Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions

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A toolkit for instructors to use in helping Adult Learners use critical thinking "Beyond I Agree"

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  • 1.

2. Beyond I Agree Developing a toolkit for facilitating online discussions
Miriam Russell, Ed. D.
Assistant Area Coordinator,CDL
Mark Marino, M. S.
Faculty, Erie Community College
3. Whats wrong with agreement?
4. Blooms Taxonomy of Learning Domains
5.

  • Lack of models for substantial discussion posts

6. Tendency to stay in comfort zone 7. Lack of probing questions 8. Lack of clear expectations 9. Lack of assessment & feedback 10. Perception that discussions are not important in the course 11. Good news! We can address all of these by developing a toolkitWhere do IAgree responses come from?
12. Clear Guidelines
2.Socratic Questions
3.Assessment: Rubrics
Workshop Goals:Tools for Effective Asynchronous Discussions
13. Establish Clear Guidelines
How to succeed in a course should not be a secret, assumed to be known nor implied.
Guidelines, especially for discussions, should be explicitly defined in terms of quantity and quality.
Clearly explain what is expected for quality and quantity of discussion posts
14. CDL Instructor Expectations
Clarify course expectations
Log in several times per week to maintain a regular course presence
Provide substantive and timely feedback on academic work
Respond to questions in public discussions and private folders as appropriate
Facilitate student discussions to enhance individual learning
Challenge students to think critically
Write narrative evaluations of academic performance in the course
Submit course outcomes and grades within two weeks after the end of the term
15. Instructor posts
Quantity?Will we take over or halt a discussion if we post too much?
Do we want to be a Sage, Guide or a Ghost?
What does the data say?
16. Instructor posts
Model academic inquiry, communication within the discipline (appropriate terminology, notation, etc.)
Opportunity to infuse web resources
Express appreciation and curiosity (ELVT)
Use of Socratic questioning
The guide on the side need not step aside. Instructors are part of the discussion.
17. Does Your Dog Bite?

18. Using Socratic questioning to model discussion participation
Instructor modeling of Socratic questions can promote the goal of empower students to take charge of their learning.
19. (2009)
RoufaielsHierarchy of Socratic Questions
Clarification: What do you mean? Give me an example. What does it relate to? How did you reach this conclusion? Let me see if I understand.

Probe Assumptions: What does he assume? How do you justify your point of view?Why she is thinking that way?Is it always the case?

Probe Reasons and Evidences: How do you know?Was that adequate? Why? What led you to that belief? Do you have any evidence? How does it apply to this case?

20. Hierarchy continued:

  • Question Viewpoints: How do you view the group responses? What would someone who may disagree say?

21. Probe Implications: What do you imply? What is another alternative? What effect would that have? 22. Questions about Questions: Would she put the question differently? Why are you addressing this question?Is this issue important?Is this question possible to answer?Why is he asking this question?Can you tell me what type of solution do you think it might be? Is your question asking us to evaluate? Is that the right question to be asked in this case?How could someone settle this question? 23. N. Roufaiel (2009)