Getting the MostOut of Online Discussions

Gail Matthews-DeNatale, Ph.D.Associate Dean

Workshop Central Questions

• What are the characteristics of “good”

face-to-face discussions?

• What does “good” discussion look like

online?

• What are the strategies and best

practices for fostering good

discussions online?

• What options are available in

Blackboard Vista to support

discussions?

Brainstorm

What are the characteristics of

“good”

face-to-face discussions?

Example

What does “good” discussion

look like online?

Before 5:00 p.m. on 2/15, post at least two substantive questions for the archivists (one question per message).  The discussion subject line should include either the question or key words relevant to the question.

Before 5:00 p.m. on 2/23, reply to two questions (yours or a classmates), summarizing what you learned about this question during the interview.  In addition to "reporting," include comments, insights, reflections, and concerns.  Read your peers' posts and respond to at least two -- the goal is to have a rich post-interview discussion.

Rubric

A-level postings

• are made in a timely fashion, giving others an opportunity to respond

• are thoughtful, and analyze the content or question asked

• make connections to other content and real-life situations

• extend discussions already taking place, or pose new possibilities or opinions not previously voiced

Goals and Expectations

Shape

“Many-to-many” communication (as opposed to linear or one-to-one)

Tone and SubstanceMM: I'm particularly curious about the morality of telling a story that a narrator doesn't think is particularly interesting … How much convincing should we do before we throw in the towel and come back when the narrator can see the importance of what they have to say? JL: I don't think we should just give up …

We need to make every effort to make surethe narrators' know their stories matter andthat there is a reason why are collecting them.

SD: Though getting the full story is a great end goal, shouldn't your interviewee feel like they also have some measure of control over the interview, and that they won't be strong armed into sharing something? It seems to me that this is probably one of the best ways to get your subject to not only open up more willingly, but also to establish a strong rapport with them.

Debating

Musing

Questioning

Thoughtful Design

What are the strategies and best

practices for fostering good

discussions online?

In Chapter Two, what are the top three characteristics of effective teams? Discuss and debate.

Open-Ended, Generative Prompts

Think of a specific time when you had a great experience working within a team. In your Monday starter post, write one or two paragraphs to tell your group about that experience. Between Tuesday and Thursday, read your colleagues’ posts. Write at least two follow-up responses, taking the following questions into consideration:

• What patterns or themes do these experiences have in common?• How do these experiences support or contradict this week’s reading

(Chapter Two)?• What factors appear to be most important for the development of

effective teams?

• Wait!• Post strategically and sparingly• Address the collective group, not individuals• Mirror, provide a view of the landscape, question,

and muse• Create connections between previous weeks,

foreshadow future weeks

Deft Facilitation

Technical Implementation

What options are available in

Blackboard Vista to support

discussions?

• Create printable view• Sort by author or date• View performance report• Grade topic

Key Tools

Printable View

1. Expand All2. Select All

(box to left of subject)3. Create printable view

Sort By Author or Date

1. Author is an easy way to tally participation

2. Date indicates timely or late posting

View Performance Report

1. Button to right of author name

2. Drop down list, select performance report

View Performance Report

1. Sample report of an active student

Grade Topic

1. Button to right of topic2. Drop down list, grade

topic

Grade Topic

1. View student activity2. Assign grade