Saturday, June 23, 2007
WHEN THEY DON'T DISCUSS AS WE WISHI have frequently encountered instructors who tell me that they love threaded discussions. With great enthusiasm, they report observing a lot of thoughtful discourse, both with and amongst their students. On the other hand, I have more often come across instructors who ask: "How can I get my students to participate more, as well as more effectively, in my threaded discussions?" Sometimes just puzzled and other times utterly disappointed, many of these instructors describe how they invite their students to participate in discussions, but get little or no response.
So, for some time now, I have puzzled over (and researched) what it is that leads to the difference, and what kinds of things more successful instructors (i.e., those having good discussions) might be doing to ensure good participation in threaded discussions? Here are a few of my more significant findings:
Recruit or Promote Inquiring Minds! Some of the more successful instructors have a lot of students who have what we might call "inquiring minds." Many of the students who have enrolled in their courses are pretty bright and appear to know that to learn, it is useful to take some initiative and ask good questions. These learners expect active discourse of themselves, their teachers, and their classmates. They know how to formulate good questions. And, they know that good teachers appreciate active, thoughtful and energetic students. It would appear that many of the more effective instructors are knowingly or unknowingly recruiting the right kinds of students. It would also seem that many of these teachers also create conditions that attract or create such students; that is, they teach in such a way that enables more "average" students to participate well in discussions.
Clear Communication of Expectations. Going beyond a simple invitation to join in the discussions, most of the more successful instructors make it very clear as to what they consider to be appropriate performance. They describe how, as well as how often, students are to participate (e.g., "you are to log into each week's discussion at least twice a week, once before Wednesday, to respond to the initial question posted, and again later in the week, before Saturday at 6 p.m., to respond to at least two of your classmates' responses").
Samples, Examples, Guidelines. The more successful instructors often provide additional guidelines. They might provide a handout describing the importance of, as well as how to go about, asking good questions (e.g., That's A Good Question). And some even provide the transcript of a good discussion from an earlier class -- one in which it's clear that simple "off-the-cuff" opinions are not sufficient, but rather that critical thinking, logical analysis, and supportive evidence is valued.
Make It Count. Without exception, those instructors who appear to be getting the most effective results make it clear that participation counts in a variety of ways. They know that students tend to ignore that which does not get a grade. So, they let their students know that it is not optional and a significant portion of their grade will depend on the quantity and quality of participation. They may further provide their students with a description of their grading rubric for online participation (e.g. Grading Online Discussion Participation: A Sample Rubric; Discussion Board Grading Rubric).
Active, Supportive Mentoring. Finally, the most successful instructors are very active and supportive. They reach out to all students, particularly the most tentative. They actively find ways to comment positively or reinforce the contributions of students, and provide corrective feedback in sensibly sensitive ways. They model the asking of good questions with an eye toward promoting higher-order thinking (as described in Asking Good Questions).
So, the next time you wonder about why students don't discuss as you want them to, think about it. And then try experimenting with some of the above methods. It will take some planning, some time, and some effort, but you might discover some interesting, inquiring minds in your class! (If you have another suggestion for promoting better participation in an online class, please feel free to let me know. I'd love to hear from you, and you can reach me easily at mailto:edladon@tahoo.com. Thanks!)
Labels: WHEN THEY DON'T DISCUSS
Sunday, May 01, 2005
Strategies for Individualizing Online Learning
Over the last several years, I have had the luxury of conversing with countless online instructors regarding "what works" in online education. To my surprise, I have found that many, if not most, conversations have centered on "the best way to create highly attractive visual presentations." The focus often seems to be on teaching as information distribution, and on motivating students by offering some "sizzle" in their presentations - employing cute animated gifs, blinking letters, animated simulations of processes such as swallowing reminiscent of Alka Seltzer commercials, etc.I don't have a problem with the notion of creating visually exciting presentations. However, I am somewhat surprised that there is so much concern about presentations, because in conversations with many of the most successful experienced online teachers, I find a very different focus. More often than not, we talk about the relationships they have with their students - and their strategies for engaging their students from the individual learner's point of view. These instructors have concern about the visual aspects of their courses like most, but much of their energy clearly is invested in what I would call "high touch mentoring."
When one takes a look at the most successful online teachers - i.e., those who obtain high student participation, high learning outcomes, and apparently high rates of student satisfaction, one finds that they demonstrate a very rich, active, respectful and responsive style of communication. More specifically, these "superior" online mentors often engage in one or more of the following kinds of actions or strategies:
- They provide a safe climate. They recognize that many anxious new online learners need some reassurance. Early and often, they let students know that there are numerous supports available to assist them - including the Orientation Course, the Help Notes, the 24x7 Help Desk, and their peers and the teacher. Most of all, they explicitly assure students that it is okay to ask for help, to trust them, and to trust that they will be very available and accessible - in the course, and/or by email, and/or by phone or in person.
- They invite input regarding the goals and agenda of the course. While they are mindful of the fact that they are content experts with clear ideas as to what students need, they also realize that learners often benefit from content that matches their individual academic and personal goals. These instructors also comfortably allow their students some measure of independence and control over their learning.
- They provide much individualized feedback - through email, in threaded discussions, as well as various other course communication tools. Knowing that learners will be gratified by and work harder for a teacher who cares about them, they give their students lots of positive messages about what they are doing well. They also offer constructive criticism when called for, provide models of good performance, and recommend links to resources for enhancing understanding of subject matter and/or to enable students to pursue material related to individual interests.
- They connect learners with one another. They appreciate that in interactive and collaborative learning situations, individuals have an opportunity to gain perspective and think reflectively, and this often produces higher levels of cognition as well as self-esteem. In turn, they fully employ threaded discussions and various collaborative assignments, as they foster much peer-peer interaction.
So, what am I driving at here?
Well, it comes down to this: In this "High Tech" world of ours, becoming more "High Touch" in communicating with the individuals who make up your class will probably lead to higher levels of achievement and satisfaction for your students. It will probably pay off for you as well.
-- Edward H. Ladon, PhD
Source: Originally published in Educator's Voice (4.18.02)- http://www.ecollege.com/news/EdVoice_arch_0418.learn
Friday, October 17, 2003
Recommended Online Resources The following are a list of some resource sites and online publications of value to anyone concerned with developing quality online courses. Many are related to distance or web-based education in higher education; however, there are also several relevant to work in the K-12 Virtual School space as well.
Concept to Classroom
– from Thirteen Ed Online and Disney Learning Partnership, includes workshops, discussions, etc. - http://www.thirteen.org/edonline/concept2class/index.html
Association for the Advancement of Computing in Education
- For articles relevant to building quality online courses, etc. -- http://www.aace.org/dl/
Asynchronous Learning Networks
- Major Distance Education organization - http://www.aln.org/
Copyright Crash Course, University of Texas
– short course on “Fair Use” etc.
http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm
Distance Education Clearinghouse
- comprehensive and widely recognized resource
http://www.uwex.edu/disted/home.html
Moderator’s Homepage
- resources for moderators and facilitators of online discussion, hosted by mauri collins and Zane L. Berge -- http://www.emoderators.com/moderators.shtml
National Educational Technology Standards Project
- developing standards for effective use of technology to support Pre K-12 education -- http://cnets.iste.org/
Pew Symposia in Learning and Technology
– excellent monographs related to the intersection of learning and technology -- http://www.center.rpi.edu/PewSym1.html
Syllabus Magazine Online
– excellent resource for using technology in education, huge archive of articles on wide range of topics -- http://www.syllabus.com/index.asp
Teacher Magazine
– lots of articles related to technology in K-12 education and other areas of interest -- http://www.teachermagazine.org/
Teachers.Net
– more articles related to technology in K-12 education and other areas of interest, lots of lesson plans, projects, interaction with peers -- http://teachers.net/
WWW4Teachers
– online space for K-12 teachers using technology, lots of access to resources, material on Project-Based Learning, rubrics, Web-Quests -- http://www.4teachers.org/
Thursday, October 16, 2003
What Are Some of the Factors That Ensure Quality
in Online Programs and Courses?
Edward H. Ladon, Ph.D.
WCET PreConference on Best Practices
Technology
Reliability
24/7 Student tech support services
Security procedures
High interactivity
Broad accessibility
Planning
Mission statement
Business/Program plan
Technology plan
Marketing plan
Faculty development plan
Quality-assurance plan
Focus on enrollment and cost
Faculty
Initial faculty orientation
Ongoing faculty training
Realistic time allotted
Real-time consultation to faculty
Peer mentoring
Collaborative environment
Peer review process
Course development standards
Multidisciplinary course development team
Incentives for innovation
Rewards for superior performance
Participation in important decisions
Enthusiastic support of leadership
Adequate compensation
Content
Clear learning objectives
Learning modules adjusted for length & complexity
Use of active learning strategies
Use of cooperative learning activities
Clear expectations for performance
Tutorials, training for online research
High student-to-faculty interaction
High student-to-student interaction
Learning outcome oriented use of technology
Courses adapted to student learning styles
Consistency in design of courses
Responsive, timely feedback to users
Timely scoring of graded activities
Assessment & Evaluation
Repeated review of courses
Repeated review of learning outcomes
Consultation with stakeholders
Program evaluation early and ongoing
Student Support Services
Online library resources
Student advising services
Advising regarding required commitment
Written student orientation & training materials
Concern for ongoing retention
Some Things Old and Some Things New
Edward H. Ladon, Ph.D.
edladon@yahoo.com
Below you will find the classic principles first described in Arthur Chickering and Zelda Gamson’s (1987) “Seven Principles of Good Practice in Undergraduate Education.”. This essay, which originally appeared in the March 1987 AAHE Bulletin, summarized several fundamental strategies that, according to 50 years of educational research, are essential to good practice. Along with each are some explanatory comments along with examples or illustrative points for applying the principles with online courses.Principle 1: Good Practice Encourages Student- Faculty Contact
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. For example:
Online Office/Threaded Discussion set up for Faculty-Class discussion of general observations or questions about the course
"Chat time"/online office hours with faculty (at various times, scheduled weekly)
Use phone bridge for 1-to-1 or 1-to-many conferences
Pictures of faculty & students posted
Telephone access to instructor if necessary
Email (1 on 1 contact)
Faculty mentoring of various student-student activities
Provide short audio or video commentaries (e.g. 1 to 2-minute "Points to Ponder") embedded in text and/or beginning and/or end of units. (Check out new tool, Audio Blogs)
Group “Virtual Field Trip” visit with instructor to selected sites
Principle 2: Good Practice Encourages Cooperation Among Students
Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding. For example:
Set up Threaded Discussion/Blog as a Virtual Café for student-student interaction
Threaded Discussion for discussion of every unit/key questions to be addressed
Class generated Web Resources list -- with site evaluation tool created by whole class and each site critiqued by students
Collaborative writing projects -- using Threaded Discussion or Collaborative Writing Tool like "Quick Doc ReviewSM"
Post papers in Document Sharing area/have students respond to each other's work
Have learning teams brainstorm in synchronous chat and then co-present findings in Threaded Discussion, or PowerPoint or a Web page to whole class
Games, case studies, simulations with competing teams
Online fairs at the end of the semester where each student or team could come to demonstrate their project.
Principle 3: Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. For example:
Treaded Discussion - requiring multiple and quality responses to topics/question posted by teacher as well as peer comments
Debate on-line
Case Study Discussion
Log of observations and/or data
Journal recording of reflections or reactions
Group problem-solving with written document, slide presentation, or video product
Ask students to observe/experiment/gather data from work, home, community environments
Authentic tasks - simulations
Ask students to teach some content to peers
Time limited (24 hour) intensive online discussion with visiting faculty expert
Self-Assessment practice quizzes - games
Have students visit, observe and evaluate outside websites relevant to the weekly/unit topics at hand.
Principle 4: Good Practice Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. For example:
Threaded Discussion in which instructor monitors and mentors conversations very regularly (e.g. daily).
Synchronous Chat group with office hours where the instructor is present-- ideally with small groups
Student chats that are archived where instructor reviews and provides feedback shortly after
Frequent testing or self-assessment activity upon entrance to course
Feedback forms on web site
One minute papers (via email) - having students report on "muddiest points" feedback to instructor followed by clarification to class within 24-48 hours.
Online Exams
Online Journal for 1-to-1 two-way feedback
Needs assessments - pre and post
Very promptly score and return graded exams or papers (e.g. within a few days).
Principle 5: Good Practice Emphasizes Time on Task
Time plus energy equals learning. Efficient time-management skills are critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all. For example:
Know what your goals are and that the learners understand them as well.
Understand that there will be problems with the distance and technology along the way
Each online class should involve some sort of time-achievement expectation that is laid out at the beginning of the course--assign some content for out of class
Consider both time requirements of in and out of class activities
Encourage learners to participate in the time issue... Ask: we have "X" days left for this unit or "Y" minutes left in this chat, what do you want to do with it?
Ask students to help . . . Consider team approach and give up illusion of "doing it all." Have them assume roles (e.g. co-facilitator, recorder, summarizer) in group discussions.
Identify key concepts and how those will be taught. Given set amount of time, what can realistically be covered?
In creating interactive learning environment, it can be overwhelming to both the students and the teacher if the types of interaction required are too time consuming. Keep it realistic! Vary the types of interaction!
Principle 6: Good Practice Communicates High Expectations
Expect more and you will get it. High expectations are important for everyone, for the poorly prepared, for those unwilling to exert themselves, and for the bright and motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts. For example:
Clearly stated course syllabus
Provide "stellar" examples (of past student project, for example) for students to model
Work on climate setting/role modeling
Provide corrective feedback --state what you liked/didn't
Ask student to comment on what they are doing
Expect student to participate, and provide explicit statement of expectations
Celebrate in-class success --name student or group (i.e. give kudos)
Suggest extra readings-- which support key points
Try to make the assignments challenging, interesting, personally relevant to create intrinsic motivation
Set timelines and parameters clearly, right from the beginning of the term, and try to stick to them--at least within the boundaries of fairness and the humane.J
Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in ways that do not come so easily.
Have students create Eportfolios, and allow diverse ways of demonstrating mastery of content
In the online setting, laboratory experiences can be provided by contracting with local high schools or community colleges to provide a Saturday lab experience
Some CD-Rom's that are available provide a simulated lab - such as anatomy, Myers-Briggs type of learning style
Use online simulations. A great deal of work in being done in this area and more are being developed daily.
Balance classroom activities for all styles (some books, some hands on, some visual)
Explain theory from "practical approach" first, then add the structural approach
Allow students to try new and different roles in all kinds of situation (group work, discussions, etc).
The above material is based in part on my work and partly excerpted from the following:
--- Implementing the Seven Principles: Technology as Lever – by Chickering and Ehrmann (1996). Source: http://www.tltgroup.org/programs/seven.html
--- Seven Principles of Good Teaching Practice – by James W. King of the University of Nebraska-Lincoln. Source: http://www.agron.iastate.edu/nciss/top
Edward H. Ladon, Ph.D.
303.905.5566
The following checklist includes statements that describe some of the characteristics or components I would consider to be essential to “good” online course construction and teaching. ( Of course, as time goes by and technology changes, my thinking continues to change in this area as well).
I believe these items are important to think about as you develop courses, and I trust that you will find them worthy of your consideration. It is important to note that I am not suggesting that one has to use all the features listed to be successful. Nor have I listed everything one could think of. Some of these may not be appropriate for your course, your teaching style, your content or your objectives. They seem to work for instructors just getting started as well as teachers/trainers who want to critique first or second drafts of a course.
Course Homepage
___Includes a welcome statement on the Course Home Page.
___Provides brief text Course Overview/Introducing statement about the course.
___Provides clear steps for “getting started” with the course (what to do where to go).
___Prompts students to read the Syllabus carefully as their first assignment.
___Provides an image(s) that creates a visually inviting Homepage environment.
___Provides for general course discussion with a Class Lounge on the Course Homepage Left Navigation Area. (Or, Coffee Shop, Cyber Café, Water, Cooler, Class Lounge, Office, Q&A, etc)
___Provides supplementary link to audio or video introduction/welcome/course overview
Syllabus
The eCollege platform has seven default Syllabus categories: Instructor Information, Course Description, Course Objectives, Course Policies and Procedures, Grading Policies, Course Textbooks. These may be deleted. Additional Custom Items may be created.
___Provides instructor bio (if applicable) in “Instructor Information” (Make sure to scroll to bottom of this Syllabus category and click “Yes” by the “Display Instructor Information On Syllabus?”)
___Provides a detailed course description.
___Provides detailed course objectives/and or outcomes.
___Provides Course Policies and Procedures that, depending on the design of your course may include:
- “Attendance” guidelines
- Clear instructions on how student work should be submitted
- Statement on when instructor will monitor and respond to emails (or other communication tools) and other email policies.
- Additional policies and procedures relevant to the course and/or educational institution (e.g. plagiarism, academic honesty, disabilities accommodation, etc)
- Provides clear directions with regard to navigating the course.
- Reminder that the Helpdesk (Tel ###.###.####) is available 24x7 and can be contacted for any technical problems like pages not loading, connectivity problems, not able to view a video or hear an audio, things not working as they should.
___Provides a clear, detailed grading policy that may include:
- A table of percentages of all grades or points that calculate a final course grade.
- A table of percentages or total points corresponding with a grade.
- An explanation of how assignments will be graded
Units (The large white buttons in the Left Navigation Area. Can be named anything.)
Each Unit Homepage
___Provides an introduction, an overview and/or objectives.
___Provides transition statement that bridges past activities and current ones.
___Gives clear instructions for navigating through the Unit, participating in it and reminders of how to turn assignments in (Email or Dropbox)
___ Provides relevant and interesting Unit titles.
___May include links to relevant Websites
___May include textbook reading assignments
Content Presentation and Assignments (Generally presented in Content Items, which are the sub-topic bullets under the Unit Homepages).
___Includes presentation and lecture material (text, slides) that concisely convey your key points about the topic of the Unit
___Additional Resources: Employs hypertext links to WWW to amplify main points or to provide related supplementary, optional material. Or ask students to find websites related to Unit topic
___”Chunks” all Unit content into “digestible” segments for easier onscreen reading and comprehension.
___Text presentation is broken into short paragraphs for easier onscreen reading and comprehension.
Interaction and Communication (if instructor-led)
___Encourages student-to-student interaction with Threaded Discussion &/or Chat assignments.
___Provides opportunities for one-on-one student-to-instructor interaction via email, Journal or Dropbox assignments
___Gives clear, detailed directions in assigning learning activities and how they will be submitted.
___Formulates thoughtful questions that elicit critical thinking in weekly threaded discussions, chats, and/or journal assignments.
___Encourages (requires) students in threaded discussions to respond to peer responses in addition to initial questions. Or asks for a minimum number of entries per week.
Beyond Text Possibilities
___Provides relevant images (e.g. photos, diagrams, graphs, charts, maps) to illustrate concepts and to create a visually engaging environment
___Uses brief (e.g. 2-5 minutes) audio or video -- Expert Commentary, “Points to Ponder,” Demonstrations.
___Provides supplementary link to audio or video week introduction/ overview on Week Page
___Provides audio annotated text lectures or slideshows.
Evaluation
___Uses a variety of measures to assess student learning and performance, beyond just exams and a paper (e.g. Journal entries, discussion posts, research projects, practice quizzes).
___Assessment: Gives significant weight (e.g. 20%-25%) to participation for threaded discussions and other collaborative efforts.
Note: I initially created this checklist as a workshop handout. I am grateful for the help of several colleagues at eCollege who assisted me as I revised several times. While it refers to aspects of the eCollege platform, much is applicable to other platforms as well.
