1. Online Discussion Forums Marla Robinson Professor Motive Power & SC Pat Anderchek Faculty Liaison, e-Learning Services

2. Please comment, ask, interject, question at any time! During this session…

3. Experiences?Questions? Introduction

4. Sequence: Thoughts & Beliefs Thoughts & Beliefs Designing Online Discussion Forums Designing Online Discussion Forums Examples Examples

5. Web-enhanced The web is used to deliver substantial course materials or activities with no reduction in F2F time.

6. Blended or Mixed-Mode… The most effective for post–secondary learners who attend college for a variety of reasons. (Poole, 2006)

7. If you don’t know where you are going, technology will not help you get there.If you don’t know where you are going, technology will not help you get there. If you are headed in the wrong direction, technology won’t help get you to the right place.If you are headed in the wrong direction, technology won’t help get you to the right place. It is not about adding technology to this teaching and learning approach…It is not about adding technology to this teaching and learning approach… Technology is a Resource!

8. Bad Teaching + Technology = Expensive Bad Teaching Bad Teaching + Technology = Expensive Bad Teaching

9. Is technology the answer? Is technology the answer?

10. “Old World” vs. “New World”

11. Where to Start? Let’s start with your beliefs…

12. Beliefs What are the critical components for learning? What are the critical components for learning? f2ff2f on-lineon-line What are the differences in your beliefs about these two learning spaces? What are the differences in your beliefs about these two learning spaces?

13. Role of the Educator Think about your metaphor for teaching & learning?

14. Principles Using your Beliefs & your Metaphor identify the key Principles which you believe must be present in an effective ‘Learning Space’

15. Good practice (Chickering & Gamson) encourages contact between students and facultyencourages contact between students and faculty develops reciprocity and cooperation among studentsdevelops reciprocity and cooperation among students encourages active learningencourages active learning gives prompt feedbackgives prompt feedback emphasizes time on taskemphasizes time on task communicates high expectationscommunicates high expectations respects diverse talents and ways of learningrespects diverse talents and ways of learning

16. The Design Beliefs Metaphor Principles Design

17. Cycle of Design The process for planning effective e-Learning spaces is cyclical, overlapping & ongoing. Rome wasn’t built in a day! Rome wasn’t built in a day!

18. Start small and grow…

19. Synchronous:Asynchronous: Terminology

20. Assumption Through discussion forums we increase interactivity and therefore our students: move from passive to active learnersmove from passive to active learners learn with greater meaninglearn with greater meaning move from surface to deeper learningmove from surface to deeper learning have a greater retention of their learninghave a greater retention of their learning

21. Deep & Meaningful Learning Content Educator Personal Application & Value Knowledge Circle of Learner Interactions

22. Online Discussions Provide: Instrumental education – skills Instrumental education – skills Transformative education - experience in communities of practice Transformative education - experience in communities of practice

23. Think of your course area as the trunk of a tree. The discussion areas are the branches. WelcomeSubmission Q. and A. Questions Debate Case Study SolidPedagogy

24. Advantages?

25. Disadvantages?

26. Which means… All students have an improved learning experience and enjoy greater success when we provide the opportunity for online discussion in their courses.

27. Invest time & Model Effective Use Pedagogical Pedagogical Social Social Managerial Managerial Technical Technical Faculty Role

28. Questions and probes for responses that focus discussions on critical concepts, principles and skills Match the discussions to the course content Match the discussions to the course content Contribute special knowledge Contribute special knowledge Weave together various threads and/or connect to content. Weave together various threads and/or connect to content. Pedagogical

29. Probe for student responses that focus on critical concepts, principles and skills & reinforce these Probe for student responses that focus on critical concepts, principles and skills & reinforce these Guide students towards a deeper analysis of the issues through constructive feedback Guide students towards a deeper analysis of the issues through constructive feedback Become the expert questioner Become the expert questioner Introduce contradictions, play devil’s advocate, link to controversial sites Introduce contradictions, play devil’s advocate, link to controversial sites Pedagogical (con’t)

30. Encouraging a collaborative learning environment Maintain group tone and harmony Maintain group tone and harmony Reward participation Reward participation Be aware of different cultural patterns and communication styles Be aware of different cultural patterns and communication styles Make the activities interesting and relevant to your students’ needs – relate to life experiences, interests, ambitions Make the activities interesting and relevant to your students’ needs – relate to life experiences, interests, ambitions Establish a pattern of frequent response Establish a pattern of frequent response Social

31. Organizational; procedural; administrative Create different forums for introductions, casual conversations, Q & ACreate different forums for introductions, casual conversations, Q & A Communicate your expectations for participation –netiquette, message length, frequency, timelines, rules, rubricCommunicate your expectations for participation –netiquette, message length, frequency, timelines, rules, rubric Provide a weekly agendaProvide a weekly agenda Start the major topic threadsStart the major topic threads Manage flow and direction without stifling participantsManage flow and direction without stifling participants Managerial

32. Make the technology transparent Make the technology transparent Be comfortable and proficient with the technology Be comfortable and proficient with the technology Provide information to access Help Desk Provide information to access Help Desk Technical

33. Socratic Questions (Read and think questions) Imagine… Imagine… How did you feel about… How did you feel about… Consider what you have read …. & Consider what you have read …. & Evaluate…Compare… Describe a situation… Evaluate…Compare… Describe a situation… These contrasting views….which means to you… These contrasting views….which means to you… Comment on classmates posts….link… Comment on classmates posts….link… Follow-up questions, post building Follow-up questions, post building Types of Questions

34. Asking the right question is almost always more important than giving the right answers.

35. Example 1: A classmate is on placement in a different agency than you are. It is now week 3 of your placement when they indicate to you that they have not yet received any formal supervision. They tell you they have requested supervision and have received a couple of on-the-spot supervisions. Their college supervisor is coming next week for their first meeting and they are worried about how they are doing. As the time progresses they are getting angry, suggesting the placement and staff are not very helpful. Using information from your readings and other resources what would you tell your classmate about how they might proceed.

36. Example 2: This week I would like you to consider how to most effectively end a counselling relationship. Identify a counselling relationship which you have terminated or will in the future. Using information from the readings identify what you have done well and what you might do differently in the future. Offer suggestions and comments on one other posting.

37. Discussion Question?

38. Discussion Responses Add value if they fall into these categories Social Presence -present themselves as "real people” Social Presence - present themselves as "real people” Cognitive Presence - based on factual, conceptual, and theoretical knowledge Cognitive Presence - based on factual, conceptual, and theoretical knowledge Teaching Presence - the facilitation and direction these process to achieve learning outcomes Teaching Presence - the facilitation and direction these process to achieve learning outcomeshttp://www.sloan-c.org/publications/JALN/v8n3/v8n3_pelz.asp#pelz1

39. Steps in Writing a Facilitating Response 1.Review learner ideas. 2.Identify what needs to be pursued in more depth. 3.Review you message for tone, modeling, spelling, meeting outcomes.

40. Or Assign the Role of ‘Moderator’

41. Keep discussion on track Keep discussion on track Manage flow and direction Manage flow and direction Weave together various threads Weave together various threads Develop critical thinking, reflection, and skills in analysis Develop critical thinking, reflection, and skills in analysis Improve writing skills Improve writing skills Improve questioning skills Improve questioning skills Develop leadership skills Develop leadership skills Develop listening, summarization skills Develop listening, summarization skills Provides relief Provides relief Moderator Role

42. Or Assign Student Led Discussions

43. Each student/pair/group is responsible for leading a discussion on each chapter of the textbook Evaluation of questions is based upon: Relevance Relevance ImportanceImportance Thought-provokingThought-provoking OriginalityOriginality TimelyTimely Student Led Discussions - https://www.elearning.ubc.ca Student Led Discussions

44. PairPair Pair swappingPair swapping GroupingGrouping DebatesDebates Require a hand-in assignmentRequire a hand-in assignment Students find and discuss web resourcesStudents find and discuss web resources Case study analysisCase study analysis Learning Activities

45. Online presentation – paper of interest, summarize and facilitate discussionOnline presentation – paper of interest, summarize and facilitate discussion Submit paper and facilitate discussionSubmit paper and facilitate discussion Moderator – assignModerator – assign Lurker – assign prior to and after moderator roleLurker – assign prior to and after moderator role ParticipantParticipant Partial question designerPartial question designer Play a part in a role play or case studyPlay a part in a role play or case study Learning Activities (con’t)

46. Cannot expect ongoing high level participation throughout an entire courseCannot expect ongoing high level participation throughout an entire course Cannot participate in several course discussions simultaneouslyCannot participate in several course discussions simultaneously Assign gradesAssign grades Assign grades for quality not quantity of participationAssign grades for quality not quantity of participation Cautions

47. Don’t take on more than you can handleDon’t take on more than you can handle Always going to classAlways going to class Requires time to provide: clear expectations, good models & examples, recognition/reinforcement and develop questionsRequires time to provide: clear expectations, good models & examples, recognition/reinforcement and develop questions Cautions (con’t)

48. Number of conference spacesNumber of conference spaces -difficult to follow discussion threads if only one conference -difficult to follow discussion threads if only one conference Groups sizeGroups size Choice of schedule for the various roles, especially moderatorChoice of schedule for the various roles, especially moderator Must participate in 1, 2 & …Must participate in 1, 2 & … Choice in number i.e. 3/5 discussionsChoice in number i.e. 3/5 discussions Self assessment of participation Self assessment of participation Structure

49. Course Participation Rubric

50. Roles

51. Learners must understand the purpose and function of each discussion areaLearners must understand the purpose and function of each discussion area Learners must know the expectations for participating in each areaLearners must know the expectations for participating in each area Provide a common start and finish date for each discussionProvide a common start and finish date for each discussion Front End VigilanceFront End Vigilance Develop a Schedule: a Mid-week and Friday Post?Develop a Schedule: a Mid-week and Friday Post? Tips

52. Opportunity& Introduce a new freedom to learning! Conclusion Online Discussions Provide:

53. Questions? ________________________________________________ ________________________________________________

54. Lets go…

55. Sites/References CREST+ Model: Writing Effective Online Discussion Questions http://jolt.merlot.org/Vol3_No2.htm Strategies for Promoting Discussion in Your Online Course, http://www.onlinelearning.net/InstructorCommunity/tips _oct2000.html?s=128.u020q885a.0251516g10 Student Led Discussions - https://www.elearning.ubc.ca/home/index.cfm?p=documents/discu ss_rubric.htm https://www.elearning.ubc.ca/home/index.cfm?p=documents/discu ss_rubric.htm

56. Sites/References Facilitating Online Learning: Tip and Suggestions - http://scienceonline.terc.edu/facilitating_online_learni ng.html (MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY http://www.sloan- c.org/publications/JALN/v8n3/v8n3_pelz.asp#pelz1 http://www.emoderators.com/moderators.shtml http://www.emoderators.com/moderators/muilenburg.html

57. Presentation Content & Construction Pat Anderchek ________________________________________________ ________________________________________________