I like this structure Sally. In fact I'll call it the "3 post model". I can see how this approach would encourage a little more deeper thinking that just a quick post. I'm sure the rubric helps as well. Also, spreading out the posting gives students some time to churn the ideas around in their head a bit and hopefully come back to the discussion with ideas that are a little more well thought-out than what you might have gotten if you required the students to write one post and that's it. Thanks!
Michael Michael A. Britt, Ph.D. [email protected] http://www.ThePsychFiles.com Twitter: mbritt On Mar 26, 2013, at 5:07 PM, swalters <[email protected]> wrote: > > > > I find a good way to elicit participation is to give fairly structured > instructions such as "in Post 1 summarize blah blah blah and suggest 3 areas > to explore further and why; post 2 (due a couple of days later) respond to > some one else's post 1 with detailed suggestions for their 3 areas, and post > 3 (due a couple of days later) - summarize, reflect etc. It might seem a > little directive but you can push the thinking in specific directions and > elicit critical thinking, response and reflection by requiring them to > respond accordingly. I also give group activities where they have to discuss > online how to construct a resource for something we're studying and then post > and discuss content. My students have told me that they like the 3 staggered > deadlines idea because they know there will be something to respond to and it > also stops them from making 3 fast posts without much thinking behind them. > All of my discussion are in groups of 3 to 6. You can also use a rubric so > that students understand that there posts should move the dialogue along, > rather than repeat or reiterate. > > Sally > Capilano U > > On 03/26/13, Michael Britt <[email protected]> wrote: >> >> I think a lot of the "success" in online threaded conversations depends in >> part on what questions you ask and I was wondering what others on TIPS >> thought about this. I was just looking at Ellen Langer's book, Mindful >> Learning because I recalled that she addressed this issue. One of her >> memorable examples was that we should not ask students, "Is it possible to >> prevent pregnancy using a nasal spray?" (which would probably lead to a >> response like, "Ummm...no") but rather phrase it this way, "How could we use >> a nasal spray to prevent pregnancy?". >> >> Does anyone else know of any other resources/research on this topic of >> phrasing questions in a way that really stimulates thinking? >> >> Michael >> >> Michael A. Britt, Ph.D. >> [email protected] >> http://www.ThePsychFiles.com >> Twitter: mbritt >> >> >> >> >> >> >> --- >> You are currently subscribed to tips as: [email protected]. >> To unsubscribe click here: >> http://fsulist.frostburg.edu/u?id=13530.e96560b68b0d11e80e48fb30b5f8b01d&n=T&l=tips&o=24542 >> or send a blank email to >> leave-24542-13530.e96560b68b0d11e80e48fb30b5f8b...@fsulist.frostburg.edu > --- > > You are currently subscribed to tips as: [email protected]. > > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=13405.0125141592fa9ededc665c55d9958f69&n=T&l=tips&o=24543 > > (It may be necessary to cut and paste the above URL if the line is broken) > > or send a blank email to > leave-24543-13405.0125141592fa9ededc665c55d9958...@fsulist.frostburg.edu > > > --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=24729 or send a blank email to leave-24729-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
