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Dynamic Discussions in D2L Brightspace
Still a core component of a dynamic and constructivist
online course!
Discussion LeadersIntroductions
Professor Kris Nei
Assistant Professor, Bemidji State University
PEDL Coordinator (Professional Education Distributed Learning)
DLiTE and FasTrack
Dr. Michelle Beach
Associate Professor, Southwest Minnesota State University
Former Director, Early Childhood Distance Education
Workshop Description
This session will be conducted in the Edcamp model. Participants will create the agenda "on the spot" and contribute and participate in sharing and examining ideas and strategies for engaging students in true dynamic and constructivist discussion as the core to an interactive online course. The presenters will share strategies as well as invite other participants to share their individual strategies.
Participants may choose to listen, discuss, and/or share new or "old tried and true" instructional strategies for dynamic and engaging instruction centering on discussions in D2L.
Build Community and Participation – Instructors and Students as “real people”
Promote Collaboration - achieve deeper levels of knowledge generation
“…promote initiative, creativity, and the development of critical thinking skills.”
Reduce feelings of isolation
(Palloff and Pratt, 2013)
Why Asynchronous Discussions?
Potentially More Coherent
Written Record for Future Reference
Demands Individual Participation
Differentiation for Individual Schedule Demands
(Thormann and Zimmerman, 2012)
Why Asynchronous?
Provides Accessibility and Access:
Asynchronous discussion allows more time for students to read, think about, and construct answers;
Asynchronous discussion accommodates for students who may have learning disabilities, low vision or blind, and/or physical, health and mobility disabilities.
(Beach & Bagne, 2013; 2015 )
Why Asynchronous?
The following is from an unsolicited email received by a student in Summer 2014.
I can't recall a course where I learned so much, in fact, I haven't come close to learning everything that you all have brought to this course. You are an amazing, talented group of teachers. Its going to take me a while to synthesize everything, but you have set a very high standard and provided a pretty good roadmap to get there.
I would like to ask if any of you would be willing to continue mentoring me beyond this course. I have created a google group BSU Mentors. If you would like to participate go to the link below and fill out the request.
What Students Have to Say-On Collaboration and Creating A
Learning Community
This from an email from a colleague enrolled in the course and written in response to the previous message:I have to admit that the discussion questions (when I found that I couldn't wait to turn on my computer to see if there were any new posts and jump in far beyond minimal requirements) changed my mind as far as the potential and the value of the discussion board. I think what I need to do is to reach deeper for questions that students really want to know and talk about. I have been following the directions and setting up issues "correctly," but somehow I need to get students totally involved and interested like we did in your class. I think it is the transition between "your" assignment to "my discussion with my colleagues." Once the student makes the leap, that's when you have transformational learning.
What Students Have to say –On Creating Community
Questions on “How To”
Ideas on “How To”
Ideas for Discussion-Best Practices for Engaging Learners
Jigsaw – Cooperative Learning - GoogleDocs
Interactive and Engaging
To contact us with questions and/or comments:
Kris Nei
Michelle Beach
Thank you for attending!
