Transcript Let’s discuss Discussion Boards

Pam Greenstone, MEd, RHIA CAHS
Lisa Holstrom, EdD, CECH
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Discuss why discussion boards
Assessing learning in discussion boards
Grading of discussion boards
Teacher and faculty presence
Examples of good discussion boards
Volery & Lord (2000)
Hammond (2004)
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Depends on your goals
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Measures progress towards learning objectives
Verifies teacher presence
Verifies student presence
Builds community
 Intro Board
 Help Board/Q&A
Aragon (2003)
Mazzolini & Madison, (2007)
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NOT for knowledge recall
◦ Limits student-to-student engagement
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Facilitates knowledge application
◦ “What would you do if….”
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Promotes reflection
Builds on course learning
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Haberman described 12 features of "the
pedagogy of poverty." According to the
author what problems are associated with the
pedagogy of poverty? How are poor urban
students shortchanged? In your experience,
have you witnessed any of these 12 features?
If so, what was your reaction at the time?
What's your reaction now?
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Project & Operations Course
◦ Module 1 – Research of different project tools
◦ Module 2 – Identifying and Prioritizing risks in a
project
◦ Module 3 – Group DB Post
◦ Module 4 – Creating a mini-plan for keeping
projects in control
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Timing of discussion boards
◦ Substantive response in X days
◦ Respond to 2 classmates within X days
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Grading rubric for timing and quality
Plagiarism policy
No duplication
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Rubric for discussion board:
◦ 3 points: Evidence that required readings were
completed (citations, examples from articles, etc);
application of readings to one’s own experiences;
reflection
◦ 0 points: No reference made to readings; no
reflection
◦ Postings added to the discussion after midnight on
Fridays will not be awarded points.
Outstanding
7
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fully answers (or
comments) on the
topics listed for the
Discussion Board
Original work-does
not repeat what
was previously said
If applicable,
includes research
on topic
Exhibits excellent
writing skills and
ability to express
thoughts clearly
Brings an in-depth
understanding of
the topic (goes the
extra mile)
Good to Great
6
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fully answers (or
comments) on the
topics listed for the
Discussion Board
Original work-does
not repeat what
was previously said
If applicable,
includes research
on topic
Average
5
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Answers some or
most of the questions
posted.
Original work-does
not repeat what was
previously said
If applicable, includes
research on topic
Below Average
3-4 points
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Does not answer
questions
Repeats what
has already been
posted
Thoughts are not
clear and concise
Demonstrates
lack of writing
skills
Thoughts are not
expressed clearly
Criteria #1: Quality of
Original Posting (7 possible
points)
A total of 3-7 Points assigned
based on the quality of the
original posting
Criteria for Original Posting
(quality)
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Criteria #2: Quality of Contributions (beyond original post) to the Discussion
Board (2 point possible)
◦ The student exhibits one or more of the following attributes during the
duration of the discussion board:
◦ Introducing a (related) spin-off topic that brings new understanding to the
topic
◦ Sharing “grand idea” or new thinking
◦ Connect course content to posting; indicating higher level of knowledge
about the subject
◦ Provide examples, case scenarios, real life situations that assist with better
understanding of the topic
◦ Provide a challenging perspective (asking the tough questions)
◦ Provide a better understanding based on research, current events, work
experiences
◦ After several days of conversation, summarize the thoughts of the group
collectively.
◦ If appropriate, interview colleagues or experts in the field to bring a new
perspective into the group
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Accuracy
Originality
Relevancy
Research
Insightful
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Critical Thinking
Concept formation
Appropriate length
Summarization
Interviewing
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Criteria #3-Participation-other than original post (3
points)
Student will post in at least one other student’s
thread (other than their own) at least one time during
the course of the discussion. This posting may be in
the form of a comment, stated opinion, question or
explanation that enhances the discussion and
provides further exploration of the topic.
In addition, the student will provide a reply to a
question that is posed to them from a faculty
member or a student during the discussion period.
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Criteria #3: Spelling, Grammar and Sentence
Structure
◦ Proper grammar, spelling and sentence structure is
required for all posts. If applicable, include citing of
references APA style. 1 pt will be deducted if post does
not reflect accuracy in this area.
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Criteria #4: Posting by Due Date
◦ 1 point will be deducted for each day past the due date
for the original posting. Participation will not be
considered after the close of the discussion.
◦ 0 points will be given for the entire assignment if the
original post is after the close of the discussion.
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Students need to know there is someone “out
there”
Not necessary to respond to every post
◦ Facilitator and elicitor of discussion, NOT
terminator
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Can correct incorrect info
Re-focus discussions that are off-track
Summarization of learning at the end of each
DB
 Howard (2003)
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Similar to class participation
◦ Students are engaged and contributing to creation
of knowledge
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Particularly important first week of class
◦ Sign that each student is aware that the class has
started!
◦ Assignment like Intro Board, in case books are late.
◦ Icebreakers
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Student introductions
Faculty PPT introductions
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Questions and Answers/Help Board
◦ Encourages peer mentoring
◦ Keeps instructor focused on content, not tech support
◦ “Help Board: Questions may be posted any time to the help
board. They may be in reference to a technology issue or a
question/concern about a reading. Anyone with helpful
information may respond to a request for help!”
Grading: “As experienced teachers, you have a wealth of
experiences to share. This sharing process can also help
assist other teachers who are currently working through
similar classroom or personal issues. It is your professional
obligation (and an assignment!) to read and respond to
postings from your peers. You must respond substantively to
at least 2 per week. Up to 10 responses to the Help Board
may be counted towards this total.”
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Put due date in the Forum Title
◦ Example: Discussion Board #1 Due 3/30, Introduce
Yourself!
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Model, model, model
◦ Provide substantive feedback if you want
substantive responses
◦ Use respectful language that doesn’t sound too
abrupt
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Aragon, Steven R. ( Winter 2003). Creating Social Presence in Online
Environments. New Directions for Adult and Continuing
Education 100, 57 – 68.
Hammond, Michael. (2004). A Review of Recent Papers on Online
Discussion in Teaching and Learning in Higher Education.
Retrieved on 9/15/2009 from
 http://www.sloanc.org/publications/jaln/V9n3/pdf/v9n3_hammond.pdf
Howard, Diane. (June 2008). The Rewards of Effective Facilitation of Online
Learners. World Association of Online Education. Retrieve on 6/11/2008
from:
http://dianehoward.com/Rewards_Effective_Facilitation_Online.htm
Mazzolini, M., & Maddison, S. (2007). When to jump in: The role of the
instructor in online discussion forums. Computers & Education, 49(2), 193213.
Volery, Thierry & Lord, Deborah. (2000). Critical success factors in
online
education. The International Journal of Educational Management 14(5), 216223.