Edited by Enda O Reilly, 2/18/2012 3:29 PM
(1) 10 rules to creating a successful online discussion exercise:
1. Moderate closely. Whether actively taking part or observing student participation the activity must be monitored closely to ensure that the discussion follows the appropriate course required to achieve the associated learning goals.
2. Provide feedback. Feedback on participant activity which is relevant, timely and frequent, will keep the discussion on-topic and sustain activity.
3. Integrate with existing course delivery methods. If, students are to attach importance to the activity, online discussions must be linked to the overall course goals.
4. Choose an appropriate subject. Avoid overly complex topics as the discussion will become confusing and difficult to manage. Conversely simple topics are to be avoided as the exercise will be short lived. Consider using open-ended topics possibly with students designing or choosing their own subject.
5. Structure the discussion according to the topic. Open-ended topics lend themselves to brainstorming while controversial topics are suited to debates where students take pro or con stances.
6. Use assessment to make participation compulsory. The curriculum today is predominantly assessment driven. By marking student efforts you provide an incentive for them to take part.
7. Anonymity. Allowing students to post under a pseudonym or without revealing their name encourages participation for sensitive or controversial topics. Contributions and the ideas therein are also judged according to their intrinsic value with no bias to the author.
8. Use group work. Dividing students into group based discussion enjoys a number of advantages. These include: time savings on workload for both staff and student; topic based discussion leading to pro and con debating and further development of team working and communication skills.
9. Establish social or self help areas to build up a community of support among the students. Consider piloting the exercise with a subject they are already familiar with. This acts as an ice breaker and enables the students to gain basic communication skills as well as becoming familiar with the technology.
10. Create guidelines. The students must be explicitly told what is expected of them before the exercise begins. If they are being assessed an outline of the marking scheme needs to be provided together with examples of appropriate posts. If they are expected to adopt roles and take on specific responsibilities again they must be informed. Appropriate and inappropriate behaviour needs to be outlined.
(2) Learning Models
Communities of Practice Diagram.pdf
Collaborative Learning Model.pdf
Technology for Communities.pdf
There is a zipped file for the learning models that we have to choose from