Transcript Goals, Objectives, and Outcomes! Oh, my!

Getting Good Responses
Without the Workload in
Discussion Forums
Dale Vidmar
Library Instruction Coordinator/
Education and Communication Librarian
Southern Oregon University Library
[email protected]
www.sou.edu/library/dale/lillywest2004/
--------------
Lilly Conference on College & University Teaching - West
Pomona, California
March 19-20, 2004
Objectives:
What We are Learning
At the end of the workshop, IWBAT:
• Distinguish qualities of responses in
discussion forums.
• Create a rubric that identifies and articulates
the various degrees of quality in a
responses.
• Adapt the structure of student-monitored
discussion forums into their own class
using the rubric as a guide to student
self-assessment.
Brief List of
Online Discussion Models
•
•
•
•
•
•
Introductions
Personal Goal Setting
Coffee House, Technology Bar, Water Cooler
Question – Response
Peer Evaluation and Feedback
Group Work – 3 to 1: Three students define
and discuss topic and post as one
• Starter/Wrapper – Initial Posting/Summary
• Self- Evaluation or Personal Reflections
Elements of Structure
to Guide Online Discussions
• Moderator Guidelines
• Examples of questions
• How to facilitate discussions
• Protocol for Posting Responses
• Participation
• Grammar Counts – Well-written, organized
• Builds and furthers discussion
• Evaluation (Rubrics)
• Criteria for assessing the discussion
“. . . the virtual learning
space of an online forum
did not promote the
coherent and interactive
dialogue necessary to
conversational modes of
learning. . . .
incoherent structure. . . .”
“Learning within Incoherent Structures:
The Space of Online Discussion Forums”
Matthew J. W. Thomas
“99% of success is just
showing up. . . .”
Woody Allen
“Grading student
discussions motivated
students to increase the
number of weekly
messages. . . .”
“Strategies for Grading Online Discussions”
Alfred P. Rovai
“Connectedness and learning
were also significantly higher
for courses in which
discussions were graded and
in which students posted on
average over three messages
per week. . . .”
“Strategies for Grading Online Discussions”
Alfred P. Rovai
What is a “Good”
Response?
What are the Qualities that
Make a “Good” Response?
What Criteria Can We Use
to Evaluate Responses?
Student Facilitated
Discussion Model
1. Students are grouped in diads or triads.
2. Each group moderates a discussion based
on their own question.
3. All students will be evaluated based on the
rubric.
4. After all discussion forums are ended,
each student chooses their best hits
based on the rubric.
5. Students write reflection of why the
responses are their best hits by applying
the criteria in the rubric.
References and Resources
• Edelstein, S. and J. Edwards (2002). If you build it, they will
come: building learning communities through threaded
discussions. Online Journal of Distance Learning
Administration, 5 (1), Retrieved on September 15, 2003,
om http://www.westga.edu/~distance/ojdla/spring5/
edelstein51.html.
• Gilbert, P. K. and N. Dabbagh. (2002). How to Structure Online
Discussions for Meaningful Discourse. Retrieved November
19, 2003 from http://www.aect.org/Divisions/gilbert.asp.
• Hein, T. L., and S. E. Irvine (1998). Assessment of student
understanding using on-line discussion groups, Proceedings,
1998 Frontiers in Education Conference. Retrieved
September 14, 2003, from
http://fie.engrng.pitt.edu/fie98/papers/1375.pdf.
• Kerka, S., and M. E. Wonacott. "Assessing Learners Online:
Practitioner File.“ ERIC Clearinghouse on Adult, Career, and
Vocational Education (ERIC/ACVE). Retrieved September
15, 2003, from http://www.ericacve.org/docs/pfile03.htm.
References and Resources
• Markel, S.L. (2001). Technology and education online discussion
forums: it's in the response. Online Journal of Distance
Learning Administration. 4, (2): Retrieved September 14,
2003, from http://www.westga.edu/~distance/ojdla/
summer42/markel42.html.
• Marzano, R. J. (2001). Classroom instruction that works: researchbased strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum
Development.
• Rovai, A. P. (2003). Strategies for grading online discussions:
effects on discussions and classroom community in internetbased university courses. Journal of Computing in Higher
Education, 15(1), 89-107.
• Thomas, M. J. W. (2002). Learning within incoherent structures:
the space of online discussion forums. Journal of Computer
Assisted Learning, 18, 351-366.
Getting Good Responses
Without the Workload in
Discussion Forums
Dale Vidmar
Library Instruction Coordinator/
Education and Communication Librarian
Southern Oregon University Library
[email protected]
www.sou.edu/library/dale/lillywest2004/
--------------
Lilly Conference on College & University Teaching - West
Pomona, California
March 19-20, 2004