managing online discussions with a participation portfolio john fritz umbc july 23, 2008
TRANSCRIPT
Overview
• Background• Problem• Solution
– Require a Participation Portfolio– Create a “Quality Discussion” Rubric– Create a Portfolio Template (MS Word)
• Influences & Handouts• Q & A
Evolving CMS Use by Faculty
1. User & Document Management (Pull)– Password-protected class & group space – Attach or Copy/Paste Documents (expiration)
2. Communications (Push)– Announcements– Email, Messages– Discussion & Chat
3. Assessments (Push & Pull)– Electronic assignment delivery & collection– Quizzing, Surveys, Course Usage
Online Discussion Assessment Problems
• Quantity-Based– How do you avoid rewarding “me too” or
“I agree” posts?
• Quality-Based– Tedious to find, subjective, a pain to
justify to students.
Solution: Self-Graded Portfolio
1. Instructor defines grading rubric for good post & reply (this is THE hardest task for instructors).
2. Students propose grade they feel they deserve, based on 3-5 examples of each.
3. “Evidence” must be taken from separate weeks to avoid end of semester “dog pile.”
4. Students copy and paste examples into a “portfolio” and submit electronically.
5. Instructor can accept, raise or lower grade based on quality of evidence based on rubric (#1).
Student-Content (SC) Type
• Aspects1. Post a few salient sentences on the
topic;2. Link posts to course theories, lectures
or texts (synthesis & analysis); 3. Cite new or existing sources whenever
possible.
Student-Student (SS) Type
• Aspects1. Draw out a colleague’s assumptions
through probing follow up queries;2. Dispute positions with which you do
not agree;3. Defend your own position with
evidence.
Student-Group (SG) Type
• Aspects1. Provoke thought (not emotions) about
a new idea or issue;2. Contribute to the civil discourse or
edification of the class;3. Encourage participation of others.
Fixed Duration for Discussions
• Set discussions with fixed start & end• Benefits:
– Students will be more proactive (especially if you require a discussion portfolio)
– Laggards can’t chime in at the end of semester.
– Easier to manage one discussion at a time, than several concurrently.
Testimonial
• Chris Swan, Geography
• “Improving Student Learning in a Hybrid Course”– 10/10/05 Brown Bag
Workshop
• “Blackboard Best Practices”– 09/21/07 iTunesU
Q&A
Problem
• Students struggle with form & content of atypical assignments.
• I want to know how students analyze their own discourse and participation.
• I want to make most efficient use of my time.
Solution: MS Word Form
• Create a form that students complete and submit online.
• Benefits:– Guides the student in what you’re
looking for;– Standardizes student input which makes
grading more efficient;
MS Word Form Toolbar
• Options– Text box– Check box– Drop down menu– Form field options– Table– Frames– Shading– Lock (Tip: enable before save/upload so users can
download/fill in).
Performance-based Portfolio (2003)
• Karin Readel, UMBC Geography Professor
• Developed an “extra credit” discussion portfolio for analysis of related articles.
Discussion Forum w/Expiration Dates & Grading Rubric
(2005)• Michael Scheuermann,
Drexel University
• Builds student responsibility for discussions by establishing forum or chat duration “windows” and grading rubrics– 1/13/05 Educause MARC
Presentation
Discussion Template (2005)
– Chris Swan, UMBC Geography Professor
– Developed an MS Word Template to Capture (standardize?) students’ best 3-5 posts for portfolio.
Discourse Analysis-based Rubric (2006)
• Patricia Verdines, Adjunct Professor, UM CLIS
• Classified “types” of threaded discussion interactions.– 3/31/06 UM TWT
Conference
Links
• UMBC’s Hybrid Training Program http://www.umbc.edu/oit/hybrid/training
• UMBC’s Most Active Bb Courses Reports http://www.umbc.edu/blackboard/reports
• Rubristar for Teachers (rubric maker) http://rubistar.4teachers.org/index.php