DISCUSSION FORUMSMonthly Workshop Series

19 July 2018

PRESENTER

GALEN DAVISDirector of Faculty Development The Learning House

LEARNING OBJECTIVES

By the end of this session, you should be able to:

• Identify three types of presence that discussion forums can foster.

• Articulate the importance of netiquette.

• Identify strategies for creating effective prompts.

• Identify strategies for effectively guiding forum discussions.

AGENDA

1. Engagement & Presence

2. Netiquette

3. Creating & Guiding Discussions

4. Using Discussion Forums in STEM

1. ENGAGEMENT & PRESENCE

ENGAGEMENTStudent -Content

Student -Instructor

Student -Student

ENGAGEMENT AND PRESENCE

Student -Content

Student -Instructor

Student -Student

Social Presence Cognitive Presence Teaching Presence

Student -Content

Student -Instructor

Student -Student

Discussion Forums

Cognitive Presence

Social PresenceTeaching Presence

2. NETIQUETTE

FOSTERING NETIQUETTE

• Posit yourself well– An involved guide on the side– Patient and respectful– Ethical– An expert

• Respect others’ time• Respect others’ (lack of) bandwidth

NETIQUETTE PROTOCOL

1. Create it

2. Highlight it

3. Enforce it

4. Live it

“As an online discussion grows longer, the probability of a comparison involving Hitler approaches 1.”Mike GodwinDirector of Innovation Policy and General Counsel of R Street Institute

Source: Godwin (2015)

ICEBREAKER DISCUSSION FORUMS• You could ask students to:

– Submit 5 images that best describe themselves– List their top 3 books– Post links to video/audio introductions

• Key information:– Why they’re taking the course– Where they’re located– Hobbies/interests– Professional affiliations

A WARNING ABOUT BIAS

• Instructors 94% more likely to respond to white male students

Source: Baker, Dee, Evans, & John, (2018)

3. CREATING & GUIDING DISCUSSIONS

CREATING EXCELLENT PROMPTS

• Ensure alignment to a learning objective

• Avoid factual questions

• Avoid simply requesting thoughts/feelings

• Pose provocative questions

GUIDING DISCUSSIONSQuestion Type DescriptionChallengeRelationalDiagnosticActionCause/EffectExtensionHypotheticalPrioritySummary

Interrogate assumptions, conclusions, or interpretationsAsk for comparisons of themes, ideas, or issuesProbe motives or causesCall for a conclusion or actionExplore causal relationshipsExpand the discussion into new areasPose a change in the facts or issuesSeek to identify the most important issue(s)Elicit synthesis

QUESTION STEMS: EXAMPLES• How could...be used to...?• What would happen if...? • What are the implications of...? • What are the strengths and

weaknesses of...?• What do we already know about...? • How does...affect...? • How does...connect to what we

learned before?• Explain why...• Explain how...• What is the meaning of...?• Why is...important?

• How are...and...similar? different?• How does...apply to everyday life?• What is the counterargument for...?• What is the best..., and why?• What are some possible solutions to the problem of...?• What do you think causes...? Why?• Do you agree or disagree with this statement:...? Why?• How do you think...would see the issue of...?• To what extent does...seem…?• What assumptions does the author make in…?• What...is and isn’t represented in…?• What...is and isn’t relevant in…?

ACTIVITIES WITHIN FORUMS• Web field trips• Brainstorming• Problem-solving• Writing groups• Case analysis• Collaborative writing• Cooperative debate• Discussions of course readings• Research bank

GUIDING DISCUSSIONSQuestion Type Examples

Seek clarification• What do you mean by that?• Can you give me an example?• Why do you believe that?

Probe assumptions• What are you assuming?• Why do you think someone would say that?• Is that always the case?

Seek reason and evidence• What's your reason for saying that?• What criteria do you base that argument on?• Could you explain your reasoning?

Probe implications and consequences• What might be the consequence of that?• Do you think you might be jumping to conclusions?• How can we find out?

Seek viewpoints or perspectives• What would be another way of saying that?• How do your ideas differ from Student A's ideas?• What's an alternative?

Seek additional questions• How will that question help us?• Can you think of other questions that might be useful?• What is the question that you’re trying to ask?

A NOTE ABOUT VETERANS• Profile:

– Feel easily isolated

– Often have mental/physical struggles

• Strategies for discussions:– Be mindful of asking them to share experiences

– Ensure they know they can disagree with you

– Be mindful of military/political discussions

MANAGING WORKLOAD

• Model excellent posts

• Refer to a rubric

• Create groups

• Exercise discretion

4. USING DISCUSSIONS IN STEM

TLH COURSE DESIGN RUBRIC (CDR)Standard 1 2 3 4

The math course provides frequent opportunities for students to verbalize mathematical reasoning through required and optional discussion forums

Several (>25%) weeks, lessons, or units of the course include a discussion forum in which students are expected to explain their reasoning behind their problem or assignment solution.

Many (>50%) weeks, lessons, or units of the course include a discussion forum in which students are expected to explain their reasoning behind their problem or assignment solution, AND the course has at least one discussion forum thread in which students can seek help.

Most (>75%) weeks, lessons, or units of the course include a discussion forum in which students are expected to explain their reasoning behind their problem or assignment solution, AND the course has at least one all-purpose discussion forum in which students can seek help.

Every week, lesson, or unit of the course includes a discussion forum in which students are expected to explain their reasoning behind their problem or assignment solution, AND the course has at least one discussion forum dedicated specifically to seeking help.

Formative assignment deadlines are distributed throughout the course to allow sufficient time to complete tasks as well as schedule and receive tutoring services.

Formative assignment deadlines are unevenly distributed throughout the course (e.g., most assignments due in last week), OR at least one high-value assessment (>10% of total grade) is due within 24 hours of assignment.

Formative assignment deadlines are unevenly distributed throughout the course (e.g., due dates only at midterm and final), OR all assignments allow enough time between assignment and due dates for students to schedule and receive tutoring services.

Formative assignment deadlines are distributed throughout the course (e.g., something due every week), and high-value assignments (>10% of total grade) allow enough time between assignment and due dates for students to schedule and receive tutoring services.

Formative assignment deadlines are distributed throughout the course (e.g., something due every week), and all assignments allow enough time between assignment and due dates for students to schedule and receive tutoring services.

Every week, lesson, or unit of the course includes a learning objective that explicitly requires students to synthesize new and existing knowledge, AND this synthesis is supported by instructor-provided examples in illustration.

Several (>25%) weeks, lessons, or units of the course include a learning objective that explicitly requires students to synthesize new and existing knowledge, AND this synthesis is supported by instructor-provided examples in illustration.

Many (>50%) weeks, lessons, or units of the course include a learning objective that explicitly requires students to synthesize new and existing knowledge, AND this synthesis is supported by instructor-provided examples in illustration.

Most (>75%) weeks, lessons, or units of the course include a learning objective that explicitly requires students to synthesize new and existing knowledge, AND this synthesis is supported by instructor-provided examples in illustration.

Every week, lesson, or unit of the course includes a learning objective that explicitly requires students to synthesize new and existing knowledge, AND this synthesis is supported by instructor-provided examples in illustration.

Learning assessments emphasize problem solving or inquiry-based learning and: are student driven, are relevant to students’ career goals, require presenting and communicating products, and recognize or model high-level performance.

Learning assessments emphasize problem solving or inquiry-based learning and meet one of the following: are student driven, are relevant to students’ career goals, require presenting and communicating products, or recognize or model high-level performance.

Learning assessments emphasize problem solving or inquiry-based learning and meet two of the following: are student driven, are relevant to students’ career goals, require presenting and communicating products, or recognize or model high-level performance.

Learning assessments emphasize problem solving or inquiry-based learning and meet three of the following: are student driven, are relevant to students’ career goals, require presenting and communicating products, or recognize or model high-level performance.

Learning assessments emphasize problem solving or inquiry-based learning that: are student driven, are relevant to students’ career goals, require presenting and communicating products, and recognize or model high-level performance.

Course includes alternative assessment strategies that are woven into the course activities. These assessments interrelate or build on previous assignments.

There is at least one high-value (>10% of total grade) alternative assessment strategy that interrelates or builds on previous assignments or other assessments.

Several weeks (>25%) include an alternative assessment strategy that interrelates or builds on previous assignments or other assessments.

Many weeks (>50%) include an alternative assessment strategy that interrelates or builds on previous assignments or other assessments.

Every week includes an alternative assessment strategy that interrelates or builds on previous assignments or other assessments.

WHY USE DISCUSSION FORUMS IN STEM?

• Tracks with how students have learned math in K-12

• Addresses a broader set of learning preferences

• “Mathematical argumentation” fundamental to proficiency

• Provides insight into student learning (formative assessment)

• Promotes metacognitionSource: Rumsey and Langrall (2016)

TYPES OF MATHEMATICAL WRITING

1. Exploratory

2. Informative / Explanatory

3. Argumentative

4. Creative

Source: Casa, Evans, Firmender, and Colonnese (2017)

MATH DISCUSSION FORUMS: STRATEGIES• Assign students to share notes on lectures or readings• Engage in partial problem solving, asking students to:

– Plan a solution strategy without implementing it– Fill in missing steps to a solved problem– Execute a particular solution strategy– Identify why a solution is incorrect

• Have students post observations• Create groups

CONCLUSION

TAKEAWAYS: BEST PRACTICES• Discussion forums are crucial in asynchronous courses to engage

students, establish presence, and build community.• Establish netiquette for your discussion forums to ensure a safe space

for students to contribute.• Use your discussion forums as an opportunity for effective feedback.• Discussion forums allow for innovative activities beyond simply

discussion.• Use the News Forum to create (ungraded) discussions or post

relevant materials.

TAKEAWAYS: MATH INSTRUCTORS

• Mathematical argumentation is key for many students’ understanding.

• Discussion forums offer a “social constructivist environment” to develop critical thinking skills in mathematics.

QUESTIONS

GALEN DAVISDirector of Faculty Development and Video Production

ReferencesBaker, R., Dee, T., Evans, B., & John, J. (2018). Bias in online classes: Evidence from a field experiment (CEPA Working Paper

No. 18-03). Retrieved from http://cepa.stanford.edu/wp18-03.Casa, T. M., Evans, K., Firmender, J. M., & Colonnese, M. W. (2017, February). Why should students write in math class?

Literacy in every classroom, 74(5). Retrieved from http://www.ascd.org/publications/educational-leadership/feb17/vol74/num05/Why-Should-Students-Write-in-Math-Class%C2%A2.aspx.

Godwin, M. (2015, December 14). Sure, call Trump a Nazi. Just make sure you know what you're talking about. The Washington Post. Retrieved from https://www.washingtonpost.com/posteverything/wp/2015/12/14/sure-call-trump-a-nazi-just-make-sure-you-know-what-youre-talking-about/?noredirect=on&utm_term=.8352c1ae97e2.

Moisseeva, M., Steinbeck, R., & Seufert, S. (2007). Online Learning Communities and Collaborative Learning.Rumsey, C. & Langrall, C.. (2016, March). Promoting Mathematical Argumentation. National Council of Teachers of

Mathematics. http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue7/Promoting-Mathematical-Argumentation/.

Tutita M. Casa, Kyle Evans, Janine M. Firmender and Madelyn W. Colonnese. Why Should Students Write in Math Class? http://www.ascd.org/publications/educational-leadership/feb17/vol74/num05/Why-Should-Students-Write-in-Math-Class%C2%A2.aspx. February 2017.

Vesely, P., Bloom, L., & Sherlock, J. (2007, September). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3). Retrieved from http://jolt.merlot.org/vol3no3/vesely.htm.

gdavis@learninghouse.com