Because students have to produce slides, their responses are usually better thought out than general reading responses. Alternatively, a rotating person in the group could summarize the group’s responses to a whole-class discussion board. The teacher could also respond to the class as a whole. Next, each student writes a 50-word response to the other presentations in their group. Students are in groups (4-5 students) and, in response to a reading or other activity, each student develops 3 slides with 3 minutes of narration using PowerPoint, which has a narration tool. Tom Liam Lynch, Ed.D has a strategy that actually moves away from the traditional format of a discussion board, called the 3x3 activity: Many students are seriously demotivated when their instructor never joins the conversation online" ( Small Teaching Online, 88). "It's highly motivating for students when you are in the discussion with them- and the opposite is true, too. Respond to those to the whole class (for example by making a video where you discuss them or by writing an overall response to them) or ask the class to respond to them.Įstablish a regular routine for participating, i.e Tuesdays and Thursday for 30 minutes each. Select a few responses and paste them unto a document.The specifications should only take a few moments to assess (from Small Teaching Online). Consider grading posts as complete/incomplete based on basic specifications you provide.There are also a lot more ideas and strategies for discussion boards in that book. There’s a sample rubric on page 95 of The Online Teaching Survival Guide. Create a participation rubric and ask students to evaluate themselves on their participation in the discussion board.If you have group discussion boards, have one student each week summarize the main patterns in the discussion board you respond to that student’s recap, not all the posts.It’s also important, however, to do it in a way that is manageable for you. It’s important to show up in discussion board and show students that you are reading the posts and participating in the conversation. Students can choose to respond to another type of course content like a mini-lecture video or a shared google doc, or a project they're working on (reflecting on their process, what they've learned). Create self-enrolled groups based on topic interests.Provide sets of readings and let student choose what to read and respond to so that they're teaching each other by sharing what they found most significant in the reading.Offer multiple questions from which students can pick the one they prefer.Allow for choices to increase learner autonomy and control for stronger engagement and learning (these suggestions are from Darby's Small Teaching Online. Thanks, Lisa Sperber, for this resource!).This resource also has more ideas on how to make discussion boards successful. Create “ discussion norms and working agreement” to set clear expectations. ![]() Incorporate discussion boards with breakout rooms in Zoom, where students use them to keep track of their conversation or review older posts as a conversation starter.Put students in groups for the discussion boards so that the discussion board is less overwhelming, and students can actually read all the posts.Ask students to read other people’s posts and use them to self-reflect: how are other people’s responses similar or different from mine?.Allow students to post using different modalities (PowerPoint, Youtube, concept map…).Ask reflection and open-ended questions rather than recap and summaries.Make sure students know how these discussion posts relate to their learning/course goals.Emphasize quality and thoughtfulness over quantity and frequency.Here are some strategies to make them more effective (a lot of these strategies come from this article) With the move online, discussion boards have become a go-to for class participation and having students connect with each other.
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