JOLT: CREST+ Model: Writing Effective Online Discussion Questions
The CREST+ model, a model
for writing effective online discussion questions,
covers the cognitive nature of the question, the
reading basis, any experiential possibility, style
and type of question, and finally ways to structure
a good question. This model encourages students to
participate in online forum discussions, provides a
template for new online faculty to use in creating
effective discussion questions, and promotes a
higher level processing of the material.
The CREST+
model covers the cognitive nature of the question [C], the
reading basis [R], any experiential [E] possibility, style
and type of question [ST] , and finally ways to structure
a good question [+].
Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern (PDF)
Research on using online discussions for student problem solving. The study found that problem solving discussions were more helpful for students than typical single topic discussions, but instructors can use strategies to guide discussion and encourage more depth.
VoiceThreads: Extending the Classroom with Interactive Multimedia Albums | Edutopia
Using VoiceThread as an asynchronous multimedia discussion with sixth graders with great results and conversations from students.
In his inaugural attempt using the application, Ferriter posted VoiceThreads about a variety of topics online, encouraging students to comment on them voluntarily on their own time. He got dozens -- even hundreds -- of comments on each. It was a revelation. "I can basically extend my classroom," he says.
Ferriter says more students participate more actively in digital discussions than in the classroom. "You don't have to be the loud one or the popular one," he points out. When he asked his students about their online involvement, he said they cited the sense of safety: "They can think about their comments beforehand." They also liked the fact that any VoiceThread has multiple conversations going on at once. "In a classroom conversation, there's generally one strand of conversation going at any one time, and if you're bored by that particular strand, you're completely disengaged," says Ferriter.
Ferriter says more students participate more actively in digital discussions than in the classroom. "You don't have to be the loud one or the popular one," he points out. When he asked his students about their online involvement, he said they cited the sense of safety: "They can think about their comments beforehand."
Working with online learning communities
Best practices for working with online learning communities, including how to work with lurkers who may still be learning even if they aren't actively participating.
<li>online learning communities are grown, not built </li>
<li>online learning communities need leaders </li>
<li>personal narrative is vital to online learning communities.</li>
<p>He gives a set of mantras for teacher/leaders in any online community:</p>
<ul>
<li>all you need is love </li>
<li>control the environment, not the group </li>
<li>lead by example </li>
<li>let lurkers lurk </li>
<li>short leading questions get conversations going </li>
<li>be personally congratulatory and inquisitive </li>
<li>route information in all directions </li>
<li>care about the people in the community; this cannot be faked </li>
<li>understand consensus and how to build it, and sense when it's been built and just not recognised, and when you have to make a decision despite all the talking.</li></ul>
Let Your Online Learning Community Grow (pdf)
3 Design Principles for Growing Successful Email Listservs and Online Forums in Educational Settings. Even though the technology discussed is a little dated (the paper was written in 1998), the principles for online learning communities are still relevant.
Top News - Online insight: Challenges beat cheerleading
Network analysis in online discussions in two classes shows, not surprisingly, that asking probing questions and challenging posts results in more learner engagement than simple "cheerleading" posts like "Great job!"
New link: http://www.eschoolnews.com/2008/05/08/online-insight-challenges-beat-cheerleading/
Learning in the Webiverse: How Do You Grade a Conversation?
Principles for assessing online discussions and other conversations (blogs, chat, etc.) by coherence, awareness of audience, and diction. Writing for asynchronous discussion isn't the same as writing an essay, and the author argues that students who simply post essays to the discussion board should receive good grades.
Connectivism & Connective Knowledge » At the End of Week Two
Stephen Downes summarizes week 2 of CCK08, including a description of how different the discussions in Moodle and on the blogs are. The Moodle discussion has become very angry and dominated by a handful of people, while the blogs show much more diversity in perspectives.
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
JALN article on creating a community of inquiry through online discussions, with positive results for students' perceived learning and satisfaction. Specifically, the authors found that, at least in this context, cognitive and teaching presence were correlated with both learning and satisfaction, but social presence only improved satisfaction. Registration required to download the PDF.
Essential Elements in Designing Online Discussions to Promote Cognitive Presence — A Practical Experience | The Sloan Consortium
JALN article on supporting cognitive presence through designing effective online discussions. The authors goal was to support meaningful interaction in the discussions rather than just playing an "assessment game" where students post the minimum required for grades. The found that discussions did promote cognitive presence and critical thinking. Registration required to read the full PDF article.
eLearn: Best Practices - Discussion Management Tips for Online Educators
Tips for online facilitators, especially relevant for those used to teaching in a physical classroom who are moving online. Good practical stuff here like saving some of your best stories to re-energize students when motivation is lagging late in the course and preparing discussion questions and replies in advance.
Developing Effective Questions for Online Discussions
Tips for online instructors (and IDs) on how to write questions for online discussions. Three types of questions are identified: factual, thought (Socratic), and problem-solving. By Judith Boettcher--this is now part of the book "The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips"
How To: Write Questions that Stimulate Discussion | Thinkfinity
Although this is about questions for discussions in a community, these are good basic guidelines for online learning discussions too. These could work as guidelines for a student-led discussion on how to write good questions.
Interactivity Vs. Engagement: Going beyond meaningless clicks
Jahan Kay clarifies the differences between interactivity and engagement, especially cognitive and emotional engagement. The article notes some types of interaction that may support cognitive engagement: scenario-based learning, simulations, discussions, and social interaction.
But the real value of interactivity doesn't lie in the number of physical interactions. It's about the depth of cognitive engagement these interactions can ignite.