Hi Herbert,
As an instructor I would post a class question in the first discussion post at the first of the week. In addition, I will label the post title as "required class question" in order to grab the students attention. Also, I would reply to each student with a question at the end of my response in order to provoke more engagement.
Romanda Cooper
One of the strategies I have used that has proven useful is to comment on their post and then ask them a question specific to it. Sometimes I turn it into a medical coding "challenge" question. I try to do this before they completely disengage.
I also go into the discussion early on and post a scenario that parallels the discussion to carry it further.
Philip,
I like how you build interest in the students to get them to watch all three by asking which is the most gross. I like your creativity. We have to be more creative in our instructional approaches, especially with this generation of traditional age students.
Herbert Brown III
Besides asking the students questions in order to keep the discussion going, I like to use youtube.com to help promote discussing the topic in more depth. I'll recommend several videos for viewing and ask questions as a "hook" to get them interested in watching. For example: If we are talking about various skin diseases, I'll ask which of the three videos I recommended was most gross? They'll watch all 3 to see then and be happy to tell me.
I think a good strategy would be to have discussion assignments build on previous ones. Do not present such close-ended topics that encourage short, one-time responses. Secondly, make the second topic build on the first. For example, "in discussion #1 we identified that there are several different types of organic food labels. For this discussion, please identify a specific food you see in the grocery store that you have never purchased before that also has an organic label. What is on the label? What is the best cooking method to use and why? I am not requiring you to purchase the item, only look at it when in the store and then report your findings to the group."
I give them tips for success.
AS the week continues, I will provide more information about the assignments. Those that stay engaged get the help...those that do not return after Thursday miss the boat!
Providing teasers in the announcements might help...but if they never return, they might see the discussion board announcement either!
j
What will be your role in discussions?
My role in the discussions is to first provide clear guidelines as to the purpose and expectations for the discussion. Then, to monitor student activity, respond to them. Make sure that I am equally engaged and active so that they will be too. Probe and encourage the students to give examples from their own experience (if applicable).
How will you encourage substantive participation?
When monitoring student participation in the discussion, make sure to react and respond to the points they have made.
What strategies will you use to extend learner’s thinking and keep the discussion focused on the intended outcomes? When responding to, and encouraging the student for more information, ask questions that are open-ended.
Jared,
Providing students with those probing questions as follow up is crucial to the discussion process...otherwise the discussion dies. Clear expectations are also important to help students understand what level of discussion they are expected to complete. Are they to respond to other students postings, how many, how often, and even the depth of content they are to provide in their discussions help students understand what is appropriate.
Herbert Brown III
The key to getting more than the bare minumum is to ask the student follow up questions, require a response. Most online classes I have taken the facilitator normally responds with " Well that is a good point". If you dont require me to respond why would I?
Also when facilitating you have to direct the answers you are looking for with the questions you ask. Ask the learner to give examples, explane in detail or site where they have found the information.
Don,
Very well expressed. The coach element is very important and I think some instructors miss that element and it hurts their ability to connect on a more personal nature with the students.
Herbert Brown III
What will be your role in discussions? How will you encourage substantive participation? What strategies will you use to extend learner’s thinking and keep the discussion focused on the intended outcomes?
As the instructor my role is as facilitator, participant, and coach. The first, facilitator is most obvious in posing the initial topic, asking questions and keeping the conversations on track. Participant is equeally important in that I find students want to know my thoughts and views as well. When I am willing to be open with my students, my vulnerability helps to create the safe environment for them to take a chance in sharing their thoughts and views. Lastly, coach and or coaching is effective in helping students to dig deeper in expressing thoughts.
Stacy,
That is a neat idea. It is like reading a good book but you can't jump to the end to see what happens.
Herbert Brown III
I like to facilitate additional conversation on the thread among the participants. I ask open ended questions to the group to try and get them to talk to each other and open new topics or explore additional territory within a topic. I hope that by seeing me inquiring for additional detail they come to expect it and will look for it each week. I like to throw a question out and then tell them the kind of things to consider when answering the question. I do a lot of probing in each thread to get them to engage with each other.
I like to create a "cliff-hanger" type of environment in the discussions. By building the suspense or telling a story that builds through out the week, students are more likely to continue reading and interacting so that they can find out what happens at the end of the story.
Daron,
I agree that asking the students can help. Sometimes you find out that whatever the student's complaint is ends of not really being the issue, that there is something else that is affecting the situation. Talking it out with students helps you get to the actual point and gives you a chance for personal reflection ... sometimes it opens our eyes to something we DO need to change ourselves.
Herbert Brown III
Amen to that! I have had several months of similar problems keeping the discussion going and interactive. I have taken the advice of my director and using my own personal stories and asked them questions on what they would do differently and how could the situation been avaoided totally.
I believe the key to encourage substantive participation will be the format of the question in discussion. Obviously an open ended question that does not have a right or wrong response will continue to leave the discussion open. By repling in a timely manner (disagree, agree or elboration) to the posted responses will keep the student participating. By "stoking" the discussion with key points that support agreement or disagreement with the post may entice others to chime in and take a position.
Angela ,
It is very important for students to see you engaged in the discussions as well (as you note). Any real life examples and experiences you can share as the instructor also helps to make the course materials more relevant to the students. Guiding them in these discussions brings about learning by helping students connect their previous knowledge with their new knowledge.
Herbert Brown III
P.,
Are you doing this in an online format? Do the students "read back" live through video conferencing or is this in a traditional course? Anytime instructors can make the course content real and relevant we are doing the right thing.
Herbert Brown III
This is difficult to respond to since I teach a speed class in court reporting, and we don't have class-room discussion or threaded discussions either. But what we do have is read back. Students write a piece, and then they read back from their steno notes. My role is to make them feel comfortable enough to read back even when they may not have "copper plate" notes to read from. I always make sure they know that perfection is not required in writing, but reading back through messy notes is an absolute essential but that the attempt to read back in class no matter what their notes are like is what is important for them as students; that when they are working in the field, they will be stared at constantly, and getting over "state fright" is important, and it is much better to do this in school then after they are out working.
