Pp discussing discussions
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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.
- 5. Discussions provide opportunities to stretch student’s knowledge of the subject matter. Knowledge
- 13. Small groups or Whole class?
- 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
Hinweis der Redaktion
- If we DO agree that:
- In the realm of online learning, “I Agree Isn’t enough!”
- 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)
- 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
- 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.
- 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.
- 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.
- 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.
- 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?”
- 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”
- 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.
- 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,
- 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.
- Use this for formative and summative narrative feedback.
- 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
- 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
- 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)
- 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!