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Slide Notes

2013 Blended & Online Learning Symposium
October 19, 2013
8:00 AM - 12:00 PM
Hosted by Natick High School, Natick, MA
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Crafting Discussions - ACCEPT 2013

Published on Nov 19, 2015

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PRESENTATION OUTLINE

ACCEPT

BLENDED & ONLINE LEARNING SYMPOSIUM
2013 Blended & Online Learning Symposium
October 19, 2013
8:00 AM - 12:00 PM
Hosted by Natick High School, Natick, MA

CRAFTING FORUMS

FRED HAAS - HAAS | LEARNING - @AKH003
Presented by Fred Haas
English Instructor
Hopkinton High School
Haas | Learning
@akh003
Presentation Link:
tinyurl.com/accept2013-craftingforums
Photo by horrigans

PLANTING

Online discussions can be used to seed ideas, concepts, or thinking prior to class. This includes pre-teaching activities, like assessing prior knowledge, activators, and preparation for a lesson or activity.
Photo by francoismi

PRIMING THE PUMP

  • KWL
  • Entry Slip
  • Leading Prompt
  • Pre-Teaching
Some pre-class strategies include:

  • KWL - What do you Know, what do you Want to know, what so you want to Learn

  • Entry Slips or Ticket to Enter - building on previous concepts

  • Leading Prompt - previewing the lesson

Many pre-teaching strategies or moves are potentially useful prior to the main activity or class lesson.
Photo by S.C. Axman

TENDING

Online discussions can also serve as the main focus or activity, in certain circumstances, or extend classroom activity asynchronously.

However, the more prominently the online discussions feature the more tending is required by the teacher to set the tone, encourage participants, provide feedback, and model desired habits and behaviors.

Online discussions require nurturing and maintenance for quality results.
Photo by tallpomlin

DOING & MAINTAINING

  • Writing Workshop
  • Peer Response Groups
  • Critical Friend Pairings
  • Roundtable/Forced Debate
  • Teaching
Some fundamental teaching strategies or approaches include:

  • Writing Workshop Models - employing writing to learn and transactional writing

  • Peer Response Groups - pre-selected and self-selected groupings

  • Critical Friends - pre-selected and self-selected pairings

  • Roundtable & Forced Debate - predetermined or undetermined sequencing

Many teaching practices that are fundamental to given lesson or provide the main activity can become online discussions.
Photo by arripay

HARVESTING

Online discussions can be used as follow-up to collect ideas or gather information after class. This include post-teaching activities, like sense-making, assessment, reflection after the main lesson or activity.
Photo by Merixon

FOLLOWING & REFLECTING

  • Continuing Response
  • Summarizing Learning
  • Self-Assessment
  • Creating Questions
  • Post-teaching
Some pot-class strategies include:

  • Continuing Response - extending classroom discussion online

  • Summarizing Learning - exit slips, mud cards, or one minute reports

  • Self-Assessment - reflection on process or learning

  • Creating Questions - student created questions for practice and answering

Many post-teaching strategies or moves are potentially useful after the main activity or lesson as an extension or homework.
Photo by sharon_k

LEVERAGING

Maximizing the use and impact of online discussions requires similar criteria to face-to-face discussions, including goals, rules, orientation, and feedback. They can help determine how best to leverage class time.
Photo by Josh Kenzer

GRAFTING

A number of active learning strategies can be grafted online. Some work better than others but experimentation and creativity provide more opportunities than might be originally conceived.

TRANSFER

  • Shared Inquiry
  • Socratic Seminar
  • Jigsaw
  • Think - Pair - Share
Some additional active learning strategies that can potentially transfer include:

  • Shared Inquiry - teacher or student led threaded discussion

  • Socratic Seminar or Fishbowl - leader can only question and one discussion group with one feedback group

  • Jigsaw - groups of students address separate questions specializing in one area of expertise

  • Think - Pair - Share - couples of students answering or providing feedback to each other

Many discussion techniques can potentially be facilitated online. The main concern becomes purpose and what is gained by transferring discussions online.
Photo by Bruno Max1346

USING TIME

  • Preparing - Before
  • Doing - During
  • Reflecting - After
  • Inviting - Addition
Online discussions is a flexible tool that can be used as preparation, main activity, or reflection, a before, during, and after frame. They also open up possibilities of inviting experts to participate in class without the need for a physical presence.
Photo by nualabugeye

TOOLS

Online discussions require some tools for success. These tools are both conceptual and pedagogical, as well as practical and technological.

PEDAGOGY

  • Dr. Curtis Bonk - Indiana University
  • Theoretical Frameworks & Models
  • R2D2
  • TEC VARIETY
While there are plenty of scholars and practitioners that have much to offer on the topic of online discussions, Professor Curtis Bonk provides enough ideas and material for anyone to get lost in for awhile. His theoretical frameworks and models provide an immense reservoir of ways to think about employing technology, like online discussions, as well as practical activities, including:

R2D2
Read, Reflect, Display, Do

TEC-VARIETY

  • Tone/Climate: Psych Safety, Comfort, Belonging

  • Encouragement: Feedback, Responsive, Supports

  • Curiosity: Fun, Fantasy, Control

  • Variety: Novelty, Intrigue, Unknowns

  • Autonomy: Choice, Flexibility, Opportunities

  • Relevance: Meaningful, Authentic, Interesting

  • Interactive: Collaborative, Team-Based, Community

  • Engagement: Effort, Involvement, Excitement

  • Tension: Challenge, Dissonance, Controversy

  • Yields: Goal Driven, Products, Success, Ownership

Photo by __o[FI]__

TECHNOLOGY

  • Threaded - Generic LMS
  • Sequential - ItsLearning
  • Q & A - MOODLE
  • Alternatives - Blogs, Google, Twitter
Online discussions are generally a feature in a Learning Management System (LMS). Different LMSs provide different affordances. Nearly all provide threaded discussions. However, ItsLearning uses a sequential form that is not threaded. Also, MOODLE has a Q & A format that requires an answer before the rest of the discussion is revealed.

Expanding the notion, there are alternatives. The commenting feature of blogs is threaded and often generates a separate RSS feed. Google offers Groups, as well as Google+. Lastly, Twitter can provide a platform for looser, bursts of conversation and discussion.

CRAFTING FORUMS

FRED HAAS - HAAS | LEARNING - @AKH003
Presented by Fred Haas
English Instructor
Hopkinton High School
Haas | Learning
@akh003
Presentation Link:
tinyurl.com/accept2013-craftingforums
Photo by horrigans