72. AUTHENTIC DISCUSSION BOARDS (Discussion, Collaboration, Questioning, Feedback)
Description: Acknowledging discussion boards can be transactional and of very little value to learning, these strategies elevate the experience and hold students more accountable for authentic, integrated, and empowered participation online.
Application: Perfect for an online class or as an added feature of in-class learning, these elements will provide ways for the teacher to create communities of learning so that students are thoughtful and genuine in their work.
Process: Based on the topic, have preplanned discussion starters at the ready and make sure that “follow-up” items, such as probing or multi-level questions are also ready. Break up the class into smaller groups so that students can foster deeper relationships. Also, in order for students to view the process of answering boards important, be present in the discussion every day and insert new information and/or links with accompanying questions that further the discussion along. Extending this idea, provide group or individual audio or video feedback responses. Use technology resources such as YouTube and TED Talks to further student interest. Finally, require students to cite sources that support their ideas and claims, and/or share real-life experiences relevant to the topic, and/or require students to connect course material to the discussion.
Reference, graphics, and/or for more information:
72. Authentic Discussion Boards
Judith Blakely, EdD, Michael Jazzar, PhD, and Michelle McCraney, EdD July 20, 2022 The Discussion Board: How Faculty Can Make Discussions Authentic and Not Transactional www.facultyfocus.com
Description: Acknowledging discussion boards can be transactional and of very little value to learning, these strategies elevate the experience and hold students more accountable for authentic, integrated, and empowered participation online.
Application: Perfect for an online class or as an added feature of in-class learning, these elements will provide ways for the teacher to create communities of learning so that students are thoughtful and genuine in their work.
Process: Based on the topic, have preplanned discussion starters at the ready and make sure that “follow-up” items, such as probing or multi-level questions are also ready. Break up the class into smaller groups so that students can foster deeper relationships. Also, in order for students to view the process of answering boards important, be present in the discussion every day and insert new information and/or links with accompanying questions that further the discussion along. Extending this idea, provide group or individual audio or video feedback responses. Use technology resources such as YouTube and TED Talks to further student interest. Finally, require students to cite sources that support their ideas and claims, and/or share real-life experiences relevant to the topic, and/or require students to connect course material to the discussion.
Reference, graphics, and/or for more information:
72. Authentic Discussion Boards
Judith Blakely, EdD, Michael Jazzar, PhD, and Michelle McCraney, EdD July 20, 2022 The Discussion Board: How Faculty Can Make Discussions Authentic and Not Transactional www.facultyfocus.com
