Thursday, August 22, 2013
Friday, August 16, 2013
Video Presentation version 3.0 BPIOD (Best Practices in Online Discussions) by Devonee Trivett
Video Presentation
version 3.0 BPIOD
(Best Practices in Online Discussions) by Devonee Trivett
Credits:
Written, Filmed and Produced by Devonee Trivett
on location in Portland, Oregon and Newport Oregon
Audio Credits:
Narration written and spoken by Devonee Trivett
Background music “Kalimba,” provided by Mr. Scruff
Actors:
Linda Curtice
Amador Gutierrez
Erica Redman
Devonee Trivett 08/05/2013
Educ 7102 Principles of
Distance Education (pt. I: Annotated
Bibliography, II.Narrator, & III: and Audio Credits)
You can also visit Devonee’s
blog to view the presentation and comments.
Video Presentation: Best Practices in an Online Discussion Forum
I. Annotated Bibliography
Anderson, T. (Ed.). (2008). The theory and practice of online
learning (2nd ed.). Edmonton, AB: Athabasca University Press.
A collection of articles by instructors and
scholars actively working in the field of distance education, this collection
addresses the core issues and concerns in distance education online.
Beaudoin, M. (1990). The instructor’s changing role in distance
education..The American Journal of Distance Education, 4
(2), 21–29.
This source predicted increases in student demand for distance and
online learning, and that the sufficient impact on the role of instructors as a
consequence of this will require a shift in definition of roles. The writer postulates
that student- centeredness is at the very core of distance learning, and that
the focus should be on what the learner does and not what the instructor does
in an online classroom. Instructor roles in the online classroom are rooted in
facilitating and supporting learning.
The author calls for an increased support for participants as a
main factor in successful transition into these new roles that are required in
distance learning today.
Bourne, J., & Moore, J. C., (2005). Introduction. In
Bourne, J., & Moore, J. C., (Eds.),
Elements of quality online education: Vol. 6. Engaging
communities (pp. 7–10). The Sloan Consortium.
Most people now understand that online learning is the
new distance learning, and there is also increased understanding that online
learning is superior in some ways to FSF learning. Education is a business, and
the one effective practice in business is networking. This means engaging members
within and across organizations. Engaging learners in learning communities will
bring new life to education.
Cox, B. & Cox, B. (2008). Developing interpersonal and group
dynamics through asynchronous threaded discussions: The use of discussion board
incollaborative learning.Education, 4: 553-565.
Cox and Cox (2008) present evidence to support the conclusion that
an asynchronous discussion space for student interaction develops a community
of learners. Designing discussions with increased collaboration opportunities
was also a factor found to contribute to educational value in online student
experiences.
Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L.,
Vance, K., & Roskos, K. (2010). Say What? The Quality of Discussion Board
Postings in Online Professional Development. New Horizons In Education, 58(3), 118-132
These researchers determined that a foundation of constructivist
learning experiences included in the larger course design is a best practice
when setting the foundation for relevant and intellectually stimulating
discussion posts that maximize student engagement (Jarosewich,et al).
Johnson, G., Hsieh, P., & Kidwai, K. (2007). Perceived Value
and Persistence of Web Publishing Skills: Implications for e-Portfolio
Systems.International Journal On E-Learning, 6(3), 379-394
In this study the researchers discovered that online learning programs
designed for increased personal control of student learning space, and the web publishing skills
required in order to do this, are valued by students. The purpose of the study was
to explore the extent to which students value these skills, and to which these
skills are sustained. The skills were determined to be sustained when web
publishing opportunities were included in the course.
Palloff, R. M., &
Pratt, K. (2005). Collaborating online: Learning together in community. San
Francisco, CA: Jossey-Bass.
This text
introduces key elements in establishing social presence and a learning
community online. The authors make suggestions for increasing both student
participation and collaboration opportunities in order to improve the learning
process.
Palloff, R. M., &
Pratt, K. (2007). Building online learning communities: Effective strategies
for the virtual classroom. San Francisco, CA: Jossey-BassSimon, D., Jackson,
K., & Maxwell, K. (2013). TRADITIONAL VERSUS ONLINE INSTRUCTION: FACULTY
RESOURCES IMPACT STRATEGIES FOR COURSE DELIVERY. Business Education
& Accreditation, 5(1), 107-116.
The use of
discussions online increases the feelings of connectedness among students when
the six elements named as honesty, responsiveness, relevance, respect, openness
and empowerment are infused within the course curriculum.
Students in this case study undergraduate online students were not
satisfied with the learning process because they did not perceive a high level
of teacher presence, despite successful learning outcomes. Therefore, in order
to obtain satisfaction levels, a strong teacher presence is indicated.
Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005, December).
Developing learning community in online asynchronous college courses: The role
of teaching presence. Journal of Asynchronous Learning Networks, 9(4). Retrieved
from http://sloanconsortium.org/jaln/v9n4/developing-learning-community-online-asynchronous-college-courses-role-teaching-presence
These authors present a multi-institutional case study across
thirty-two colleges. Their findings upon analysis of the learning environments
were that there is an important relationship between a teacher presence and the
development of an online learning community, and that there is a need for
greater training in effective ways to establish teaching presence. They make
specific recommendations for teacher interaction that supports social presence
through focusing discussions and supporting students. Because learning is essentially
social in nature, they argue adoption of online learning environments designed with
social learning theory as a foundation, paired with teachers who effectively
participate in online discussion and thus increase social presence, will
improve the learning experience.
Swan,
K., & Shih, L. F. (2005). On the nature and development of social presence
in online course discussions. Journal of Asynchronous Learning Networks, 9(3).
Retrieved from http://sloanconsortium.org/jaln/v9n3/nature-and-development-social-presence-online-course-discussions
Social presence resulted in higher
student satisfaction with online discussions in this case study. Social
presence, defined as the degree to which students in an online course
experience a feeling of connection with one another, was determined to be an
important factor in student satisfaction and success in online courses. Course
design and perceived teacher presence were both factors named to correlate with
higher levels of social presence.
Wiley,
D. (2007). Online self-organizing social systems. In Luppicini, R. Online
learning communities: Communities in
distance education (pp. 289–291). Charlotte, NC: Information Age Publishing.
Online self-organizing social
systems exhibit unique qualities so far not existent in the current popular
mode of learning facilitation. The key
obstacle is the complexity of instruction, intervention and teacher presence
and whether instructors can adjust to the changing role or not. Because this
mode of learning is complimentary to problem-based learning, a foundation for
quality online educational design, social systems online have a place in the
future of DE.
Narrator Notes: Best Practices for
Discussions in an Online Environment by
-Devonee Trivett (07/31/2013)
Clip 1. As a moderator or as a
participant in an online forum, following some general
guidelines will creating the best
learning experience for everyone . The goal is to
maximize relevant and thought-provoking
responses from all participants in the
discussion. This is done through
creating a reflective learning environment (Pallof & Pratt, 2007).
Clip 2. One: Be clear about your
expectations . Set specific ground rules. Set standards
for communication such as basic
online etiquette, correct grammar and spelling, and number of words per post.
Insist on professional and respectful dialogue, and provide students with
specific rubrics that explain your assessment process ahead of time. Require inclusion
of differing viewpoints. Design and provide a discussion post rubric for
participants (Pallof & Pratt).
Clip 3. Two: Cultivate a strong
teacher presence. Be direct and clear, and respond to student inquiries on a
timely basis. Also don’t be afraid to share your own opinions and be sure to
encourage information sharing among students (Joo, Joung, Kim, & Chung,
2012).
Clip 4: three: Differentiate:
Online Discussions offer a prime opportunity for asynchronous learning and for
heightened collaboration among reflective learners. Collaboration can be
encouraged through a variety of team activities, and through rewarding
constructive feedback with points. Provide opportunities for asynchronous and
synchronous learners. Students require different modes of instruction and
learning. Differentiate instruction for asynchronous and synchronous learners.
In asynchronous discussion, students can stop and start as they please,
allowing them to learn, research, respond and participate at their own pace.
(Swan, & Shih, 2005).
Clip 4. Model respect. Invite differing viewpoints
and in-depth discussion that is respectful. Do this through offering positive
reinforcement to all learners. Promote an open, supportive, and
respectful online discussion,
provide a space where students post their questions and answers. Listen,
Reflect and Respond to views expressed . (Durrington, Berryhill & Swafford,
n.d., p.191), all contributions have educational value, and opportunity for
reflecting on another point of view. Set and keep deadlines. Respond in a
timely manner. Require inclusion of differing viewpoints, and invite differing
viewpoints through critical thinking exercises.
Clip 5. Tip 5: Encourage
information sharing and collaboration. When students reflect on and revisit ideas
in a learning loop, as described in here, the result is an online experience
that has been called
"Transformative Learning." (Pallof . & Pratt)
Clip 6. Tip 6: Build Trust. Be
authentic. Social presence is important for learners, and
being authentic is one way to
encourage others to share personal anecdotes that build connections. When
building an online community of learners it will be important to develop a
social presence (Swan,& Shih, 2005), and the instructor can encourage
authenticity through sharing his or her own experiences throughout the course
dialogue.
Clip 7. Tip 6: Design Structured
Controversies (Jacobs, 2010); and time to research, reflect, discuss and
revisit about problems in a “learning loop.”The learners need the time and the
opportunity to engage in reflective and explorative work that is “inspired by
discussions” (Pallof & Pratt, 2007, pp. 185-187).. With discussions that
are focused, learning can be both meaningful and helpful to professional growth
(Chitanana, 2012). This happens when there is time specified for reading, for
developing posts that are reflective and informed with recent research, and
responding to these posts online. Instructors can designing space for the
transformation process when dilemnas and space for independent learning is
built into the learning plan.
• A
particularly unique process of transformation in an online learning environment
can take place when students engage in this cultivated, reflective online
community (Pallof & Pratt, 2007, pp. 185-187).
• In
review, the seven best practices in an online discussion are: 1.Be clear about
expectations. 2. Cultivate a strong teacher presence.3. Differentiate for
asynchronous and synchronous learners. 4. Model respect. 5. Provide
opportunities for collaboration.6: Build Trust. Be authentic. 7: Design
Structured Controversies
With all of these elements
incorporated throughout an online discussion forum, discussions can be both
meaningful academically and helpful to professional development.
Clip 8. Creating reflective online
discussions and the subsequent growth and learning is much like cultivating a
garden. Each require regular care and tending, ….and everyone will likely run
into into some snags along the way, but with perseverance and vigilance,…. the
result will be a lively, robust, growing learning environment for all involved.
II. Image
Credits:
IMAGE OF PALLOF & PRATT Courtesy of
III.
Narrator Notes: Best Practices for Discussions in an Online Environment by
-Devonee
Trivett (07/31/2013)
Clip
1. As a moderator or as a participant in an online forum, following some
general
guidelines
will creating the best learning experience for everyone . The goal is to
maximize
relevant and thought-provoking responses from all participants in the
discussion.
This is done through creating a reflective learning environment (Pallof &
Pratt, 2007).
Clip
2. One: Be clear about your expectations . Set specific ground rules. Set
standards
for
communication such as basic online etiquette, correct grammar and spelling, and
number of words per post. Insist on professional and respectful dialogue, and
provide students with specific rubrics that explain your assessment process
ahead of time. Require inclusion of differing viewpoints. Design and provide a
discussion post rubric for participants (Pallof & Pratt).
Clip
3. Two: Cultivate a strong teacher presence. Be direct and clear, and respond
to student inquiries on a timely basis. Also don’t be afraid to share your own
opinions and be sure to encourage information sharing among students (Joo,
Joung, Kim, & Chung, 2012).
Clip
4: three: Differentiate: Online Discussions offer a prime opportunity for
asynchronous learning and for heightened collaboration among reflective
learners. Collaboration can be encouraged through a variety of team activities,
and through rewarding constructive feedback with points. Provide opportunities
for asynchronous and synchronous learners. Students require different modes of
instruction and learning. Differentiate instruction for asynchronous and
synchronous learners. In asynchronous discussion, students can stop and start
as they please, allowing them to learn, research, respond and participate at
their own pace. (Swan, & Shih, 2005).
Clip
4. Model respect. Invite differing
viewpoints and in-depth discussion that is respectful. Do this through offering
positive reinforcement to all learners. Promote an open, supportive, and
respectful
online discussion, provide a space where students post their questions and
answers. Listen, Reflect and Respond to views expressed . (Durrington,
Berryhill & Swafford, n.d., p.191), all contributions have educational
value, and opportunity for reflecting on another point of view. Set and keep
deadlines. Respond in a timely manner. Require inclusion of differing
viewpoints, and invite differing viewpoints through critical thinking
exercises.
Clip
5. Tip 5: Encourage information sharing and collaboration. When students
reflect on and revisit ideas in a learning loop, as described in here, the
result is an online experience that has
been called "Transformative Learning." (Pallof . & Pratt)
Clip
6. Tip 6: Build Trust. Be authentic. Social presence is important for learners,
and
being
authentic is one way to encourage others to share personal anecdotes that build
connections. When building an online community of learners it will be important
to develop a social presence (Swan,& Shih, 2005), and the instructor can
encourage authenticity through sharing his or her own experiences throughout
the course dialogue.
Clip
7. Tip 6: Design Structured Controversies (Jacobs, 2010); and time to research,
reflect, discuss and revisit about problems in a “learning loop.”The learners
need the time and the opportunity to engage in reflective and explorative work
that is “inspired by discussions” (Pallof & Pratt, 2007, pp. 185-187)..
With discussions that are focused, learning can be both meaningful and helpful
to professional growth (Chitanana, 2012). This happens when there is time
specified for reading, for developing posts that are reflective and informed
with recent research, and responding to these posts online. Instructors can
designing space for the transformation process when dilemnas and space for
independent learning is built into the learning plan.
• A particularly unique process of
transformation in an online learning environment can take place when students
engage in this cultivated, reflective online community (Pallof & Pratt,
2007, pp. 185-187).
• In review, the seven best practices in an
online discussion are: 1.Be clear about expectations. 2. Cultivate a strong
teacher presence.3. Differentiate for asynchronous and synchronous learners. 4.
Model respect. 5. Provide opportunities for collaboration.6: Build Trust. Be
authentic. 7: Design Structured Controversies
With
all of these elements incorporated throughout an online discussion forum,
discussions can be both meaningful academically and helpful to professional
development.
Clip
8. Creating reflective online discussions and the subsequent growth and
learning is much like cultivating a garden. Each require regular care and
tending, ….and everyone will likely run into into some snags along the way, but
with perseverance and vigilance,…. the result will be a lively, robust, growing
learning environment for all involved.
Thursday, August 15, 2013
Friday, August 9, 2013
Shortened Version of Final Video Presentation for Principles of Distance Ed, EDUC 7102
Devonee Trivett 08/05/2013
Educ 7102 Principles of
Distance Education
Image Credits:
Filmed by Devonee Trivett on Location
IMAGE OF PALLOF & PRATT Courtesy of http://www.google.com and http://www.txprofdev.org/apps/onlineteaching
Audio Credits:
Narrated by Devonee Trivett on Location
Background music: Kalimba by Mr. Scruff
Bibliography
Anderson, T. (Ed.). (2008). The theory and practice of online
learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Beaudoin, M. (1990). The instructor’s changing role in distance
education..The American Journal of Distance Education, 4
(2), 21–29.
Bourne, J., & Moore, J. C., (2005). Introduction. In
Bourne, J., & Moore, J. C., (Eds.)
Cox, B. & Cox, B. (2008). Developing interpersonal and group
dynamics through asynchronous threaded discussions: The use of discussion board
incollaborative learning.Education, 4: 553-565.
Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L.,
Vance, K., & Roskos, K. (2010). Say What? The Quality of Discussion Board
Postings in Online Professional Development. New Horizons In Education, 58(3), 118-132
Johnson, G., Hsieh, P., & Kidwai, K. (2007). Perceived Value
and Persistence of Web Publishing Skills: Implications for e-Portfolio
Systems.International Journal On E-Learning, 6(3), 379-394
Palloff, R. M., &
Pratt, K. (2005). Collaborating online: Learning together in community. San
Francisco, CA: Jossey-Bass.
Palloff, R. M., &
Pratt, K. (2007). Building online learning communities: Effective strategies
for the virtual classroom. San Francisco, CA: Jossey-BassSimon, D., Jackson,
K., & Maxwell, K. (2013). TRADITIONAL VERSUS ONLINE INSTRUCTION: FACULTY
RESOURCES IMPACT STRATEGIES FOR COURSE DELIVERY. Business Education
& Accreditation, 5(1), 107-116.
Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005, December).
Developing learning community in online asynchronous college courses: The role
of teaching presence. Journal of Asynchronous Learning Networks, 9(4).
Retrieved from http://sloanconsortium.org/jaln/v9n4/developing-learning-community-online-asynchronous-college-courses-role-teaching-presence
Swan,
K., & Shih, L. F. (2005). On the nature and development of social presence
in online course discussions. Journal of Asynchronous Learning Networks, 9(3).
Retrieved from http://sloanconsortium.org/jaln/v9n3/nature-and-development-social-presence-online-course-discussions
.
Wiley, D. (2007). Online self-organizing social
systems. In Luppicini, R. Online learning communities: Communities in distance education (pp. 289–291). Charlotte, NC:
Information Age PublishingMonday, August 5, 2013
Best Practices for Discussions Online Video Presentation Viewable @ YouTube
Walden Students: Please go to this link to view my final video:
http://youtu.be/TpcvnQRzSoI
Thanks, DevoneeSaturday, August 3, 2013
Youtube Presentation of Video for DE
References
Anderson, T.
(2008). The theory and practice of
online learning [electronic resource] / edited by Terry Anderson. Edmonton : AU Press, c2008.
Chitanana, L.
(2012). A Constructivist Approach to the Design and Delivery of an Online
Professional Development Course: A Case of the iEARN Online Course. Online Submission
Durrington,
V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student
interactivity in an online environment. College Teaching, 54(1),
190−193.
Jacobs, G. M.
(2010). The Academic Controversy Technique: Towards Cooperative Debates. Online Submission.
Joo, Y., Joung, S., Kim, N., & Chung, H. (2012). Factors
Impacting Corporate E-Learners' Learning Flow, Satisfaction, and Learning
Persistence. International Association for
Development Of The Information Society,
Moller, L., Huett, J., Holder, D., Young, J., Harvey, D.,
& Godshalk, V. (2005). Examining the impact of learning communities on
motivation. Quarterly Review of Distance Education, 6(2), 137−143
Palloff, R. M.,
& Pratt, K. (2005). Collaborating Online: Learning Together in Community. San Francisco: Jossey-Bass
Seaman, J., &
Association of Public and Land-grant, U. (2009). Online Learning as a Strategic
Asset. Volume II: The Paradox of Faculty
Voices--Views and Experiences with Online Learning. Results of a National Faculty Survey, Part of the Online Education Benchmarking
Study Conducted by the
APLU-Sloan National Commission on Online Learning. Association Of Public And
Land-Grant Universities.
Sieman, G. (2008)
Learning and Knowing in Networks. Changing Roles for Educators and Designers, ITFORUM.
Silvers, P., O'Connell, J., & Fewell, M. (2007).
Strategies for Creating Community in a Graduate Education Online Program. Journal Of Computing In Teacher
Education, 23(3), 81-87.
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