LCIN Presentation: Effective Online Discussions

a few tips for planning and facilitating online discussions.

1. presented by
Cindy Underhill, Strategist, Learning Support Resources,
Office of Learning Technology,UBC
&
Emily Renoe, Course Technologies Training and Support Liaison,
Office of Learning Technology,UBC
January 22, 2008 10am (PST)
for the LCIN Spring Series
Effective Online Discussions

2. Session Learning Objectives
By the end of this session, participants will:
take away at least one new idea, perspective or strategy related to
online discussion to apply in their own context.
We hope that participants will extend their personal exploration of
resources, accessing the OnlineDiscussions Wiki and adding
additional resources that they wish to share.

3. Session Breakdown
Tips
Resources
Ongoing Discussion
Grading Rubrics
Types of discussion:
threaded, blog, journal
Creating discussion
categories and topics
Creating, viewing, posting
and managing messages.
Planning
• Bloom’s Taxonomy
• Learning Objectives
Presence
• Community of
Inquiry Model
• Roles
Provocation
• Good Questions
• Case Study
Example
Recap Tools for Support Effective Discussions
section 3 section 2 section 1

4. Slide 4
Effective Discussions Need...
Planning
Presence
Provocation

5. Slide 5
Planning…

6. Learning Objectives: Course/ActivityLearning Objectives: Course/Activity

7. Using Bloom’s Taxonomy in Using Bloom’s Taxonomy in
Developing Learning ObjectivesDeveloping Learning Objectives
Bend, grasp, handle, operate, reach, relax, shorten, stretch,
differentiate (by touch), express (facially), perform (skillfully)
Psychomotor
- involves perception, readiness, response,
adaptation.
accept, attempt, challenge, defend, dispute, join, judge, praise, assess,
question, share, support, listen, attend to, react to
Affective
- involves emotional factors such as awareness,
attention, motivation, interests and values.
arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set up,
rewrite, integrate, create, design, generalize
Creating – Is the learner composing, creating
or designing something original?
appraise, argue, assess, attach, defend, judge, predict, rate, support,
evaluate, recommend, convince, judge, conclude, compare,
summarize
Evaluating – Does the learner assess the
value of information based on established
criteria and begin to talk like an expert?
analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question,
test, separate, order, connect, classify, arrange, divide, infer
Analysing – Does the learner break
information into its components to see
interrelationships and ideas?
apply, choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use, calculate, complete,
show, examine, modify, relate, change, experiment, discover
Applying – Does the learner use information in
a new way?
classify, describe, discuss, explain, express, interpret, contrast,
predict, associate, distinguish, estimate, differentiate, discuss, extend,
translate, review, restate, locate, recognize, report
Understanding -- Can the learner explain
ideas or concepts?
arrange, define, duplicate, label list, memorize, name, order, recognize,
relate, recall, reproduce, list, tell, describe, identify, show, label, collect,
examine, tabulate, quote
Remembering -- Can the learner recall or
remember the information?
Cognitive
Verbs to support measurable learning objectivesLearning Domain

8. Another way to look at Bloom’s TaxonomyAnother way to look at Bloom’s Taxonomy

9. Learning Objectives: ComponentsLearning Objectives: Components
3 Essential Parts:
Description of what the learner will do (verb).
Conditions under which this will happen.
Level of proficiency.
Example:
Think about one of the theoretical perspectives presented in the
readings. In the discussion thread titled Theoretical Perspectives,
express an opinion about the relevance of this perspective in
understanding human behavior. Support your opinion with
examples.

10. Why are learning objectives important?Why are learning objectives important?
Learning objectives are your guides to:
selection of content.
development of an instructional strategy.
development and selection of instructional materials.
construction of assessments/ evaluating student learning
outcomes.
students monitoring their own learning.

11. Tips for PlanningTips for Planning
Think about how discussion fits into your course. What do you want
learners to achieve?
Make learning objectives/ evaluation methods clear to students.
Consider how you will prepare students for participation. What
skills/understandings do students need in order to be effective?
Balance workload (for you and your learners). What form will
discussions take? Will they comprise the majority of the course
content? Will they supplement the readings?
Avoid viewing discussions as an "add on".

12. Slide 12
Presence…

13. Community of Inquiry ModelCommunity of Inquiry Model

14. Tips for FacilitationTips for Facilitation
Summarize: pull together common threads/ areas of agreement, disagreement or
emerging questions.
Moderate: to refocus the group, model effective facilitation, be aware of cultural
references and their impact on the group.
Guide: content re-framing.
Prompt: using socratic questioning techniques.
Troubleshoot: technical, managerial, process.
Mediate: conflict, personality clashes.
Problem Solve: off topic posts, silent participant.
Reference: Facilitating Online Learning: Tips and Suggestions by Gail Mathews-DeNatale and Sue Doubler:

15. Slide 15
Provocation…

16. Socratic Questioning TechniquesSocratic Questioning Techniques
Conceptual clarification questions—questions that get students to think about concepts behind their
arguments: Why are you saying that? What exactly does this mean? How does this relate to what we
have been talking about? Can you give me an example?
Probing assumptions —questions that get students to think about the beliefs that they base their
arguments on:,What else could we assume? How did you choose those assumptions? How can you
verify or disprove that assumption? What would happen if …?
Probing rationale, reasons, and evidence —questions that get students to think about the support for
their arguments: Why is that happening? How do you know this? Can you give me an example? What do
you think causes …?
Questioning viewpoints and perspectives —questions that get students to consider other viewpoints:
What are some alternate ways of looking at this? Who benefits from this?
Probe implications and consequences —questions that get students to think about the what follows
from their arguments, for example, Then what would happen? What are the consequences of that
assumption?
Questions about the question —questions that turn the question in on itself, for example, What was
the point of asking that question? Why do you think I asked this question?
Reference: Paul, Richard, Critical Thinking: How to Prepare Students for a Rapidly Changing World, 1993.

17. Case Study: Introductory PsychologyCase Study: Introductory Psychology
Dr. Bill Pelz`s Introductory Psychology is a survey course intended to
introduce students to the major concepts, theories and research findings in
the field of psychology. (from Sloan-C's effective practices).
Context:
- small community college
- class sizes of about 25 students
Focus for Case Study: student – led discussion (example)
- worth 50% of grade
- supports a culture of inquiry
- requires students to use higher order thinking skills
- matches well with teaching philosophy – highly constructivist.

18. Learning Objectives: Course LevelLearning Objectives: Course Level
Sample learning objectives for an Introductory Psychology course:
By the end of the course, students will be able to:
apply critical thinking to assumptions, claims, and common sense ideas
about behavior.
analyze, synthesize and make connections between theory and ideas
presented and real-world situations.
participate in a culture of inquiry by posing questions, supporting the
discussion with evidence and facilitating dialogue.

19. Learning Objectives: Activity LevelLearning Objectives: Activity Level
Sample learning objectives for an student-led discussion:
Students will:
Read and think about the concepts presented in the readings.
Analyze concepts in order to compose an original and provocative question for the class
to discuss. Create a new topic thread in the discussion for each weekly unit. Post your
discussion question at the beginning of the week and facilitate the discussion on your
question.
Participate effectively in the discussion on at least 2 other discussion questions during
each week.
Learning scaffolds:
Series of ice-breakers related to good question design, online discussion and facilitation.
Guidelines for developing a good discussion question.
Guidelines for facilitating effective discussions.
Evaluation:
Students are evaluated using a grading rubric.

20. Slide 20
What Makes a Good Discussion Question?
Dr. Pelz: A good question:
requires respondents to use critical analysis skills.
encourages demonstration of both factual knowledge and
comprehension of how it applies to the social behavior of
people.
should not be a "look up in the text" question or "what's your
opinion" question.
Your thoughts?

21. Slide 21
What Makes a Good Discussion?
Dr. Pelz:
3 things:
The quality of the question.
The quality of the responses.
The “depth” of the discussion. Are participants
demonstrating higher order/ critical thinking?
Your thoughts?

22. Example…Example…
.

23. Application Share (in Vista) …Application Share (in Vista) …
.
Link to UBC and other rubric examples.
Link to OnlineDiscussions wiki

24. RecapRecap
Plan effectively.
Be present and care.
Clearly state your expectations for learners and your role in the
discussions.
Develop your skills as a facilitator.
Be provocative with a purpose (socratic questioning techniques
help).
Reflect on successes and failures and use what you learn to build
better discussions.

25. References and ResourcesReferences and Resources
Resources
 UBCWiki: Online Discussion: http://wiki.elearning.ubc.ca/OnlineDiscussion
Planning:
 Benjamin S. Bloom. Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson
Education.
 Meredith College’s application of Bloom’s Taxonomy to the design of learning objectives:
http://www.meredith.edu/rpa/sourcebook/bloomstaxonomy.htm (retrieved July 10th, 2007).
 San Diego State University's Encyclopedia of Educational Technology: http://coe.sdsu.edu/eet/ Search for Bloom's Taxonomy: revised.
 Rourke, L., D.R., Anderson, T., Garrison, D.R., and Archer, W. Assessing Social Presence in Asyncronous Text-based Computer
Conferencing. Journal Of Distance Education ,2001: http://cade.athabascau.ca/vol14.2/rourke_et_al.html∞ (accessed Jan. 9, 2008)
Best Practices:
 Greenlaw, S. A. and DeLoach, S. B. (2003). Teaching Critical Thinking with Electronic Discussion:
http://www.indiana.edu/~econed/pdffiles/winter03/greenlaw.pdf
 Pelz, B. (2004). (My) Three Principles of effective Online Pedagogy. Journal of Asynchronous Learning Networks. Vol. 8 Issue 3:
http://www.sloan-c.org/publications/JALN/v8n3/v8n3_pelz.asp
 Sloan –C: Bill Pelz’s Student Led Discussions: http://www.sloan-c.org/effective/details3.asp?LE_ID=36
 Strategies for Promoting Online Discussion in Your Course:
http://www.onlinelearning.net/InstructorCommunity/tips_oct2000.html?s=625.5060x282p.031f403l80
 Facilitating Online Learning: Tips and Suggestions: Mathews-DeNatale and Doubler:
http://scienceonline.terc.edu/facilitating_online_learning.html (accessed: January 7th, 2008)
Grading Rubrics:
 Sloan-C: Frank McClusky’s Discussion Grading Rubric: http://www.sloan-c.org/effective/details3.asp?LE_ID=18
 Cal State University: http://www.csulb.edu/lats/itss/design/discussionrubric.html
Issues:
 J. Freedman and M. Anderson. Lurking: A Valid Learning Style? Magna Publications’ Online Classroom: July 2007 Issue.