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Online Online Classroom Classroom Discussions: Discussions: Learning Learning TransformationTransformations & Issues s & Issues

Online Online Classroom Classroom Discussions: Discussions: Learning Learning TransformationTransformations & Issues s & Issues Carol DeArment, Ed.D.Instructional Designer

Center for Instructional Development & Distance Education (CIDDE)

University of Pittsburgh

dearment@cidde.pitt.edu

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OverviewOverviewOverviewOverview

○ Introduction/BackgroundIntroduction/Background

○ A qualitative ethnographic case studyA qualitative ethnographic case study

○ How can online text-messaging tools be used to How can online text-messaging tools be used to connect learning theories & teaching practices?connect learning theories & teaching practices?

○ Concrete ways Pitt faculty have used these tools for Concrete ways Pitt faculty have used these tools for better teaching and learningbetter teaching and learning

○ Broader Issues….. Broader Issues…..

○ Introduction/BackgroundIntroduction/Background

○ A qualitative ethnographic case studyA qualitative ethnographic case study

○ How can online text-messaging tools be used to How can online text-messaging tools be used to connect learning theories & teaching practices?connect learning theories & teaching practices?

○ Concrete ways Pitt faculty have used these tools for Concrete ways Pitt faculty have used these tools for better teaching and learningbetter teaching and learning

○ Broader Issues….. Broader Issues…..

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Center for Center for Instructional Instructional Development & Development & Distance Education Distance Education (CIDDE) (CIDDE)

Center for Center for Instructional Instructional Development & Development & Distance Education Distance Education (CIDDE) (CIDDE)

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Growth in Courses at Pitt Growth in Courses at Pitt UsingUsing CMS (Blackboard) CMS (Blackboard) componentscomponents

Growth in Courses at Pitt Growth in Courses at Pitt UsingUsing CMS (Blackboard) CMS (Blackboard) componentscomponents

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Faculty Training in Faculty Training in Blackboard IT & IDBlackboard IT & IDFaculty Training in Faculty Training in Blackboard IT & IDBlackboard IT & ID

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AY 1997-1998 AY 1998-1999 AY 1999-2000 AY 2000-2001 AY 2001-2002 AY 2002-2003

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Learner is at centerLearner is at centerLearner is at centerLearner is at center

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Theory ↔ PracticeTheory ↔ PracticeTheory ↔ PracticeTheory ↔ Practice

(from “Mapping the Learning Space: Deeper Learning and Learning Theories” @ www.educause.edu/nlii/keythemes/lcp/learningmap.asp)

Principles in NLII’s “Mapping the Learning Space”

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My Study:My Study:Online Text-Online Text-Messaging ToolsMessaging Tools(Email, Discussion Board, Virtual (Email, Discussion Board, Virtual Classroom) Classroom)

My Study:My Study:Online Text-Online Text-Messaging ToolsMessaging Tools(Email, Discussion Board, Virtual (Email, Discussion Board, Virtual Classroom) Classroom)

B-R-I-D-G-EB-R-I-D-G-EPractice ↔ TheoryPractice ↔ Theory

DiscussionDiscussion Active Learning Active Learning Writing CollaborativeWriting Collaborative

ReadingReading Learning Learning

InteractionInteraction

*Benchmarks cited by George Kuh, 2000, National Survey of Student Engagement*Benchmarks cited by George Kuh, 2000, National Survey of Student Engagement

B-R-I-D-G-EB-R-I-D-G-EPractice ↔ TheoryPractice ↔ Theory

DiscussionDiscussion Active Learning Active Learning Writing CollaborativeWriting Collaborative

ReadingReading Learning Learning

InteractionInteraction

*Benchmarks cited by George Kuh, 2000, National Survey of Student Engagement*Benchmarks cited by George Kuh, 2000, National Survey of Student Engagement

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What do these tools What do these tools look like? look like? What do these tools What do these tools look like? look like?

Discussion Board Threads Discussion Board Threads Discussion Board Threads Discussion Board Threads

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An asynchronous An asynchronous messagemessageAn asynchronous An asynchronous messagemessage

Current Forum: Unit 5: History Status: Archived Date: Mon Jun 11 2001 6:17 pmAuthor: JAMES Subject: Re: Baker as ArchivistI am not so sure that I would refer to Baker as an archivist. I think that his attatchement to the card catalog and to newspapers places him more along the lines of a collector. The reason for this is that he never really deals with the question of selection. One of the prime pricicples of archives is that it is impossible to keep everything. Is Baker really to have us believe that it necessary to keep every card catalog in order to preserve it as an historical document? If so why do we not do the same with every record produced by the federal government? Or is it possible to preserve a representative example to illustrate the how they were constructed and mainatained.

The same goes for newspapers. Again I ask are we really to believe that it essential to maintain an orginal copy of every newspaper printed? Again Baker fails to deal with the reality that selection is essential for archives and libraries. This is not to say that, through organizational cooperation in the developmnent of acquisition and appraisal policies, that organizations cannot provide a more comprehensive universe of documentation, but the reality is choices must be made. Though it may be difficult to decide what is to continue to be preserved and in what form, it the duty of archivists, librarians, and curators to do so.

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Virtual Classroom Virtual Classroom ArchivesArchivesVirtual Classroom Virtual Classroom ArchivesArchivesVirtual Classroom Session with Guest ExpertKATHLEEN has entered. [ 03:43:16 PM ] KATHLEEN > Hello to anyone that may be there! RENE has entered. [ 03:43:43 PM ] RENE > Hi there. Rene is here. where are you? KATHLEEN > Home! RENE > I am in Hillman with Mary. KATHLEEN > good place to be for this discussion! RENE > Being at home is pretty good too! ARLENE has entered. [ 03:47:43 PM ] ARLENE > Hello Kathy, Rene, (and Mary?) RENE > Hi there! KATHLEEN > Hello! KATHLEEN > I just sent you a short email Dr. T.

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Blackboard Daily Blackboard Daily Stats:Stats:Use of Online Tools in Use of Online Tools in the Course the Course

Blackboard Daily Blackboard Daily Stats:Stats:Use of Online Tools in Use of Online Tools in the Course the Course

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Data Collection Data Collection Data Collection Data Collection

Faculty Perceptions ↔ Student PerceptionsFaculty Perceptions ↔ Student PerceptionsInterviewsInterviews

Focus groupsFocus groupsObservationsObservations

Think-aloud protocolsThink-aloud protocolsSurveysSurveys

DocumentsDocuments

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How data was sorted How data was sorted & analyzed& analyzedHow data was sorted How data was sorted & analyzed& analyzed

Data: A Scaffold for Data: A Scaffold for LearningLearningData: A Scaffold for Data: A Scaffold for LearningLearning

Deeper Learning ↑

Higher-level, Critical ThinkingMetacognitive Awareness

Engagement (Active)Interaction/collaboration (social)

ENTER HERE ↑

Deeper Learning ↑

Higher-level, Critical ThinkingMetacognitive Awareness

Engagement (Active)Interaction/collaboration (social)

ENTER HERE ↑

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What I learnedWhat I learnedWhat I learnedWhat I learned

How can online text-messaging tools support learner-How can online text-messaging tools support learner-centered theory and practice?centered theory and practice?

(Refer to the detailed “Scaffold” handout.)(Refer to the detailed “Scaffold” handout.)

How can online text-messaging tools support learner-How can online text-messaging tools support learner-centered theory and practice?centered theory and practice?

(Refer to the detailed “Scaffold” handout.)(Refer to the detailed “Scaffold” handout.)

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What I learnedWhat I learnedGuidelinesGuidelines(Refer to “Guidelines” handout.)(Refer to “Guidelines” handout.)

What I learnedWhat I learnedGuidelinesGuidelines(Refer to “Guidelines” handout.)(Refer to “Guidelines” handout.)

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Evaluating Evaluating assignments and assignments and postings.postings.

Evaluating Evaluating assignments and assignments and postings.postings.

(Refer to “Evaluation” handout.)(Refer to “Evaluation” handout.)(Refer to “Evaluation” handout.)(Refer to “Evaluation” handout.)

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IssuesIssuesIssuesIssues

○ Does participation in online discussions add to or Does participation in online discussions add to or replace previous learning activities?replace previous learning activities?

○ Does use of these tools create a burdensome Does use of these tools create a burdensome amount of time instructor and students have to amount of time instructor and students have to spend reading and writing messages?spend reading and writing messages?

○ Who has control of the discussion space—Who has control of the discussion space—instructor, students, or both? instructor, students, or both?

○ Does participation in online discussions add to or Does participation in online discussions add to or replace previous learning activities?replace previous learning activities?

○ Does use of these tools create a burdensome Does use of these tools create a burdensome amount of time instructor and students have to amount of time instructor and students have to spend reading and writing messages?spend reading and writing messages?

○ Who has control of the discussion space—Who has control of the discussion space—instructor, students, or both? instructor, students, or both?

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How other Pitt faculty How other Pitt faculty have been using these have been using these tools tools

How other Pitt faculty How other Pitt faculty have been using these have been using these tools tools

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DiscussionDiscussionDiscussionDiscussion

Refer to supplemental handouts.Refer to supplemental handouts.Refer to supplemental handouts.Refer to supplemental handouts.

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