Anne M. Wiley, Ed.D. Teaching and Learning Resources 1/23/13 Using Discussions Online Anne M. Wiley January

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Dont let technology get in the way Think Differently Prepare as much as you can BEFORE the semester begins Temper your ambition: start small Establish limits Dont give up Setting the stage Matching your online course activities to course objectives Include online discussions as part of grade Establish netiquette rules [sample] Consider a course contract Using Discussions Online Anne M. Wiley January 20133

Identify most important outcomes you want your students to learn from your course Select one and describe how you will implement online Share with a colleague Using Discussions Online Anne M. Wiley January 20134

Strategies Netiquette Civility online Having weekly or regular discussions weekly checklists/objectives using rubrics using need help teacher models responses Doing group work Clear expectations Roles for group Using Discussions Online Anne M. Wiley January 20135

Identify objective for forum Use a variety of materials: readings, video, web, professional organizations: blogs/articles/websites, TED talks, BIG THINK and othersTEDBIG THINK Design your question prompts carefully Using Discussions Online Anne M. Wiley January 20136

Set up first week for real practice, counts toward final grade Decide: graded/not graded Create a grading rubric [see sample] Model responses: Use copy/paste Begin to save classic responses Posts VS Discussions [Research suggests that real discussions are better than posts] Identify clear dates to avoid all students entering on last 1-2 days Identify a first day must respond Identify final day Using Discussions Online Anne M. Wiley January 20137

Consider introduction of professional organization and develop discussion questions Use article or professional organization and have students work in small groups in class Assign as homework exploration and analysis of websites Use guidelines for discussion in small groups and assign group 3-4 page report paper Using Discussions Online Anne M. Wiley January 20138

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Prior to midterm 1. Intro/Icebreaker 2. Research Methods 3. DSM-IV 4. False Memory 5. Parenting Styles 6. Learning: Disabilities/Abilities After Midterm 1. Tough Guise 2. White Privilege 3. Group Think 4. Shyness 5. Dealing with Trauma 6. Final learning reflections Using Discussions Online Anne M. Wiley January

To do this forum, you need to do four activities and take notes first: 1. Review documents in the Group Think Resources folder.Group Think Resources 2. Read Group Think, pp Read the article The Bullying EffectThe Bullying Effect 4. Listen to Phil Zimbardo, "YOU CAN'T BE A SWEET CUCUMBER IN A VINEGAR BARREL by Phil Zimbardo. YOU CAN'T BE A SWEET CUCUMBER IN A VINEGAR BARREL Using Discussions Online Anne M. Wiley January

Questions What experiences have you had with Group Think? How do you think Group think impacted Ah Bu Grabib prison? How do you think group think impacts bullying? In your first response: Describe at least one experience that you have witnessed, observed, or participated in where you now understand that group think occurred. Describe how guidelines to prevent group think could help in a bullying situation, in a personal witnessed experience or helped the guards in Ah Bu Grabib? After your initial response, respond at least twice to classmates/professor. Connect your experience to the audio clip, the material in the text on groupthink and the article and respond at least twice to a classmate's points/experience Using Discussions Online Anne M. Wiley January

Why do group work online? Employers want teamwork Simulates group work in face to face classes Have to have group roles/guidelines [handout] Why grade group work? PSY 101: Sample Write a 2 ½ to 3 group essay on unit test Expect some push back Using Discussions Online Anne M. Wiley January

Learner interaction and engagement Use of discussion forums Group work/group papers Course technology Expect Moodle tech snafus Grade discussion forums, set up groups, gradebookexpect to seek help and develop work-arounds Learner Support Need Help section Create resources on where to go to get help Accessibility Dont use all verbal, visual-video/close caption -Consider other support technologies Using Discussions Online Anne M. Wiley January

Why have grading rubrics Set guidelines/expectations for students Assists with more objective/fair grading Assist department/division/college in assessment of learning outcomes Types of grading rubrics Make it match assignment objectives Simple to more complex rubrics Use of student feedback/self assessment Using Discussions Online Anne M. Wiley January

GCC Teaching and Learning ResourcesTeaching and Learning Resources Online Pedagogy Questions about online learning Online Learning Chronicle of Higher Education Online learning [each year] Online learning Wired campus Prof Hacker: Chronicle of Higher Education Why think about grading Using grading contracts Fundamentals of Online Course [courseera]courseera Using Discussions Online Anne M. Wiley January

Bell, Holly. 10/01/12 Online Learning, Only Better. Web Hartz, Glenn. 10/01/12 Why I Changed My Mind About Online Learning. Web. Mind-About/134674/?cid=athttp://chronicle.com/article/Why-I-Changed-My- Mind-About/134674/?cid=at McCarthy, Linda and Anne Wiley Crossing the Digital Divide: Using Sociopolitical Websites in Course Design. Teaching for Our Times: Success: Pathways Methods and Outcomes. Print. BHCC, Volume Stimpson, Catharine R. 10/05/12 Phoenix Rising. Chronicle of Higher Education. Print. Online Learning. B18. Ward, Doug. 08/27/12. Pushing Through the Perils of Teaching Online. Chronicle of Higher Education. Web. ProfHacker. perils-of-teaching-online/ perils-of-teaching-online/42104 Using Discussions Online Anne M. Wiley January

Using Discussions Online Anne M. Wiley January