A twist on communication
Should you allow students to use information from discussions as a legitimate source that can be posted in a reference list?
Afterall the idea comes from a discussion, but do we use conversations in a social "bar-room" as a source of knowledge and ideas.
Albert,
It's good that you are having discussion about their work. It helps students reflect on what they are doing and think more critically about how to do things. Thanks!
One issue is that some students ask questions to learn the correct answer. Depending upon the type of question and the student's question, I request that the student provides with a initial draft. Using that draft I ask the student two types of question: (1) ask why they used their approach (2) ask about every inconsistency in the presenttion.
As I discuss their work, I relate my responses to the original statement of the assignment.
Albert,
The more you can clairfy information, the better the students understand the expectations and can move forward. Thanks!
Albert,
Makes sense. When student are encouraged to review and analyze the content, they do think at a deeper level. Thanks!
Leah,
Good point. I do check for correct information, but it's hard to keep up sometime. Thanks!
Good day, in my forums I use my comments to clarify the grading rubrics. Essentially I challenge every single instance, where I may remove points during evaluation, by asking a question which forces the student to provide the correct content and consistency in their messages.
This is a good issue to discuss. In my DB I state on the first day, you may post what you like but if I or another challenge your statement, the student should respond to correct, amend or qualify a posted message. I read of the student's work for evaluation. If a student corrects an error, I acknowledge it and do not remove points.
Therefore a student is encourage to review the DB forum often and before the due date to make changes.
I encourage students be critical thinkers and keep civility at all times.
One thing I struggle with here is the information posted may not be correct! For example if one student defines subjective probability incorrectly and another student cites that we are entering a loop of incorrect knowledge. I always remind them discussions are for interaction and learning but not everything posted may be correct and to keep that in mind.
Albert,
Oh, I see. I would use a rubric noting the number of posts necessary and a scale assessing the quality of their posts. Or at least give it to the students so they can see the expectations more clearly.
As you see when I request information such as for APA or information to clarify a comment, the student considers that a "post"; I do not. That post is a correction to the student's original comment.
Depending upon how the grading rubrics is written and how the online assignment is written, a student could consider the 10 posts to complete the main post as 10 separate contributions. Some students consider the number of posts as the only method to judge participation. I engage students to consider that the quality is as important.
Albert,
I many times ask students to post something that is their opinion, but back it up with research and provide the APA style reference. Then students could use the information and use it as a source.
