The Magic of ForumsThe Magic of Forumsin Classroom in Classroom DiscussionsDiscussions

NCCE, March 2, 2011NCCE, March 2, 2011

Fred StrongFred StrongDean of Faculty & English TeacherDean of Faculty & English Teacher

Seattle Academy of Arts & SciencesSeattle Academy of Arts & Sciences

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Log on to this Session’s CourseLog on to this Session’s Course

Open http//:seattleacademy.net Open http//:seattleacademy.net Enter you user name (seattle##) and Enter you user name (seattle##) and

password (ncce2010)password (ncce2010) Log on and open “NCCE Seattle”Log on and open “NCCE Seattle”

ncce2010

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Our Moodle Course for TodayOur Moodle Course for Today

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Forum Post #1Forum Post #1

Please take 4-5 minutes to do Post #1.Please take 4-5 minutes to do Post #1.

Replies look like this:Replies look like this:

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Class Discussions: PitfallsClass Discussions: Pitfalls

What’s listed in your forum posts?What’s listed in your forum posts?• Discussions favor students who are good at Discussions favor students who are good at

discussions. discussions. Not really a measure of intelligence, compre-hension, Not really a measure of intelligence, compre-hension,

creativity, etc.creativity, etc.

• Discussions challenge those who need more Discussions challenge those who need more time to process what they’ve heard.time to process what they’ve heard.

• They challenge those who need more time to They challenge those who need more time to formulate their own thoughts.formulate their own thoughts.

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““Blended” or “Hybrid” Blended” or “Hybrid” ClassClass

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Pitfalls of DiscussionsPitfalls of DiscussionsAdapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence http://teaching.ucsc.edu/tips-discussion.html

Guess-what’s-in-my-head or fill-in-the-blank Guess-what’s-in-my-head or fill-in-the-blank questions.questions.

Looking for confirmation of your own ideas. Looking for confirmation of your own ideas. Allowing students’ misunderstandings or Allowing students’ misunderstandings or

misinterpretations of the material to pass misinterpretations of the material to pass without correction. without correction.

Assuming students start with the same Assuming students start with the same

level of understanding you have.level of understanding you have.

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Pitfalls, cont’dPitfalls, cont’dAdapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence http://teaching.ucsc.edu/tips-discussion.html

Trick questions and “devil’s advocate” Trick questions and “devil’s advocate” positions. Use these techniques with care—positions. Use these techniques with care—students may feel betrayed and/or students may feel betrayed and/or confused.confused.

Following the same pattern for discussion Following the same pattern for discussion day after day.day after day.

Getting angry or frustrated if students Getting angry or frustrated if students aren’t participating.aren’t participating.

Again…class discussions favor those who Again…class discussions favor those who are good at class discussions.are good at class discussions.

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……and Time is always moving…and Time is always moving…

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What Students Say…What Students Say…

I’m enthusiastic about Forums…I’m enthusiastic about Forums…• But so what?But so what?

Here’s a sampling of what students have Here’s a sampling of what students have said:said:

• What Students Say, part 1

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Outline of this SessionOutline of this Session

Overview by doingOverview by doing What students sayWhat students say Focus on class discussionsFocus on class discussions

• Pitfalls and Best PracticesPitfalls and Best Practices (Physical classrooms, not distance learning)(Physical classrooms, not distance learning)

What students sayWhat students say Specifics: Instructions & AssessmentSpecifics: Instructions & Assessment What students say: A Final ProjectWhat students say: A Final Project Research & ResourcesResearch & Resources Q & A and DevelopmentQ & A and Development

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Goals of the WorkshopGoals of the Workshop

1.1. Show why the online forum is a Show why the online forum is a superb discussion tool.superb discussion tool.

2.2. If you haven’t tried them, convince If you haven’t tried them, convince you to try them.you to try them.

3.3. Provide strong rationale for you to Provide strong rationale for you to communicate with colleagues.communicate with colleagues.

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List of Other Online Collaboration List of Other Online Collaboration ToolsTools

BlogsBlogs WikisWikis Text chatText chat Skype or VOIPSkype or VOIP Google docsGoogle docs

Second Life or Second Life or virtual worldsvirtual worlds

Image-based Image-based discussions (Flickr)discussions (Flickr)

Other…Other…

…”…”Blended” Blended” classroom modelclassroom model

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Best Practices for Discussion Best Practices for Discussion Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence http://teaching.ucsc.edu/tips-discussion.html

Control discussion monopolizers.Control discussion monopolizers. Done. Automatically.Done. Automatically.

Give everyone a chance to participate.Give everyone a chance to participate. Done. Automatically.Done. Automatically.

Provide opportunities for students to get Provide opportunities for students to get to know one another. to know one another.

Forums are actually Forums are actually personalpersonal, not impersonal., not impersonal.• This is counter-intuitive.This is counter-intuitive.• Personal, but academically personal.Personal, but academically personal.

Provide a written set of ground rules for Provide a written set of ground rules for discussion.discussion.

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Discussion, cont’d Discussion, cont’d Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence http://teaching.ucsc.edu/tips-discussion.html

Reward participation with both verbal Reward participation with both verbal and non-verbal cues and non-verbal cues

You can make private replies to a post, while the You can make private replies to a post, while the class is making public replies.class is making public replies.

Make connections between students’ Make connections between students’ comments to encourage dialogue.comments to encourage dialogue.

You do not have to do this; they will. Better.You do not have to do this; they will. Better. Call on non-participants. This will be less Call on non-participants. This will be less

threatening if they have had an threatening if they have had an opportunity to prepare ahead of time opportunity to prepare ahead of time through a writing task.through a writing task.

Done. There is a safe level of entry for everyone.Done. There is a safe level of entry for everyone.

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Discussion, page 3Discussion, page 3Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence http://teaching.ucsc.edu/tips-discussion.html Adapted from Univ. of CA, Santa Cruz, Center for Teaching Excellence http://teaching.ucsc.edu/tips-discussion.html

Remember that quieter students may Remember that quieter students may feel safer contributing in a small group feel safer contributing in a small group discussion.discussion.

Forums are perfect for quieter students.Forums are perfect for quieter students.

Summarize student input on the board, Summarize student input on the board, when appropriate, to make it clear that when appropriate, to make it clear that the ideas students generate are an the ideas students generate are an important part of their learning.important part of their learning.

Done.Done.

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More of What Students Say…More of What Students Say…

What Students Say, part 2What Students Say, part 2• Addressing the issue of discussion pitfallsAddressing the issue of discussion pitfalls

The pitfalls are avoided and the problems The pitfalls are avoided and the problems are resolved.are resolved.

Forums Forums effortlesslyeffortlessly avoid pitfalls. avoid pitfalls.

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Magic #1—InstructionMagic #1—Instruction

Forums solve many of the problems of class Forums solve many of the problems of class discussions automatically.discussions automatically.

And they work for all the And they work for all the rightright reasons. reasons.

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Do forums create their own problems?Do forums create their own problems?

Yes. You don’t Yes. You don’t reallyreally have to do the work have to do the work on your own; just check to see what’s on your own; just check to see what’s been posted and go for it!been posted and go for it!• Soft-core in-class plagiarism.Soft-core in-class plagiarism.

Solution: Have multiple forms of assessment, not just Solution: Have multiple forms of assessment, not just forum posts.forum posts.

99thth grade Humanities anecdote grade Humanities anecdote• 11stst time + 4 teachers, 4 different classes, in time + 4 teachers, 4 different classes, in

separate rooms =separate rooms = Chaos.Chaos.

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How to Write Directions for ForumsHow to Write Directions for Forums

Did I give many directions?Did I give many directions? What’s too much?What’s too much? What’s too little?What’s too little?

Focus on Focus on • Civility in toneCivility in tone• Specificity in contentSpecificity in content

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Sample InstructionsSample Instructions1.1. Be politeBe polite. This forum is public and your . This forum is public and your

vocabulary, details, tone, and content should be vocabulary, details, tone, and content should be appropriate for the public forum and should appropriate for the public forum and should follow the core values of Seattle Academy: Trust, follow the core values of Seattle Academy: Trust, Respect, Responsibility, and Integrity.Respect, Responsibility, and Integrity.

2.2. If someone makes a spelling or reference If someone makes a spelling or reference mistake, it’s not your place to correct them mistake, it’s not your place to correct them unless you want to clarify. unless you want to clarify. Be politeBe polite. .

3.3. Keep in mind that referencing specific people Keep in mind that referencing specific people can violate rules number one and two above. can violate rules number one and two above. The idea is to discuss issues, not classmates.The idea is to discuss issues, not classmates.

4.4. Be specificBe specific. For full credit, you must cite texts . For full credit, you must cite texts and/or the specifics involved in the question. and/or the specifics involved in the question.

Adapted from Seattle Academy facultyAdapted from Seattle Academy faculty

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How to Assess Forums?How to Assess Forums?

As simply as possible.As simply as possible.• If that meets your needs.If that meets your needs.

Example:Example:• 10 points if meets assignment goals10 points if meets assignment goals• 7 or 8 points if meets, but is not terrific7 or 8 points if meets, but is not terrific• 0 if not done0 if not done

Very little arguing over points, because…Very little arguing over points, because…

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Magic #2—AssessmentMagic #2—Assessment

……students can students can seesee what the landscape is and what the landscape is and what the expectation level is.what the expectation level is.• If their work is not at the 10 level, they can If their work is not at the 10 level, they can

usually see that for themselves.usually see that for themselves. AndAnd they can see examples of how they can they can see examples of how they can

get to the next level for them!get to the next level for them!• Skill issueSkill issue• Conceptual issueConceptual issue• Motivational issueMotivational issue

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Assessment magic, cont’dAssessment magic, cont’d

Whatever the reason for underperfor-Whatever the reason for underperfor-mance, forums tend to cause the level of mance, forums tend to cause the level of classwork to float to the classwork to float to the highesthighest common common denominator.denominator.

Forums provide multiple means by which Forums provide multiple means by which students can move beyond what they students can move beyond what they currently can do.currently can do.• This is an This is an incredible lifelineincredible lifeline for students who for students who

have never felt they’re in the game.have never felt they’re in the game.

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Assessment Magic, cont’dAssessment Magic, cont’d

When it comes to assessing forums…When it comes to assessing forums…• The excuse goes away,The excuse goes away,• The mystery goes away,The mystery goes away,• The path to be able improve is right in front of a The path to be able improve is right in front of a

student.student.

And And nonenone of the above is teacher-centered. of the above is teacher-centered.

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More of What Students Say…More of What Students Say…

What Students Say, part 3What Students Say, part 3

Addressing the issue of learning from other Addressing the issue of learning from other students…students…

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The “Public” ElementThe “Public” Element

Positive peer pressurePositive peer pressure Good stress Good stress Greater variety of reactions; more Greater variety of reactions; more

unpredictabilityunpredictability• for the teacher as well as the studentfor the teacher as well as the student

FunFun Paradox of Public and Personal at the Paradox of Public and Personal at the

same time.same time.

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How to:How to:Rate and Respond to PostsRate and Respond to Posts

Demonstrate on forums that have Demonstrate on forums that have been done:been done:• RatingRating• Making a private replyMaking a private reply

Demonstrate with one of theirs…tell person Demonstrate with one of theirs…tell person while they’re working that I’d like to use theirs while they’re working that I’d like to use theirs as a sample.as a sample.

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How to:How to:Create a Forum in MoodleCreate a Forum in Moodle

Create Forum Post #2Create Forum Post #2

Do 2Do 2ndnd post on evaluation of the post on evaluation of the presentationpresentation

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Anything to notice from theseAnything to notice from theseforum posts?forum posts?

Information from Information from everyoneeveryone can be can be recorded in a brief time. recorded in a brief time. (10, 100, 500, etc.)(10, 100, 500, etc.)

The recording of information is going on The recording of information is going on simultaneouslysimultaneously, not sequentially., not sequentially.

When you’ve finished, you can browse When you’ve finished, you can browse other people’s posts.other people’s posts.• Forums don’t have to preclude personal Forums don’t have to preclude personal

conversation. conversation. • Does anyone want to comment or ask a Does anyone want to comment or ask a

question of someone based on these warm-up question of someone based on these warm-up posts?posts?

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Magic #3—Time MultiplierMagic #3—Time Multiplier

Classroom management:Classroom management:• Efficient use of class (or meeting) time Efficient use of class (or meeting) time

as a warm-up activity.as a warm-up activity. Gets people started on a topic.Gets people started on a topic. Can stop and return to it.Can stop and return to it. Because it’s a forum, it doesn’t go away. It’s Because it’s a forum, it doesn’t go away. It’s

not ephemeral like a traditional verbal not ephemeral like a traditional verbal discussion is.discussion is.

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Overall MagicOverall Magic

Forums are effective-for all the right reasons.Forums are effective-for all the right reasons.

1.1. Allow good classroom management in use of Allow good classroom management in use of class time (warm ups)class time (warm ups)

2.2. Accomplish best practices of instructionAccomplish best practices of instruction

3.3. Make available (and public) the means to Make available (and public) the means to improve from where one is now to the next improve from where one is now to the next level…which is the goal of assessment.level…which is the goal of assessment.

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Best of all…Best of all…

You set up the forum,You set up the forum, Stand back, Stand back, Marvel at the submissions, and…Marvel at the submissions, and… Don’t screw it up.Don’t screw it up.

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Student Final Project on ForumsStudent Final Project on Forums

This student asked if he could do a This student asked if he could do a final project on the class’ use of final project on the class’ use of Moodle forums.Moodle forums.

• The result: The result: “Moodling”“Moodling” in Romanticism in Romanticism © ©

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Research & ResourcesResearch & Resources• ““Getting More Out of Classroom Discussions,” from “Teaching Tips from University of Getting More Out of Classroom Discussions,” from “Teaching Tips from University of

California at Santa Cruz’s Center for Teaching and Learning,” California at Santa Cruz’s Center for Teaching and Learning,” http://ctl.ucsc.edu/resources/tips/index.html http://ctl.ucsc.edu/resources/tips/index.html

• ““Handbook of Emerging Technologies for Learning,” Siemens & Tittenberger, March Handbook of Emerging Technologies for Learning,” Siemens & Tittenberger, March 2009, http://www.elearnspace.org/blog/2009/03/11/handbook-of-emerging-technologies-2009, http://www.elearnspace.org/blog/2009/03/11/handbook-of-emerging-technologies-for-learning/ for-learning/

• ““New Social Interaction Tools for Online Instruction,” Patti Shank, IT FORUM, 2004. New Social Interaction Tools for Online Instruction,” Patti Shank, IT FORUM, 2004. http://it.coe.uga.edu/itforum/paper81/paper81.html http://it.coe.uga.edu/itforum/paper81/paper81.html

• “ “Speaking of Writing and Writing of Speaking,” David Crystal, Pearson,Longman 2005. Speaking of Writing and Writing of Speaking,” David Crystal, Pearson,Longman 2005. http://www.pearsonlongman.com/Dictionaries/pdfs/Speaking-Writing-Crystal.pdf http://www.pearsonlongman.com/Dictionaries/pdfs/Speaking-Writing-Crystal.pdf

• ““Teaching Guide: Conducting Online Discussions,” Colorado State University website. Teaching Guide: Conducting Online Discussions,” Colorado State University website. http://writing.colostate.edu/guides/teaching/onlinediscussions/index.cfm http://writing.colostate.edu/guides/teaching/onlinediscussions/index.cfm

• ““The Social Affordances Of Computer-Supported Collaborative Learning Environments, The Social Affordances Of Computer-Supported Collaborative Learning Environments, File Format: PDF/Adobe Acrobat - View as HTML File Format: PDF/Adobe Acrobat - View as HTML

• Moodle website / Section on Forums http://docs.moodle.org/en/mod/forum/index Moodle website / Section on Forums http://docs.moodle.org/en/mod/forum/index

• ““Computer-Supported Collaborative Learning” entry, Wikipedia Computer-Supported Collaborative Learning” entry, Wikipedia http://en.wikipedia.org/wiki/Computer-supported_collaborative_learning http://en.wikipedia.org/wiki/Computer-supported_collaborative_learning

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Faculty Meetings—Warm Up Faculty Meetings—Warm Up ForumsForums

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And the results from the meetings...And the results from the meetings...

Here’s a PPT that I made of the results Here’s a PPT that I made of the results from 10 minutes at a June end-of-year from 10 minutes at a June end-of-year faculty meeting!faculty meeting!• Faculty Dev. Forum for NCCE.pptFaculty Dev. Forum for NCCE.ppt

This goes on for 58 slides…all from 10 This goes on for 58 slides…all from 10 minutes!minutes!

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The EndThe End