________________

Lets go…Lets go…

Sites/ReferencesSites/References

CREST+ Model: Writing Effective Online Discussion Questions http://jolt.merlot.org/Vol3_No2.htm

Strategies for Promoting Discussion in Your Online Course, http://www.onlinelearning.net/InstructorCommunity/tips_oct2000.html?s=128.u020q885a.0251516g10

Student Led Discussions - https://www.elearning.ubc.ca/home/index.cfm?p=documents/discuss_rubric.htm

Sites/ReferencesSites/References

Facilitating Online Learning: Tip and Suggestions - http://scienceonline.terc.edu/facilitating_online_learning.html

(MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGYhttp://www.sloan-c.org/publications/JALN/v8n3/v8n3_pelz.asp#pelz1

http://www.emoderators.com/moderators.shtml

http://www.emoderators.com/moderators/muilenburg.html

Presentation Content Presentation Content & Construction & Construction

Pat AnderchekPat Anderchek________________________________________________________________________________________________

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