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

http://www.google.com and http://www.txprofdev.org/apps/onlineteaching

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.