Shawn Schumacher, PhD

&

Kimberly Harrison, MA

DeVry University

BUILDING AN ONLINE COMMUNITY

AGENDA• Intro to online communities

• Discussion forums: best practices, tips, & tools

• Alternatives to discussion forums:

• Online debates

• Visual dictionaries

• Blogging

ONLINE COMMUNITIES• Teachers using a variety of media & strategies to

meet students’ needs – NOT NEW!

• Asynchronous: when & where students want

• Flexible communication: 2 people, small groups, whole class

• A chance to use technology for academic purposes

AKA: Electronic discussions Threaded discussions Discussion forums Online conferencing

ASYNCHRONOUS ONLINE DISCUSSIONS (AOD)

• I have time to think about my

answer

• I can see what everyone

(including the teacher and me)

wrote before, so it’s easier to

connect to what we already

learned

• I’m shy, but I’m not so afraid to

write my thoughts

• I feel like I learn more!

• Exposed to a diversity of

opinions

• Develop perspective-taking skills

• Develop critical thinking skills

• More likely to stay on topic

• Motivated to do well because

peers will see

• Research (at least some studies)

show they learn more!

I’m guessing you’re here because you have something, but if not:

• Collaborize classroom (free, K-12)*

• Piazza (free, K-12)

• ProBoards (free, format less inviting for younger students)

Tools for AOD

AOD

BEST PRACTICES

• Use real-life, authentic problems

• Be prepared to offer lots of support and structure (e.g., about making judgments about the problem and assisting with comparing multiple solutions) without giving them the answers

Problem-solving

CAUTION:

Participation ≠ learning

CAUTION:

Not all activities & topics work

CAUTION:

BOREDOM AHEAD!

CAUTION:

Difficult to brainstorm

CAUTION???

“Lurkers” may actually be

learning

EVALUATING AOD

MY RUBRIC

Excellent

Frequency Posted on 3 separate days; 1st post before class (4)

# of postings Posted 3+ times on each topic (2)

Quality (will be scaled appropriately

if frequency reqs. not met)

Demonstrated an accurate and multi-faceted understanding of concepts being discussed; provided evidence from

readings or outside sources to support arguments (8-9)

ALTERNATIVES TO AOD

ONLINE DEBATES

Critical thinking

Develop arguments

Critique opponent’s arguments

Logically explain

Provide evidence

• Whatever you are using for AOD, OR

• CreateDebate.com

• $99 per year and offers a free trial ($139 for multiple classrooms, up to 500 students)

• You can set up the topic and moderate comments, as well as privacy settings.

• Can have multiple moderators – could share with students

Tools for online debates

Online debates

BEST PRACTICES

9 PRINCIPLES FOR GOOD DEBATING

HELPING STUDENTS GET STARTED

• Develop a plan of action (graphic organizer?)

• Encourage at least 3 points of argument and counter-argument

• Divvy up research & reporting

• Set up deadlines

TIPS

• Use a video or article to increase interest & provide background information

• ProCon.com is a great resource for presenting both sides of controversial subjects (older students)

• Create a “perspectives debate”: What’s the best book we read this year?

• Engaging introduction

• Detailed arguments

• Supported by high-quality evidence

• Organized logically

• Uses emotion & rational thinking to persuade

RUBRICS: AVAILABLE ONLINE

• Effectively challenges opponent with logical arguments

• Rebuttal supported by high-quality evidence

• Ethical

• Sound conclusion

VISUAL DICTIONARIES

• Have to really think about & understand definitions in order to portray them visually

• Better recall

• Encourages curiosity

• Increase motivations

• Facilitates deep learning

MY EXAMPLE: SYMBOLIC

INTERACTIONISM

STUDENT EXAMPLE: RESOCIALIZATION

Resocialization: to relearn cultural norms in preparation for a new role in the community.

Like being released from prison after many years. These people need to learn to live freely again and be a productive citizen.

After many years in the military, one can forget what it's like not to move every few years and to adjust to a non-regimented life.

People have to relearn many things in rehab, one is how to live with the results of whatever medical condition they have or the residual effects of a situation.

MY RUBRIC

Excellent

Frequency Posted on 3 separate days; 1st post before class (4)

# of postings Posted 9+ images (3)

Quality (will be scaled appropriately if

frequency reqs. not met)Used images to show an accurate and multi-

faceted understanding of vocabulary words (8)

BLOGGING

• If just for your postings, Blogger.com is a popular free tool; affiliated with Google

• A popular tool for classroom blogs is EduBlog ($40 / year) - allows for several pages

• I really like KidBlog, but has some limitations (but it’s free!)

• Weebly is another alternative

Tools for blogging

Why blog?

• Reflect on learning & showcase work

• It’s highly motivating to publish for a public audience

• Get feedback from a “real” audience

• Develop a “learning network”

Blogging

BEST PRACTICES

3RD GRADE CLASSROOM• Student work will only be identified by first names. All comments

should have first names only.

• Parents who leave comments are asked not to use last names either. (Please post comments as “Jimmy’s mom” or “Megan’s grandfather”, etc.)

• All comments submitted have to be approved by Mr. Salsich before they are included on the blog. Inappropriate or sloppy writing will not be approved.

• Proof-read your comments carefully. Students should have a family member check for spelling mistakes before submitting a comment.

• Only Mr. Salsich has access to post things on the blog. Later in the year, when students begin to write blog entries, they will go through edits and revisions before Mr. Salsich posts them.

• Always write in full sentences and words – no “text talk” please!

HS BIOLOGY CLASS

• I will not use any curse words or inappropriate language.

• I will not use fighting words or provoke anyone.

• I will avoid the use of chat language.

• I will try to spell everything correctly.

• I will only give constructive criticism.

• I will not use my full name, or the name of my classmates.

• I will not plagiarize.

MARKETING OVERVIEW: MSED TARGET • Teachers with K-12 experience

– Program is designed exclusively for those with K-12 teaching experience

– Most already holding teaching certification credentials– Not designed to serve post-secondary teachers

• Seeking One or More of the Following– Increased salary potential– Leadership role within school or district– Enhance capability to implement educational technology

in school/district– Professional enrichment

PROGRAM OVERVIEW:DEVRY UNIVERSITY MSED PROGRAM

• DeVry University branded

• 36-semester-credit-hour program

• Locations

–Online

–21 locations

59

PROGRAM OVERVIEW: CONCENTRATIONS AND CERTIFICATES

Master of Science in Education

Curriculum Leadership

Educational Leadership

Educational Technology Leadership

Higher Education Leadership

PROGRAM OVERVIEW: COURSESProgram at a Glance:

• 36 credit hours/ 12 courses

• Four core courses

• Four concentration courses

• Two elective courses

• Capstone sequence (two courses)

MSED Core:

• EDUC510: Contemporary Issues and Education

• EDUC512: Educational Technology and Emerging Media

• EDUC515: Educational Research

• EDUC518: Educational Measurement & Assessment

PROGRAM OVERVIEW: CONCENTRATION COURSESEducational Leadership Courses:

• EDUC525: Educational Program Evaluation

• EDUC530: Educational Leadership

• EDUC535: School Law and Policy Issues

• EDUC537: School Finance

Curriculum Leadership Courses:

• EDUC520: Curriculum Development I

• EDUC521: Curriculum Development II

• EDUC525: Educational Program Evaluation

• EDUC530: Educational Leadership

PROGRAM OVERVIEW: CONCENTRATION COURSES CONT.

Educational Technology Leadership Courses:

• EDUC530: Educational Leadership

• EDUC541: Educational Technology Planning

• EDUC543: Interactive Instructional Technology I

• EDUC544: Interactive Instructional Technology II

Higher Education Leadership Courses:

• EDUC 511: Issues in Higher Education

• EDUC 531: Higher Education Leadership

• EDUC 550: Student Affairs in Higher Education

• EDUC 553: Financial Management in Higher Education

• EDUC 555: Faculty Development in Higher Education

PROGRAM OVERVIEW: ELECTIVE AND CAPSTONE COURSES

Elective Courses (students select two):

• EDT590, Assistive Technology for Learning

• EDUC573, Learning Theory and Psychology

• EDUC574, Educational Organization Management

• GM570, Managing Conflict in the Workplace

• HR595, Negotiation Skills

• PM586, Project Management Systems

• SE571, Principles of Information Security

Capstone Courses:

EDUC670, Thesis Research & EDUC671, Thesis Writing

-OR-

EDUC640, Educational Research Project I & EDUC641, Educational Research Project II

CONTACT INFORMATIONKimberly Harrison

kharrison3@devry.edu

Shawn Schumacher

sschumacher@devry.edu

Main campus: 630-953-1300

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REFERENCESEdublogs. (n.d.) Edublogs teacher challenges. Retrieved from http://teacherchallenge.edublogs.org/

Ferlazzo, L. (2009). Larry Ferlazzo’s websites for the day: The best sites for students to create & participate in online debates. Retrieved from http://larryferlazzo.edublogs.org/2009/10/24/the-best-sites-for-students-to-create-participate-in-online-debates/

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