nwelearn 2013 - thinking differently about threaded discussions

© 2012 Boise State University 1

Thinking Differently About Thinking Differently About Threaded DiscussionsThreaded Discussions

Patrick R. Lowenthalwww.patricklowenthal.com

patricklowenthal@boisestate.edu@plowenthal

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A Bit about Me

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Assistant Professor @ Boise State

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Finish this SentenceOnline discussions are…

TeachersTeachersNon-traditional Non-traditional

StudentsStudentsStudentsStudents

Finish this SentenceOnline discussions are…

TeachersTeachersNon-traditional Non-traditional

StudentsStudentsStudentsStudents

Finish this SentenceOnline discussions are…

TeachersTeachersNon-traditional Non-traditional

StudentsStudentsStudentsStudents

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Typically…

1-2 Discussions Every Week1-2 Discussions Every Week

Large (entire class) DiscussionsLarge (entire class) Discussions

(Most) Discussions are based on Textbooks(Most) Discussions are based on Textbooks

Post 1 original post; reply to 2-3 peersPost 1 original post; reply to 2-3 peers

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My Struggles

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My Struggles

Why do we have online discussions? ??

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My Struggles

Why asynchronous?

Why every week?

Why grade them???

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Search of Balance

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Let’s Brainstorm

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…using Google Docs

1st1st Get in small groups

2nd2nd Open Google Dochttp://tinyurl.com/nwelearn2013-discussions

3rd3rd Share best practices

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Top 10 Themes1. Offer students choice2. Prior experience matters3. Class size influences what works4. Require students to take part5. Mix in synchronous sessions6. Set expectations / provide clear guidelines7. Strategies and discussion questions matter8. Provide timely (and multiple types) of feedback9. Instructor plays a key role 10.Students can feel isolated

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Social Presence

• One-to-one communication matters

• Low tech strategies can help

• Past/future relationships matter

• Group projects can help

• Small groups

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Social Presence

• One-to-one communication matters

• Low tech strategies can help

• Past/future relationships matter

• Group projects can help

• Small groups

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Social Presence

• One-to-one communication matters

• Low tech strategies can help

• Past/future relationships matter

• Group projects can help

• Small groups

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Social Presence

• One-to-one communication matters

• Low tech strategies can help

• Past/future relationships matter

• Group projects can help

• Small groups

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Social Presence

• One-to-one communication matters

• Low tech strategies can help

• Past/future relationships matter

• Group projects can help

• Small groups

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Protocols• The Final Post

• The Last Post

• Posting the Crux of the Matter

• Designated Readers

• Rotating Threads

• Snowballing Threads

• Jigsaw Threads

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“Rotating Threads”1. Set up threaded discussion forums, with a different

provocative issue to discuss in each forum.

2. In groups of 4‐5, have students rotate to a new forum. In terms of timing, you could have each group spend one day in a forum – e.g., Forum A on Monday, Forum B on Tuesday, and so on.

3. Have each group record their ideas about the issue in the forum.

4. Once groups have rotated to each forum, give students time to revisit all of the forums to see what other groups posted.

5. As a final activity, have students summarize what they have learned about the issues.

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“Death to the Dropbox”

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Assessing…

Ungraded Graded

Quantity Quality

Checklist Rubric

Individual Rubric

Student Teacher

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Karma Points

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Down & Dirty Guidelines

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Resources

Online Learning Idea Books

CU Online Handbooks

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Go Broncos!

Patrick R. Lowenthal, Ph.D.

Email: patricklowenthal@boisestate.edu

Thinking Differently About Thinking Differently About Threaded DiscussionsThreaded Discussions