democratizing the discussion board: establishing a community of learners to grant students voice and...
TRANSCRIPT
Democratizing the Discussion Board: Establishing a
Community of Learners to Grant Students Voice & Choice
JJessamay Pesek & Kris Nei, Bemidji State University
Warm-Up Intro Question:How do you support student engagement on the discussion board?
Agenda Introduction
Overview of Objectives
Theory and Philosophy
Participate Knowledge and Expertise (sharing opportunity!)
Our Strategies
Final Comments and Questions (more time for sharing!)
Session Objectives Discuss strategies to empower students by supporting a
democratic learning environment on the Brightspace Discussion Board tool.
Examine strategies and ideas to promote interactivity, variety, and overall enhancement of the Discussion Board tool to promote student learning and engagement.
Purpose: To support a student-centered, constructivist learning environment.
Constructivism
“…….in the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning. One of the teacher's biggest jobs becomes ASKING GOOD QUESTIONS.”
(2004). Constructivism as a Paradigm for Teaching and Learning. In WNET/Education(Concept to Classroom).
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
Comparison -Traditional to Constructivist
Curriculum begins with the parts of the whole. Emphasizes basic skills.
Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is highly valued.
Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.
Materials include primary sources of material and manipulative materials.
Learning is based on repetition. Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.
Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.
Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.
Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily alone. Students work primarily in groups.
(2004). Constructivism as a Paradigm for Teaching and Learning. In WNET/Education (Concept to Classroom).
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
Democratic Learning Environment
A democratic learning environment INVOLVES students. Provides an ongoing forum where students' thoughts are valued.
Student voice.
Provides opportunities of the sharing of power with the students. Empowered Learners.
Provides space for students to build student-to-student relationships.
Allows students to connect learning to their lives and experiences. Constructivism.
Democratic Learning EnvironmentOnline?
Netiquette: The correct or acceptable way of communicating on the Internet.
Teacher Goal: Establish a safe, respectful learning environment
Honor Your Expertise!
2015 Conference - “Ahas” and Great Ideas!
Rubrics (students to understand expectations)
Higher Order Thinking Questions (Bloom’s Taxonomy)
Video and Visuals (VoiceThread, video clips, pictures)
Variety!!!
Postings: Quality not Quantity
Small group posting opportunities
Warm-Up QuestionHow do you support student engagement on the discussion board?
Respond via an interactive tech tool!
https://www.polleverywhere.com
Continue Our Discussion
Three topics:
Interactive Discussion Prompts
Student Self Assessment on the Discussion Board
Supporting a Democratic Online Community
Interactive Prompts
Strategy 1: Student Choice
Pose several questions related to a single topic. Students select the questions they wish to address.
Interactive Prompts
Strategy 2: Student Creates and facilitates a question.
Interactive Prompts
Strategy 3: Peer Review (small groups)
Peer Review Allows students to learn from one
another as they view each other’s work.
Encourages quality by making student work public and providing practice adhering to rubric/assessment guidelines when providing feedback to others.
Small group activities help build community and establish peer
communication and connection.
Self-Assessment
Aim: Each student assesses his or her discussion board posts.
Adult Learners
AndragogyAdult Learning Theory (Andragogy) stems from Malcom Knowles’ work and is based on the following principles:1. Adults learn best when they are involved in the planning and
evaluation of their instruction.2. “Hands on” experience provides successful learning
opportunities (this includes making mistakes).3. Adults learning content will be more successful if it has
immediate relevance to their job or personal life.4. Adult learning is most successful if it is application-based
(problem-centered) rather than solely content-oriented.
Self- Assessment and Metacognition
“Ignited” in 2015 by Laura Schwarz and Nancyruth Liebold!
Self-Grading Discussions
Metacognition: Three types of knowledge - Declarative, Procedural, and
Self-Regulatory
Three Essential Skills- Planning, Monitoring, Evaluating
First Two Weeks’ Results
Week 1 Class Average
Week 3 Part 1 Class Average
Week 3 Part 2 Class Average
Average
Spring 2015 ED 3110
79.67% 70.83% 70.83% 73.77%
Fall 2015 ED 3110 89.11% 86.79% 86.25% 87.38%
+13.61% Spring 2015 ED 5110
79.44% 77.5% 77.5% 78.14%
Fall 2015 ED 5110 89.42% 84.4% 82.12% 85.31%
+7.17%
Expectations-Overview of Rubric
Your content exploration and discussion opportunities in this course are the backbone of ED 3240. It is your class time and sets the stage for a truly constructivist learning environment to our students. Students who are successfully utilizing this time are spending 2-3 hours a week in thoughtful contemplation, review of materials, doing additional research, and composing initial responses or follow-up responses to classmates on each discussion prompt. The discussion rubric (evaluation tool) used in this course addresses 4 areas for each prompt for a total of 10 points per prompt. The areas addressed on this tool are:
Mechanics of Writing –Professional Communication and APA format on citations – 2 points
Timeliness of postings/number of postings – 2 points
Percentage of other students’ postings read – 2 points
Thoughtful, deep, researched content reflected in your postings – 4 points
Online Democratic Community
At the start of the semester, consider involving your students when creating “ground rules” for online communication.
Student Task: Individually draft 3-5 specific ground rules for online discussion. We will consider all suggestions to develop a charter for discussion to guide the entire class.
Please conduct an online search on this topic and then post ideas on the DB explaining why the class should adhere to these rules when communicating online. Please provide a brief rationale for each choice.
Brookfield & Preskill (2005) Discussion as a way of teaching
Conclusion
Questions?
Comments?
Our contact info:
Jessamay Pesek – [email protected]
Kris Nei – [email protected]