My notes from Thursday, 10/11/12 Sloan-C presentation by Hayley Lake & Patrick Lordan from Eastern Washington University, US
The discussion board audit: How will I know what I think until I see what I say

Discussion boards / forums are great for:

  • Reading and using research to support viewpoints/perspectives
  • Writing
  • Deeper reflections
  • Communications
    • Need to get point across succinctly
    • Decide what’s important
    • Tailor language to audience
    • Be professional
  • Critical thinking
  • Student-to-student interactions – students can generate their own online community
  • Time management and study skills
  • Can be relevant to real world and draw upon students’ experiences
  • Bringing out the wall-flowers – they can come alive and really contribute in this manner
  • Thinking more meta-cognitively and growing in self-awareness

(Bearing in mind a class size of 24-30 students per class)
Except for first two weeks, did not answer each posting; instead, typically the professor looked for themes and provided a weekly recap. Straightened out any wrong understandings.

Characteristics of reflective learners

  • Curious
  • Open to criticism and different approaches
  • Honest
  • Motivated to improve

Used the idea of a Discussion board audit

  • For closure
  • For summative assessment
  • For deeper learning/reflection; richness, depth, self-evaluation
  • Based off Mark Samples’ (George Mason University) blog audit
  • Re-read all DB postings, mark them up, analyze own work; look for themes and ideas worth revisiting, assess own learning
  • Really helped students see how they had learned, changed, grown

 

 

 

Another discussion board related presentation was:
Cleaning Out the Crickets: Enhancing Faculty Presence in Online Instruction
John J. Oprandy, Ph.D., South University, College of Nursing and Public Health, Health Sciences Program Online; Savannah, GA, US

  • John presented an alternative approach to discussion board questions and assignments aimed at helping students think critically
  • Discussed the merits of this approach and how to execute it
  • DB’s targeted as one of the most important ways to teach a student online
  • In their model:
    • Professor:
      • Sets expectations up front on when going to respond and how going to respond – i.e. NOT going to respond to each person’s every posting
      • Responds to each student’s main post; students respond to 2 other students
      • Use open ended, carefully crafted questions; questions need to be more complex in nature
      • Offers substantive responses, leads/guides discussion, models good writing, offers timely responses
      • Summarizes info and adds something new
      • Asks probing follow up questions to guide the conversations/learning – “It’s like putting pieces of a puzzle together.”
      • Provides final wrap up
  • What NOT to do:
    • Provide short/trite responses, give away the answer, give feedback that better belongs in the gradebook
  • This approach requires daily interaction and participation
  • Rubrics important and must align with approach
  • Works best with smaller groups
  • Faculty liked it because they often had to think on their feet