Asynchronous Online Discussions : : Teacher Presentation
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Similar a Asynchronous Online Discussions : : Teacher Presentation
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Asynchronous Online Discussions : : Teacher Presentation
- 1. Asynchronous Online Discussions in Secondary Schools An investigation into the effectiveness of a holistic model for implementing asynchronous online discussion in secondary schools.
- 2. Process –Present Model (July) –Design Online Discussion (July/ Aug/ Sept) –Implement (Sept) –Feedback from Staff and Students (Oct)
- 3. What is an AOD? • Asynchronous • Online • Discussion • Discussion Forum • Blog • WIKI • Facebook
- 4. The Model
- 5. Zone 2 – Teaching Design • Lead organiser sets out the context and content of the task – Planning – Design – Role Definition – Delivery – Assessment – Evaluation
- 6. Stimulus, Questions and Assessment
- 7. Student Led - Roles
- 8. Student Led – Experienced Users
- 9. Zone 3 – Interaction and Facilitation • In the inner zone the actual online discourse taking place as a result of continuous interaction. • Playing Roles • Facilitation techniques are practical, for example, asking open questions, asking for opinions etc.
Notas del editor
- Asynchronous - not occurring at the same time. Online – using t’internet – access anywhere Discussion – turning thoughts into words and exploring solutions, comments Although the examples I show involve discussion forums the concept can involve many different situations.
- Zone 1 is strategic. Zone 2 is at a teacher level planning the different elements Zone 3 is the actual online discussion.
- Planning – in order for discussion to be successful there needs to be planning. Starting with what you are trying to get the students to do. Design – once you know what you are trying to do you can start to design the resources/ approach to be taken. Role Definition – what role will each person play? Delivery – what will be the delivery method? Assessment – how will assessment take place? Peer, Self, Teacher? Evaluation – reflection by student and teacher on how things went? All of these stages are better than “just setting up a forum”.
- The motivation discussion forum includes mind maps from an introductory lesson, video from different business contexts, thought questions designed to make the students think and guidelines on how they will be assessed My learning aim was to get the students to explore motivation, there tends to be a mixture of beliefs between money and self fulfilment. The requirements and guidelines are very clear at the bottom
- In the Marketing Mix discussion forums the students were the designers and the participators. The teacher had no role but to assess it. The marketing mix forums were based on a research and presentation task. Students were asked to develop their own forums which had their presentation and other resources attached. Students in both groups were then given 4 forums which they had to contribute to with guidance on how they would be assessed. This assessment could be self or peer assessed.
- Students were guided on how to set up the forum and they had previously experienced the forums so were able to reflect the way they were designed by me.
- Decision about the roles participants play should be identified. In the motivation forum the teacher designed the forums and the students contributed, however the teacher interjected with helpful and directing posts. Several Interactions here which helped the individual students develop her ideas. As a homework task she would have potentially gone away with a misconception. Teacher facilitates by suggesting an additional resource. However nobody replied…. Should I do this or not?!
- Facilitation is modelled by the teacher and all other students follow. There is one interaction here. Clear AfL.