A conversation about conversation within the

online courseMichele Forte

Thalia MacMillan

Asynchronous online courses◦ Level of control: online versus face to face◦ “Removed” presence

Setting the Stage

When students and the instructor are online – are they online at the same time? Does that matter?

Instructor is guide on the side Sense of anonymity

Setting the Stage

People use the dinner party metaphor – that the instructor is the host

What are the assumptions of a dinner party?

The Dinner Party

How do assumptions effect the guide-on-the-side theory?

How do the assumptions of a dinner party effect co-hosting with students?

Is it appropriate to stop a topic at a dinner party?

What’s the problem with the Dinner Party?

Human Services courses have their own particular rhythms, topics, conversations

Courses deal with issues connected to historically disenfranchised individuals◦ Some of whom may be students◦ The conversations may be personal and volatile

because they address issues of diversity and distribution of resources, etc.

How does this apply to CHS?

In CHS, the responsibility for instructors is somewhat different than other areas of study as we need to speak to . . . :◦ Human services guidelines◦ Ethical frameworks◦ Practical applications

. . . . . all in our communications and potential training of students

We sometimes ask ourselves – why is this student in CHS?

CHS guidelines and Instructor

They have personal experiences◦ From their own experiences◦ Family member◦ Close friend

These experiences are unique and are brought to the course◦ How do we highlight them and make each person’s

experience heard?

Need to name and talk about the experience in an academic setting (but not necessarily in an academic way)

Who comes to CHS courses?

What motivates a student to respond the way they do on discussion boards?◦ Sound intellectual?◦ Assumption about what something means◦ Allegiance◦ Try to ignore◦ Not knowing how to talk about it?

What motivates students?

Knowing what motivates a student & an instructor –

let’s review some scenarios

Scenario 1: Hierarchical comments

Scenario 2: Offensive comment

Scenario 3: Bullying comment

Scenario 4: Non-validation

Scenario 5: Path of least resistance

Set the stage for the “CDL Players”

Scenario 1: Hierarchical comments

A student’s sister with MS and a classmate says that’s nice but my child has autism

“I’ll see your MS and raise you with a kid who has autism”

Model an appropriate response

Name the issue of hierarchy and point out how limited it is

Connect the issue to course content or practical field experience

Diffuse with positive solution

If this is a poker game, what’s the role of the dealer?

Scenario 2 – Offensive comment Student says “Why can’t people just feed

their kids better – why don’t they care?!”

“Why can’t these people just take care of themselves better?”

Try to hear what the student is saying Unpack the statement with respect to

course content Seek a balanced response Reframe the problem Attend to statement and anticipate

responses Ask an open-ended probing question

The Lion Tamer

Scenario 3 – Bullying comment A student who makes comments to each

and every person’s posting – trying to make their thoughts more prevalent than others

“That’s nice, but . . . . . . .”

Don’t Make Me Come Over There! Assume that a student

doesn’t know what he/she is doing or how it affects the conversation

Provide ongoing formative feedback

“Take it outside” - Talk to the student privately about the issue – name it

Scenario 4: Non-validation No one responds to a student’s thoughts on

the DB OR “when a point has a thread of discussion

and all of a sudden the point gets dropped by all”

“One is the loneliest number”

Determine when did the student post to the DB

As an instructor – raise points in the student’s posting and make it a conversation piece

Highlight connections with other students

Analyze why did the discussion stop◦ Natural evolution?◦ Offensive comment or a comment that no one

could respond to?

The Instructor as the Lone Ranger

Scenario 5 – Path of least resistance Students that may be nervous, afraid to

correct, or engage a fellow classmate

“I’m Okay you’re okay”

Attend and anticipate problems◦ Especially in the beginning of the semester

Model an appropriate response

Respond/reframe thoughts

We are all okay . . . . . .

Do we go off topic?◦ Is that a bad thing?◦ Is that a good thing?

Does it derail, silence, or disrupt the conversation?

Has it made the class come together more as a group or to each other?

What effects do these scenarios have on the conversation?

Don’t make assumptions about student postings or intentions in postings

Don’t be afraid to “name an issue” for students if it appears

Reframe/redirect conversation if needed

To Wrap-Up

Define what it means to “participate” online in a discussion board◦ Not Facebook or text message◦ Academic discourse◦ Validate personal experience within the context of a

larger academic conversation◦ Don’t always have to agree with topics – couch within

course content or outside material

Engagement

Validation

To Wrap-Up

Summarize and comment on student postings

Certain things you may need to “take it outside”

Connect discussions to course content or outside examples within a larger professional context

To Wrap-Up

When it comes to the discussion boards, better to be mindful than obsessed

The dynamic of the conversation is important to learning and should be examined

What’s the moral of the story?

Any questions??