Special Interest Group: Learning Spaces and Instructional Technology (SIG) webinars are FREE and open to anyone. Please feel free to share this with others at your institution.
This session will describe an approach to online discussions that moves beyond the threaded message boards of D2L Brightspace, yet still maintained an asynchronous online delivery. Using teams, discussions were differentiated by product to allow students to turn in an artifact that represented their shared understanding during specific online course modules. Strategies, Technology guides, rubrics, and student feedback will be shared.
Presenter: Michael Manderfeld
Senior Instructional Designer
Minnesota State University Mankato
Join Mario Callegaro, Senior Survey Research Scientist at Google UK, and one of own survey research scientists, Sarah Cho, on February 24 at 10 am PT / 1 pm ET for our webinar, Market research surveys gone mobile: Optimizing for better results.
Mario Callegaro
Senior Survey Research Scientist
Quantitative Marketing Team, Google UK
Sarah Cho
Survey Research Scientist
SurveyMonkey
.My notes from the Webinar.
Surveys uncover the WHY. Big Data,
why mobile matters. tablet and smart phone penetration: around 60-80% in Europe. According to Pew In the US, 68% smartphone and 45% tablet
faster reaction but longer questionnaire completion time on smartphones = device effects
survey design device vs. survey take device – mismatch. When there is a mismatch, questions are asked.
5 strategies to handle mobile phone respondents: 1. do nothing
surveym0nkey: do all surveys have to be mobile optimized? no, so make sure you think about the context in which you are sending out
2. discourage the use of mobile phones for answering 3. optimize the web questionnaire for mobile browsers 4. mobile app
design considerations for multiple devices surveys. two “actors”: survey designer and survey platform
confounds when interpreting findings across devices: use homogeneous population (e.g students)
difference between mouse vs fingers as input devices
what about tablets: as long as flash is not used, tablet is very much the same as laptop/desktop. phablets (iPhone growth of the screen)
mobile survey design tips (Sarah)
multiple choice: ok to use, but keep wording short, format response vertically instead of horizontally.
open-ended q type: hard to type (but no word on voice recognition???)
logo
multimedia: images, clarity, video, avoid (bandwidth constrains), use Youtube, so every device can play it, versus Flash, Java Script etc
Here are five different ways to apply the same rubric in your classroom.
1. A Rubric for Thinking (Invention Activity)
2. A Rubric for Peer Feedback (Drafting Activity)
3. A Rubric for Teacher Feedback (Revision Activity)
4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)
5. A Rubric for Making Grades Visible (Student Investment in Grading)
How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.
and about 20 articles from the link above with the general search:
Record: 1
A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)
Database:
ERIC
Record: 2
A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC
Database:
ERIC
Record: 3
Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC
Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC
Database:
ERIC
Record: 6
Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)
Database:
ERIC
Record: 7
Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)
Database:
ERIC
Record: 8
HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.
Database:
EBSCO MegaFILE
Record: 9
Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.
Database:
EBSCO MegaFILE
Record: 10
Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)
Database:
ERIC
Record: 11
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC
Database:
ERIC
Record: 12
On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC
Database:
ERIC
Record: 13
Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC
Database:
ERIC
Record: 14
Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.
Database:
EBSCO MegaFILE
Record: 15
Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.
Database:
EBSCO MegaFILE
Record: 16
Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC
The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.
Database:
EBSCO MegaFILE
Record: 19
The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC
Database:
ERIC
Record: 20
The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)
Database:
ERIC
Record: 21
The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC
The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.
This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.
What is Honor and Shame system and why is it so important to know about it and recognize it
What is the connection between the Honor system in the Mediterranean and in the American South
How does the knowledge of the Honor system aim our daily actions and our global perspective
Course Goals
Students in this course will
Practice research methods and ability to find and evaluate information as well as select reliable information technologies.
Explore applications and technologies for communication and creative collaboration.
Gain practical, hands-on experience with a wide variety of research and online communication tools.
Students will demonstrate ability to research and find academically reliable information from peer-reviewed sources in the online databases, which SCSU is subscribed. Students will demonstrate ability to find and evaluate information from the Internet.
Students will demonstrate competencies in creation of textual and multimedia narratives in individual and collaborative environment.
Students will demonstrate competencies in application of technology toward creation and dissemination of textual and multimedia materials.
Attendance/Discussion Requirements
Attendance is required. If you cannot attend class, it is required to alert the instructor in advance. If the reason for the absence is an emergency, it is expected to approach the instructor and provide an explanation thereafter about the character of the emergency.
Discussion are expected. If you are shy and are hesitant to participate in class, you must compensate with the use of other communication tools (e.g., D2L Discussion List).
Assignment Descriptions
Discussions. You are expected to contribute to each class session with your ideas and your responses to the ideas of your peers. Your comments are expected in class and in between class sessions (using, e.g., D2L discussion list). Your comments must go beyond “yes, I agree,” and “no, I disagree” and provide analysis and synthesis of your thoughts.
Readings – you will be expected to contribute to each class sessions with bibliographical findings on your own.
Written responses – you will be expected to deliver four written responses to peer-reviewed articles related to topics discussed in the class sessions.
Final project – you will be expected to write and present a final project. The written part of the project will be in the realm of 4-5000 words; will adhere to academic research and style; will include a bibliography with at least 2/3 of the sources being peer-reviewed and outside of the 5000 words. The presentation can be of any multimedia form, whereas it will be peer-evaluated, but my (instructor’s) preference will be given to advance multimedia presentations (beyond PPT and using e.g. Prezy, iMovie/Moviemaker movie and/or audio narration)
All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.
The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.
Overall Grade
94% – 100% = A
90 % – 93.99% = A-
86% – 89.99% = B+
83% – 85.99% = B
80% – 82.99% = B-
70% – 79.99% = C
60% – 69.99% = D
59.99% or lower = F
Assignments Schedule
WEEK 1. August 28
Reading[s]:
Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]:
1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work
Introduction. Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals
What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being?
WEEK 2.Sept 4
Reading[s]:
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 24-26).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me.
Why research? Work on the reading material for class
Find articles for the course.
What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources.
RefWorks versus Zotero and Mendeley
What is an academic paper. How do I write an academic paper. The Write place.
Making plans: final project
WEEK 3. Sept 11
Reading[s]:
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Assignment[s]:
Your first written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a historical perspective
Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why?
WEEK 4. Sept 18
Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2). (footnote p. 200).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Assignment[s]:
Your second written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a geographic perspective
Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)?
WEEK 5. Sept 25
Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499 (p. 22)
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305
Assignment[s]:
Your third written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a cultural perspective. Gender roles, Masculinity
Does the Honor/Shame model help understand gender roles, social status, masculinity etc.?
WEEK 6. Oct 2
Reading[s]:
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. (p. 593)
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 26-27; p. 30-33).
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Assignment[s]:
Your forth written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a political and social perspective
Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history?
WEEK 7. Wednesday Oct 9
Assignment[s]: final project details
Start working on the final project
Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment.
WEEK 8. Wednesday Oct 16
Assignment[s]: details on final project
Final brainstorming and start working on the project
Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment
WEEK 9. Wednesday Oct 23
Assignment[s]: draft of bibliography
Class as a whole: peer review and brainstorming
Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA)
WEEK 10. Wednesday Oct 30
Assignment[s]: details on presentation
Work on the final project
Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas
WEEK 11. Wednesday Nov 6
Assignment[s]: paper draft due in D2L dropbox
Work on final project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 12. Wednesday Nov 13
Assignment[s]: paper draft and presentation
Work on project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 20
Assignment[s]: paper draft due in D2L dropbox
Work on project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 27
Work on project
Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Dec 4
Assignment[s]: paper final draft due in D2L dropbox
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Family, Patronage, and Social Contests.pdf. (n.d.).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.
Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675
Honor, Shame, and Social Status.pdf. (n.d.).
honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499
Murder in Jerba_ Honour, Shame and.pdf. (n.d.).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).
Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University, New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University, New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf
In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.
The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.
10 Innovative Pedagogy Trends from the 2015 Edition:
Crossover Learning: recognition of diverse, informal achievements with badges.
Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
Context-based Learning:Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
Learning by Doing Science with Remote Labs: A collection of accessible labs is ilab
Embodied learning:involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
Adaptive Teaching:intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.
6 Themes of Pedagogical Innovation
Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:
“What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”
Delivering education at massive scale.
Connecting learners from different nations, cultures and perspectives.
Fostering reflection and contemplation.
Extending traditional teaching methods and settings.
Recognizing embodied learning (explore, create, craft, and construct).
Creating a personalized path through educational content.
Further Reading
Follow these links to blog posts and EdITLib resources to further explore selected trends:
Interested in the Innovating Pedagogy report? Read our review of the 2014 edition, and reflect which trends are closer to becoming common practice.
Males participate more frequently in courses taught by female instructors
Other studies show the opposite
Non traditional students participate more frequently
Instructors’ gender also returns mixed results
Class size as variable is important, smaller classes, more participation
Class participation – grading
Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
0 – absent
1 – present but did not verbally participate
2 – verbally participated one time
3 – verbally participated more than once
4 – made an equitable contribution to discussion in terms of both quantity and quality
The well-known and established belief that smaller classes spur more participation.
Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion: https://blog.stcloudstate.edu/ims/?s=clickers&submit=Search
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission, http://eric.ed.gov/?id=ED561060
Don’ts:
call on student
instructor’s personality issues:
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
The 10 second rule: students discuss in pairs the concept/question
Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
Quick writes: write their thoughts and then share. Loose paper, names on top,
Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Using storytelling
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326. Discussions and participation in hybrid environment
For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.
D2L
Beyond CMS (D2L)
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Beyond CMS (D2L)
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017 http://www.sciencedirect.com/science/article/pii/S0360131512001819
111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
118 Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
Incorporating online discussion in face to face classroom learning: A new blended learning approach
Wenli Chen, Chee-Kit Looi
Abstract
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.