Breaking the Humdrum of “Post Once & Reply to 2”
Dr. Lisa Kidder & Mark Cooper
QM Success Story 7/22/2020
QM West Regional Conference 2020
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Lisa Kidder
Mark Cooper
Work
QM
Other
Work
QM
Other
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Presentation
Google Doc
Includes these Google Slides.
A detailed Google Doc with grading and rubrics.
On-going project
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bit.ly/2ZL9aqk
What is your role?
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Administration
Teaching
Instructional Design
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How would you describe online discussions?
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I like bread.
I agree! I love bread too. I liked the part when you said you liked bread. Great point!
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2+2=4
Wow! I totally agree. I like how you add the 2’s together and got 4, very insightful.
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Why the
Post 1 & Reply 2?
We would argue that online discussions…
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Three Areas
Troubleshooting Bad Discussions
Prompt
Post / Reply Instructions
Grading
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Alternative Discussions
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What’s in the Box...
Types of course outcomes or disciplines that work well.
When It Works
QM Specific Review Standards and UDL Guidelines.
Connections
An explanation for why you would use the discussion type.
Rationale
A description of prompts, instructions, and possible grading.
Example
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Reflection
A discussion activity where students can post regular (daily, weekly, etc.) entries to reflect on their learning.
Reflection can be used individually/personally, in small groups, or with the whole class.
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Example
Description
Rationale
When It Works
Connections
Reflection
Weekly Reflection Examples
Mid-Point or End of Course Reflection
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Example
Reflection
Reflection is an excellent exercise to develop competency in
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Rationale
Reflection
Reflection journaling helps learners process the alignment of knowledge transfer/learning style to the acquisition of knowledge, skills, attitudes, and beliefs.
Reflection journaling would work well as an activity in any academic discipline.
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When It Works
Reflection
3.5, 5.2, 5.4, 6.2
9.3, 6.1, 6.2, 6.4
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Connections
QM
UDL
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Reflection
Small Group / Share
Timeline Collaboration
Case Study
Debate
In the News
Challenge Questions
Video Analysis
Student Facilitation
Alternate History
Student Showcase
Mixing Up Your Introductions
Small Group / Share
The Small Group/Share discussion type models, in an online environment, a Think/Pair/Share activity.
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Example
Description
Rationale
When It Works
Connections
Small Group / Share
In a small group discussion, create a 2-3 paragraph response to the prompt.
Post a final version to the Class Discussion.
Ask questions of the other group’s final post.
Respond to the questions posed to your group.
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Example
Small Group / Share
The Small Group/Share discussion type provides opportunities for learners to practice in a small group setting with the content before having to “report out” to the entire class.
It reduces artifacts to grade as each small group produces one final product.
The Small Group/Share discussion type is easily adaptable from smaller questions with larger classes.
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Rationale
Small Group / Share
The Small Group/Share discussion type is a great way to have a discussion with a larger group.
The Small Group/Share works well as a discussion activity in any academic discipline.
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When It Works
Small Group / Share
5.2, 5.4, 6.2
7.2, 7.3, 4.1, 8.3, 3.4, 4.1, 6.1, 6.4
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Connections
QM
UDL
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Case Study
Requires learners to read a “real-life” case and answer, discuss, or argue open-ended questions or develop solutions with accompanying data to analyze.
Case studies can be done individually or in small groups so that the learners can brainstorm solutions and share the workload.
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Example
Description
Rationale
When It Works
Connections
Case Study
Carefully read the Social Work Case Study and answer the questions in the discussion forum. Refer to Social Work: Policy and Legal Frameworks.
Discussion Questions:
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Example
Case Study
A major advantage of teaching with case studies is that the learners actively engage in figuring things from the examples.
This develops skills in
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Rationale
Case Study
Case studies work well in settings where there are “real-world” situations to explore and apply learning.
Case studies work well in many academic disciplines, in particular:
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When It Works
Case Study
3.3, 5.2, 5.4, 6.2
7.2, 8.3, 9.2, 3.2, 3.4, 6.3
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Connections
QM
UDL
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Timeline Collaboration
Timelines categorize similar or related events into themes, eras, and topics to help learners compare elements in different time periods.
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Example
Description
Rationale
When It Works
Connections
Timeline Collaboration
Create # on a web-based collaborative timeline.
Your items on the timeline should apply the content in a meaningful way and include an image.
Using the class timeline review the items posted by your classmates.
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Example
Timeline Collaboration
Using a timeline discussion type asks learners to look back into the past and then use critical thinking to predict the future.
The timeline puts all the items in a chronological perspective.
The entire class collaborates in creating a completed artifact.
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Rationale
Timeline Collaboration
Timelines work well when there is a need to look to the future and prepare for it. The example is based on scientific prototyping which focuses on the interaction of technology and the human experience.
Timeline Collaboration works well in any academic discipline, particularly:
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When It Works
Timeline Collaboration
5.2, 5.4, 6.2
8.2, 8.3, 3.3, 5.1, 5.2, 6.3
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Connections
QM
UDL
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Student Facilitation
In a Student Facilitation discussion, the learners take on the role of “instructor” to provide feedback for posted responses.
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Example
Description
Rationale
When It Works
Connections
Student Facilitation
Students select one of the designated problem sets and submits their solutions to the instructor ahead of time.
All other students post their solutions, and the student facilitator provides feedback.
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Example
Question 18A
Sample size including non-respondents = 204+271+1313=1788
You should not include the non-respondents so the correct answer would be 475.
Question 18B
The response rate=475/1788=26.6%, considering the response rate is so low, if the statistics are presented as fact, they are definitely biased as it does not account for how few people chose to respond. Also, interviewer E quit, thus creating more non-respondents and thus a biased result.
Your calculation is correct.
You have some good analysis and support for deciding that the results would be biased.
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Student Facilitation
Student Facilitation discussions provide learners an opportunity to do a peer review.
It can be set up so the learner/facilitator gets feedback from the instructor on their own responses before learners review their peers
All learners practice the material, and by the end of the course, all learners have an opportunity to provide feedback to their peers.
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Rationale
Student Facilitation
Student Facilitation works well when learners need to solve problem sets for practice.
Student Facilitation work work well in many academic disciplines, particularly:
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When It Works
Student Facilitation
5.2, 5.4, 6.2
7.1, 8.2, 8.3, 9.3, 6.1, 6.4
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Connections
QM
UDL
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Debate
A debate online can be set up between two or more groups or “teams” to argue a subject that is open for discussion.
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Example
Description
Rationale
When It Works
Connections
Debate
Topic: “Is Affirmative Action necessary to create diversity in Higher Ed institutions?”
Arguments For:
Arguments Against:
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Example
Debate
Debates work well to practice skills in critical thinking and is very effective in actively engaging students.
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Rationale
Debate
Debate works well in many academic disciplines, such as
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When It Works
Debate
4.4, 4.5, 5.2, 5.4, 6.2
7.2, 8.3, 9.1, 9.2, 9.3
3.2, 3.4, 4.1, 6.1
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Connections
QM
UDL
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Challenge Questions
Challenge Questions are mini case studies, presenting a short scenario and asking “how would you handle this situation?” Think of a “drill” exercise.
The instructor sets up the forum by posing the question. Learners reply with a solution. Learners can also comment on the replies of their classmates.
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Example
Description
Rationale
When It Works
Connections
Challenge Questions
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Example
Challenge Questions
Challenge Question discussions present a scenario based on a situation learners could encounter in the “real world” and develops skills in
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Rationale
Challenge Questions
Challenge Questions are similar to case studies where this exercise explores and applies knowledge/skill to “real-world” situations, but in smaller/”micro” situations.
Challenge Questions discussions work well in many academic disciplines, such as
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When It Works
Challenge Questions
5.2, 5.4, 6.2
7.1, 7.2, 8.1, 8.2, 5.3
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Connections
QM
UDL
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In the News
“In the News” discussions use examples from the media that present a statistic. Learners describe the limitations of taking statistics at face-value.
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Example
Description
Rationale
When It Works
Connections
In the News
During your time in this course, pay attention to the statistical information presented in the media.
Share a link to the article, or story. Describe the limitations of the presented statistics and/or what follow up questions you would want to ask to clarify the presented statistics.
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Example
In the News
“In the News” helps learners to
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Rationale
In the News
“In the News” discussions focus on evaluating the credibility of the statistical assertions.
(This could be expanded beyond statistics.)
“In the News” discussion work well in many disciplines where statistics (past or present) get reported to or from news media outlets, such as
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When It Works
In the News
5.2, 5.4, 6.2
7.1, 8.1, 2.5, 3.1, 3.2, 3.4, 6.3
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Connections
QM
UDL
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Video Analysis
Video Analysis is a forum that incorporates multimedia with an emphasis on identifying specific aspects that were presentated in the media.
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Example
Description
Rationale
When It Works
Connections
Video Analysis
Watch all the videos. Select one and identify if the individual should be referred to another professional.
Identify the times in the video where the characteristics are present that support your decision.
For the videos you did not select review a classmate’s response.
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Example
Video Analysis
Video Analysis discussions help learners to see examples presented in multimedia and then identify aspects or apply what they have learned to the situation.
It is best used when learners need to practice a task.
Video Analysis (as with many discussion types) can be used as a formative assessment to check learner comprehension of ability to perform a task.
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Rationale
Video Analysis
Video Analysis work wells where learners need to recognize specific human behaviors such as:
Video Analysis works in many academic disciplines where learners have to master tasks, such as:
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When It Works
Video Analysis
5.2, 5.4, 6.2
7.1, 7.2, 8.1, 9.3, 3.2, 3.3,
5.1, 5.3, 6.3
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Connections
QM
UDL
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Student Showcase
Student Showcase forums work in conjunction with a major course assignment.
Learners upload the project they want to showcase (video, image/infographic, audio recording, etc.) with a description or introduction. The other learners provide constructive feedback.
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Example
Description
Rationale
When It Works
Connections
Student Showcase
Post Instructions: Showcase your History project masterpiece by sharing it with the rest of the class. Note - the best way to share your video, podcast, or narrated PowerPoint presentation is to upload it to a hosting site like YouTube or Google Drive and post a shareable link in the discussion forum.
Reply Instructions: Provide helpful/constructive feedback to the showcases of your classmates using the RISE model. Your feedback should provide enough detail so the student showing their work can use it to make improvements to their project.
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Example
Student Showcase
Provides an opportunity for learner-learner active engagement in a course.
Provides an opportunity for learners to “show off” their project, allowing them to practice giving and receiving constructive feedback and using it to improve their work.
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Rationale
Student Showcase
Student Showcase works best in courses where learners demonstrate knowledge/skill by completing a large class project.
Student showcase works well with any academic discipline.
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When It Works
Student Showcase
5.2, 5.4, 6.2
7.2, 8.1, 8.3, 9.1, 5.2
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Connections
QM
UDL
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Mixing Up Your Introductions
Mixing up your Introductions of different ways to conduct learner introductions in an online course, such as anonymous polling of the class and reporting the results, posting an intro video, creating an infographic to introduce yourself, or just asking simple questions about the learners.
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Example
Description
Rationale
When It Works
Connections
Mixing Up Your Introductions
Create a class poll, post the results anonymously and have them comment on the results.
Use video and/or audio introductions.
Create an infographic to introduce yourself.
What did you do over the summer?
What advice would your 75 year old self, tell your classmates?
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Example
Mixing Up Your Introductions
Mixing Up Your Introductions adds variety to course introductions, which can help learners in unexpected ways by helping them feel more connected to their online classroom community.
We know that learners are constantly introducing themselves in all their online courses.
It is important to recognize when students are moving through a program as a cohort - the introductions at that point are for the new instructor, not the learners.
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Rationale
Mixing Up Your Introductions
Introductions at the beginning of the course are important to building community in an online environment. This is especially important if learners will be working in groups on course assignments.
Mixing Up Your Introductions work well in all academic disciplines.
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When It Works
Mixing Up Your Introductions
1.9, 5.2, 5.4, 6.2
7.3, 8.3, 5.2
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Connections
QM
UDL
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Alternate History
In an alternative history forum, the instructor poses questions to learners like, ‘what might have happened differently’, or ‘what if?’ to help learners gain an understanding of an event’s significance on the chain of historical occasions contributing to learners’ engagement in discussing past and current conflicts?
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Example
Description
Rationale
When It Works
Connections
Alternate History
Discussion Prompt: What if Vice President Joe Biden had run for president in 2016? Which candidates in the Democratic Party do you think would run against him? Would Joe Biden have received the Democratic nomination? How might that have changed the results of the general election results against Donald Trump?
Initial Post: Produce a knowledgeable argument that clearly and convincingly answers the discussion question prompt. Include strong evidence and historical information to develop and logically support your argument.
Reply Post: Provide two alternative perspectives or counterclaim to refute the arguments of your classmates. Replies must include strong evidence and historical information to develop and logically support your alternative perspectives or counterclaims.
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Example
Alternate History
An alternative history discussion helps learners to explore and see important events from multiple perspectives while developing
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Rationale
Alternate History
Alternative history discussions work well in any discipline that studies and analyzes important events that have already occurred.
An Alternate History discussion would work well in any academic discipline,
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When It Works
Alternate History
5.2, 5.4. 6.2
7.2, 8.1, 3.1, 4.1, 6.3
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Connections
QM
UDL
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Slides: Remixed from SlidesMania
Icons: from Slidesgo
Lisa Kidder, Ph.D.
kiddlisa@isu.edu
Mark Cooper, M.B.A.
coopmark@isu.edu
bit.ly/2ZL9aqk
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.