The document discusses restructuring online discussions to improve engagement and efficiency. It recommends that instructors start discussion threads themselves and have students reply directly to those threads and each other. This structure encourages deeper and more meaningful discussions compared to the traditional "homework-style" model where students only reply to an initial question. The document also provides tips for writing higher-order questions using Bloom's Taxonomy, incorporating real-world problems, and clarifying objectives to create more engaging online discussions.
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Overview
• Background
• Brief description of the problem
• Why we assign discussions
• Change structure
• Technical bits in D2L
• Theoretical background
• Change question style
http://www.rexnordindia.in
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Bonafides
• Cognitive Psychology, M.A.
• Education Leadership, Ph. D.
• Taught online since 1997
• Director of Online Faculty Development
• Quality Matters certified instructor
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CourseAnnouncement
• Different discussion style
• Professor starts discussion threads
• After one student replies to me
• Students reply to each other
• Read each other’s threads
• Add new material
• Use name of person you respond to
• Include rubric
• Share D2L instructions
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Bloom’s Taxonomy for Cognitive Domain
Use these levels for easier
questions. Asking for examples
from their lives is a great way to
help them deepen their
understanding
Use action verbs from the right-hand side when formulating your
online discussion questions to increase the depth of your
discussions and make them more meaningful to students
Cognitive
Process
Dimension
Knowledge Comprehension Application Analysis Synthesis Evaluation
Shallower levels Deeper levels of cognitive engagement and meaning
Bloom’s
Definition
Retrieving
relevant
knowledge
Determining
the meaning of
information
Apply
knowledge to
actual
situations
Break down
ideas into its
simpler parts
Compile ideas
into new
wholes or
provide
alternative
solutions
Make or
defend
judgements
based on
internal
evidence or
external
criteria
Action
Verbs
arrange
define
identify
list
memorize
name
order
recall
recognize
select
state
classify
describe
discuss
distinguish
explain
give examples
indicate
infer
interpret
outline
paraphrase
predict
recognize
review
apply
choose
compute
demonstrate
discover
employ
execute
illustrate
implement
perform
practice
produce
show
solve
analyze
calculate
categorize
compare
contrast
criticize
diagram
differentiate
discriminate
examine
investigate
model
organize
relate
arrange
assemble
combine
compose
construct
create
design
develop
formulate
generate
integrate
plan
reconstruct
reorganize
appraise
argue
assess
critique
defend
estimate
evaluate
interpret
justify
rate
support
value
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Instructions
My questions are here to guide and inspire the
discussion. This is not an assignment that you must
answer. Just as in a classroom discussion, listen to
(read) what everyone says and respond, using
terminology from the chapter to support your point. The
goal is to engage with the material, each other, and to
learn the terminology from the textbook. When you
respond to your peers, please use their names in your
post. Have fun, add in new examples, critique (in a
collegial and pleasant manner), debate, evaluate!
I look forward to discussing these topics with you!
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ChangeQuestionType
List an important
cultural influence in
your life. How has
this influence
affected your
development?
Think about an important cultural influence in your
life. How has this influence affected your
development? What would Erikson say about the
role of this cultural influence? Which stage of
development is most important to who we are as
adults? Why do you think so? How does our
cognitive development impact our socio-
emotional development? What happens if, as a
society, most children were hampered at a
particular stage of socio-emotional development?
Pick a stage and share your thoughts. Answer any
one of these questions, not all of them. See if
anyone else started a conversation by viewing the
subject headings.
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Evernoteisyourfriend!
• Organize
• initial and follow-up questions (focus
questions, re-engagement prompts,
scaffolding prompts, multimedia and
images)
• Gradebook boilerplate
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Remedy:StudentFacilitated
• Student responsibilities
• Who: how many in each group?
• When: number of posts per week?
• Logistics support?
• Rubric or criteria for participants?
• Rubric or criteria for facilitators?
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MeaningfulDiscussions
• Relate to course concepts
• Set the stage for more conversation
• Have real world application
• Demonstrate how to use evidence to support
argument
• Model critical thinking and analysis
• Encourage and uplift
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Advantagesof ThreadedDiscussions
Students
• academic and social engagement
• collaborate (construct learning)
Instructor
• cover more topics
• plan and direct threads
• less time
Everyone
• Less repetition and drudgery
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CreatingEngagingDiscussions
• Clarify Learning Objectives
• Change the structure: instructor starts 1-4 threads
• Provide a Hook: real-world problems, application, engage
• Dive off the deep end of Bloom’s Taxonomy: integration
• Help them form connections between 1) various course
materials, 2) course materials and self, 3) course materials
and broader social, historical, business or applied contexts
• Provide Scaffolding questions: deepen & support learning