1 / 23

Fostering and Implementing Online Discussions: Strategies and Tips

Fostering and Implementing Online Discussions: Strategies and Tips. Theresa Pesavento (Learning Support Services) Chad Shorter (DoIT Academic Technology) Todd Goddard (Dept. of English) Jonathan Klein (Learning Support Services). November 17, 2011. Introduction. Welcome

alan-brooks
Télécharger la présentation

Fostering and Implementing Online Discussions: Strategies and Tips

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fostering and Implementing Online Discussions:Strategies and Tips • Theresa Pesavento (Learning Support Services) • Chad Shorter (DoIT Academic Technology) • Todd Goddard (Dept. of English) • Jonathan Klein (Learning Support Services) November 17, 2011

  2. Introduction • Welcome • “Undiscovered Treasures” recap • Why “Online Discussions”?

  3. Purpose and Pedagogy:Two case studies English 175 Todd Goddard (instructor) Instructional Design Graduate Certificate Jonathan Klein (student & LSS consultant)

  4. English 175: Todd Goddard (instructor) • UW Madison undergraduate course • Class setting: on campus and in-class instruction • Students demographics: full-time undergraduate juniors and seniors, non-professionals, live on campus • Average class size: 25 students • Discussion platform: Collaborative Sites

  5. Online discussion: Objectives • Utilize various media • Promote student collaboration & knowledge-building • Create a positive learning environment • Develop writing skills

  6. Online discussion: Role in course • Mandatory participation in discussions (part of overall course grade) • Students required to post at least once per week • Discussion centered around course readings • Before-class discussion postings (in response to readings for that day’s class) and post-class discussions

  7. Online discussion: Participation • Entire class participated in one discussion forum • Individual postings • Students or instructor could initiate discussion thread and respond to others’ comments • Instructor initially modeled expected posts and comments

  8. Instructional Design Graduate Certificate:Jonathan Klein (student & LSS consultant) • UW Stout graduate distance-learning program • Class setting: online only and no in-class instruction • Students demographics: working professionals, employed full-time, live off-campus (anywhere in world) • Average class size: 20 students • Discussion platform: Learn@UW

  9. Online discussion: Objectives • Demonstrate mastery of key concepts • Provide forum for self-reflection • Learn from classmates’ experiences • Build community

  10. Online discussion: Role in course • Courses designed as week-long modules, with each week including 1-3 discussion topics • Discussion is 25-30% of overall grade

  11. Online discussion: Participation • Instructor initiates discussion • Instructor uses forum to share content expertise and will respond to individual student posts • Students become moderator for threads they initiate

  12. Advantages and Potential Goals • Student engagement • Class community creation • Better use of class time • Interactive learning environment

  13. Role of the Instructor • Discussion design a. Question types & means of answering b. Expectations and examples • Moderating

  14. Role of the Students • Engagement and participation • Digestion and production • Learning goals and outcomes

  15. Curriculum • Integration of online discussions with in-class work and course materials • Assessment

  16. Tools and Resources • Collaborative Sites • Learn@UW • Consider accessibility

  17. Questions? Chad Shorter: chad.shorter@doit.wisc.edu Theresa Pesavento: theresa@lss.wisc.edu Todd Goddard: tgoddard@wisc.edu Jonathan Klein: jonathan@lss.wisc.edu

More Related