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- Michael E. Scheuermann
- Drexel University
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- “Anytime – Anywhere”
is the way that online learning needs to be!
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- “I will never be able to get my students together for any synchronous
online chat sessions!”
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- “My students will either think it is impossible to do chat sessions – or
– they will not find any value in them anyway.”
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- “By the way - conducting online chat sessions will be too much work for me!”
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- 4-8 topics each week, +
- 1 “open” topic
- 1 “Water Cooler” topic
- 1 “Student Tips” topic (anonymous)
- Requirements:
- Read all of the topics / post in four
- Make 2 “original” posts by 11pm Tuesday
- Read your colleagues’ posts
- Make 2 “response” posts by 11pm Friday
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- What constitutes “a post”?
- A few salient sentences on the topic (Syllabus ~ rubric)
- Encourage the participation of others
- Defend your position
- Dispute positions with which you do not agree
- Link posts to course / text content
- Cite sources whenever possible
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- Heightens student-student interaction
- Students:
- Read the available topics
- Post to two topics that interest them most
- Read posts of colleagues
- Make response posts in two other topics
- Builds learning community
- “Water Cooler” / “Student Tips” / FAQs
- Students can author their own topics
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- 100% of available points
- Read all of the topics in a given week
- Post a salient, original comment in two of them
- Read all of the postings of your colleagues
- Post a salient response to two of them (in two topic areas other than
those in which you made your original posts)
- 75% of available points – doing the above, but
- making original and response (O&R) posts (good quality &
meaning) in only 3 topics, or
- making posts of mediocre quality in the required number
- 50% of available points – doing the above, but
- making (O&R) posts (good quality & meaning) in only 2 topics
- or, making posts of lesser quality in the required number
- 25% of available points – doing the above, but
- making (O&R) posts (good quality & meaning) in only 1 topic,
- or, making posts of questionable quality in the required number
- 0 points - not contributing at all that particular week
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- Courses is “seeded” with multiple topics for each week
- Each week also includes space for topics that students author
- Participation in those additional topics counts the same as the
instructor-authored ones
- Student-authored topics this term could become permanent topics next
term
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- Skeletal set of topics to cover during the online chat
- linked to the reading assignments
- Students determine the direction of the chat session
- Instructor role:
- alternates topics (aligned with readings)
- keeps conversation going
- redirects only when necessary
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- Four scheduled sessions per term
- 2 in 1st half / 2 in 2nd half
- 7:30pm-9:00pm or 7:00pm-8:30pm
- 7-10 participants per session
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- Students are randomly-assigned to the chat nights
- Students can switch chat nights
- session-by-session
- across the term
- Students do “the swapping”
- Contact students who are assigned to the night to which they want to
move
- Make the swap
- Students advise the instructor of the swap
- Builds learning community!
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- David – “NO. I really enjoyed the
chats - I found them great to actually interact live.”
- Matt – “They are perfect, I like the 4 chats too, not too many and not
too few, helps relate the thoughts about the text with others’ opinions
in real time.”
- Christine – “I might consider cutting the chat down to an hour... But
other than that, I think it's great... really pulls everything we've
learned together.”
- Louis – “No, there is definitely a value. The OC requires you to quickly draw on
the information in the text and apply it to not only your experiences,
but to those of others.”
- Abby – “I think the chats are great....had to get used to it. But I
think it's a good way to reinforce reading and discussion topics.”
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- Conduct “online office hours”
- Solicit student feedback
- Should OCs be mandatory?
- Try some optional Chat sessions
- Extra credit opportunity, perhaps?
- Introduce a few mandatory sessions in a class (two, perhaps)
- Regulate the number of participants
- Solicit student feedback
- Should the # of OCs be increased?
- Constantly monitor student feedback
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- Make-up credit
- Prep for mid term / final
- Student “group work”
- Guest speakers
- “Ask a Librarian”
- Etc.
- Provide instant feedback
- Appeal to various learning styles
- Focus on best teaching practices
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- Anytime – Anywhere” is the way that online learning needs to be!
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29
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- Anytime – Anywhere” is the way that online learning needs to be!
- “I will never be able to get my students together for any synchronous
online chat sessions!”
|
|
30
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- Anytime – Anywhere” is the way that online learning needs to be!
- “I will never be able to get my students together for any synchronous
online chat sessions!”
- “My students will either think it is impossible to do chat sessions – or
– they will not find any value in them anyway.”
|
|
31
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- Anytime – Anywhere” is the way that online learning needs to be!
- “I will never be able to get my students together for any synchronous
online chat sessions!”
- “My students will either think it is impossible to do chat sessions – or
– they will not find any value in them anyway.”
- “By the way - conducting online chat sessions will be too much work for me!”
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32
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- Anytime – Anywhere” is the way that online learning needs to be!
- “I will never be able to get my students together for any synchronous
online chat sessions!”
- “My students will either think it is impossible to do chat sessions – or
– they will not find any value in them anyway.”
- “By the way - conducting online chat sessions will be too much work for me!”
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- What other approaches do YOU take with Discussions in your courses?
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- What other approaches do you take with Chat in your courses?
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Notes