Presentation is loading. Please wait.

Presentation is loading. Please wait.

Shawn Schumacher, PhD & Kimberly Harrison, MA DeVry University BUILDING AN ONLINE COMMUNITY.

Similar presentations

Presentation on theme: "Shawn Schumacher, PhD & Kimberly Harrison, MA DeVry University BUILDING AN ONLINE COMMUNITY."— Presentation transcript:

1 Shawn Schumacher, PhD & Kimberly Harrison, MA DeVry University BUILDING AN ONLINE COMMUNITY

2 AGENDA Intro to online communities Discussion forums: best practices, tips, & tools Alternatives to discussion forums: Online debates Visual dictionaries Blogging

3 ONLINE COMMUNITIES Teachers using a variety of media & strategies to meet students’ needs – NOT NEW! Asynchronous: when & where students want Flexible communication: 2 people, small groups, whole class A chance to use technology for academic purposes

4 AKA:  Electronic discussions  Threaded discussions  Discussion forums  Online conferencing ASYNCHRONOUS ONLINE DISCUSSIONS (AOD)


6 I have time to think about my answer I can see what everyone (including the teacher and me) wrote before, so it’s easier to connect to what we already learned I’m shy, but I’m not so afraid to write my thoughts I feel like I learn more!

7 Exposed to a diversity of opinions Develop perspective-taking skills Develop critical thinking skills More likely to stay on topic Motivated to do well because peers will see Research (at least some studies) show they learn more!

8 I’m guessing you’re here because you have something, but if not: Collaborize classroom (free, K-12)* Piazza (free, K-12) ProBoards (free, format less inviting for younger students) Tools for AOD











19 Use real-life, authentic problems Be prepared to offer lots of support and structure (e.g., about making judgments about the problem and assisting with comparing multiple solutions) without giving them the answers Problem-solving

20 CAUTION: Participation ≠ learning

21 CAUTION: Not all activities & topics work


23 CAUTION: Difficult to brainstorm

24 CAUTION??? “Lurkers” may actually be learning


26 MY RUBRIC Excellent FrequencyPosted on 3 separate days; 1st post before class (4) # of postingsPosted 3+ times on each topic (2) Quality (will be scaled appropriately if frequency reqs. not met) Demonstrated an accurate and multi-faceted understanding of concepts being discussed; provided evidence from readings or outside sources to support arguments (8-9)



29 Critical thinking Develop arguments Critique opponent’s arguments Logically explain Provide evidence

30 Whatever you are using for AOD, OR $99 per year and offers a free trial ($139 for multiple classrooms, up to 500 students) You can set up the topic and moderate comments, as well as privacy settings. Can have multiple moderators – could share with students Tools for online debates

31 Online debates BEST PRACTICES


33 HELPING STUDENTS GET STARTED Develop a plan of action (graphic organizer?) Encourage at least 3 points of argument and counter-argument Divvy up research & reporting Set up deadlines

34 TIPS Use a video or article to increase interest & provide background information is a great resource for presenting both sides of controversial subjects (older students) Create a “perspectives debate”: What’s the best book we read this year?

35 Engaging introduction Detailed arguments Supported by high- quality evidence Organized logically Uses emotion & rational thinking to persuade RUBRICS: AVAILABLE ONLINE Effectively challenges opponent with logical arguments Rebuttal supported by high-quality evidence Ethical Sound conclusion


37 Have to really think about & understand definitions in order to portray them visually Better recall Encourages curiosity Increase motivations Facilitates deep learning






43 Resocialization: to relearn cultural norms in preparation for a new role in the community. Like being released from prison after many years. These people need to learn to live freely again and be a productive citizen.

44 After many years in the military, one can forget what it's like not to move every few years and to adjust to a non-regimented life.

45 People have to relearn many things in rehab, one is how to live with the results of whatever medical condition they have or the residual effects of a situation.

46 MY RUBRIC Excellent Frequency Posted on 3 separate days; 1st post before class (4) # of postingsPosted 9+ images (3) Quality (will be scaled appropriately if frequency reqs. not met) Used images to show an accurate and multi- faceted understanding of vocabulary words (8)


48 If just for your postings, is a popular free tool; affiliated with Google A popular tool for classroom blogs is EduBlog ($40 / year) - allows for several pages I really like KidBlog, but has some limitations (but it’s free!)KidBlog Weebly is another alternative Tools for blogging

49 Why blog? Reflect on learning & showcase work It’s highly motivating to publish for a public audience Get feedback from a “real” audience Develop a “learning network”






55 3 RD GRADE CLASSROOM Student work will only be identified by first names. All comments should have first names only. Parents who leave comments are asked not to use last names either. (Please post comments as “Jimmy’s mom” or “Megan’s grandfather”, etc.) All comments submitted have to be approved by Mr. Salsich before they are included on the blog. Inappropriate or sloppy writing will not be approved. Proof-read your comments carefully. Students should have a family member check for spelling mistakes before submitting a comment. Only Mr. Salsich has access to post things on the blog. Later in the year, when students begin to write blog entries, they will go through edits and revisions before Mr. Salsich posts them. Always write in full sentences and words – no “text talk” please!

56 HS BIOLOGY CLASS I will not use any curse words or inappropriate language. I will not use fighting words or provoke anyone. I will avoid the use of chat language. I will try to spell everything correctly. I will only give constructive criticism. I will not use my full name, or the name of my classmates. I will not plagiarize.


58 MARKETING OVERVIEW: MSED TARGET Teachers with K-12 experience – Program is designed exclusively for those with K-12 teaching experience – Most already holding teaching certification credentials – Not designed to serve post-secondary teachers Seeking One or More of the Following –Increased salary potential – Leadership role within school or district – Enhance capability to implement educational technology in school/district – Professional enrichment

59 PROGRAM OVERVIEW: DEVRY UNIVERSITY MSED PROGRAM DeVry University branded 36-semester-credit-hour program Locations –Online –21 locations 59

60 PROGRAM OVERVIEW: CONCENTRATIONS AND CERTIFICATES Master of Science in Education Curriculum Leadership Educational Leadership Educational Technology Leadership Higher Education Leadership

61 PROGRAM OVERVIEW: COURSES Program at a Glance: 36 credit hours/ 12 courses Four core courses Four concentration courses Two elective courses Capstone sequence (two courses) MSED Core: EDUC510: Contemporary Issues and Education EDUC512: Educational Technology and Emerging Media EDUC515: Educational Research EDUC518: Educational Measurement & Assessment

62 PROGRAM OVERVIEW: CONCENTRATION COURSES Educational Leadership Courses: EDUC525: Educational Program Evaluation EDUC530: Educational Leadership EDUC535: School Law and Policy Issues EDUC537: School Finance Curriculum Leadership Courses: EDUC520: Curriculum Development I EDUC521: Curriculum Development II EDUC525: Educational Program Evaluation EDUC530: Educational Leadership

63 PROGRAM OVERVIEW: CONCENTRATION COURSES CONT. Educational Technology Leadership Courses: EDUC530: Educational Leadership EDUC541: Educational Technology Planning EDUC543: Interactive Instructional Technology I EDUC544: Interactive Instructional Technology II Higher Education Leadership Courses: EDUC 511: Issues in Higher Education EDUC 531: Higher Education Leadership EDUC 550: Student Affairs in Higher Education EDUC 553: Financial Management in Higher Education EDUC 555: Faculty Development in Higher Education

64 PROGRAM OVERVIEW: ELECTIVE AND CAPSTONE COURSES Elective Courses (students select two): EDT590, Assistive Technology for Learning EDUC573, Learning Theory and Psychology EDUC574, Educational Organization Management GM570, Managing Conflict in the Workplace HR595, Negotiation Skills PM586, Project Management Systems SE571, Principles of Information Security Capstone Courses: EDUC670, Thesis Research & EDUC671, Thesis Writing -OR- EDUC640, Educational Research Project I & EDUC641, Educational Research Project II


66 CONTACT INFORMATION Kimberly Harrison Shawn Schumacher Main campus: 630-953-1300

67 REFERENCES Beaudoin, M. F. (2002). Learning or lurking? Tracking the “invisible” online student. Internet and Higher Education, 5, 147-155. Boster, M. (2009). Social implications facing online learners: A case study of undergraduate multimedia students (Doctoral dissertation, Walden University). Retrieved from ProQuest Digital Dissertations database. (UMI No. ????) Chadwick, S., & Ralston, E. (2010). Perspective taking in structured and unstructured online discussions. International Journal of Teaching and Learning in Higher Education, 22(1), 1-11. Cifuentes, L., Carpenter, B.S., & Bulu, S. (2006). An online collaborative environment for sharing visual culture. Journal of Visual Literacy, 26(2): 133-150. Connolly, M., Hodson, P., James, C., Graff, M. G., & Davies, J. (2003). E-College Wales Evaluation Report. University of Glamorgan: Glamorgan. Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-198. Create Debate. (2014). Frequently asked questions. Retrieved from Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657-664. Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127-148. doi:10.1080/‌01587910500081376

68 REFERENCES Edublogs. (n.d.) Edublogs teacher challenges. Retrieved from Ferlazzo, L. (2009). Larry Ferlazzo’s websites for the day: The best sites for students to create & participate in online debates. Retrieved from best-sites-for-students-to-create-participate-in-online-debates/ best-sites-for-students-to-create-participate-in-online-debates/ Friedman, A. et al. (2002). Online learn: Designing online debates. Retrieved from Fung, Y. W. (2004). Collaborative online learning: Interaction patterns and limiting factors. Open Learning, 19(2). Groeling, T. (1999, September). Virtual discussion: Web-based discussion forums in political science. Paper presented at the annual meeting of the American Political Science Association., Atlanta, GA. Retrieved from‌abstracts/‌009/‌009001GroelingTi.html‌abstracts/‌009/‌009001GroelingTi.html Gudzial, M., & Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. The Journal of the Learning Sciences, 9, 437-469. Harasim, L. (1993). Collaborating in cyberspace: Using computer conferences as a group learning environment. Interactive Learning Environments, 3, 119-130. Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28, 31-45.

69 REFERENCES Jaffe, D. (1997). Asynchronous learning: Technology and pedagogical strategy in a distance learning course. Teaching Sociology, 25, 262-277. James, J. S. (2011). A comparison of online and face-to-face discussions in an elementary mathematics methods course (Doctoral dissertation, University of Mississippi). Retrieved from ProQuest Digital Dissertations database. (UMI No. 3461291) Jin, L. & Jeong, A. (n.d.) The effects of structured online debates on learning. Retrieved from Kenny, R. F., Bullen, M., & Loftus, J. (2006). Problem formulation and resolution in online problem-based learning. International Review of Research in Open and Distance Learning, 7(3), 1-20. Lea, M. (2001). Computer conferencing and assessment: New ways of writing in higher education. Studies in Higher Education, 26(2), 163-182. Matusitz, J. (2005). The current condition of visual communication in colleges and universities of the United States. Journal of Visual Literacy, (25)1: 97-112. Messineo, M., & DeOllos, I. Y. (2005). Are we assuming too much? Exploring students’ perceptions of their computer competence. College Teaching, 53(2), 50-55. Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 3, 162-177. Pyke, J. G. (2007). Types and frequencies of instructor-student feedback in an online distance learning environment. (Doctoral dissertation). Retrieved from ProQuest Digital Dissertations database. (UMI No. 3299089) Tu, C. H., & Corry, M. (2003). Designs, management tactics, and strategies in asynchronous learning discussions. Quarterly Review of Distance Education, 4(3), 303-315.

Download ppt "Shawn Schumacher, PhD & Kimberly Harrison, MA DeVry University BUILDING AN ONLINE COMMUNITY."

Similar presentations

Ads by Google