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Discussion Rubric

Discussion Rubric
University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Follow us on Facebook. This rubric may be used for self-assessment and peer feedback. * Open class discussion is an important and significant part of an online course. While class discussion whether online or face to face, can be characterized by free flowing conversation, there are identifiable characteristics that distinguish exemplary contributions to class discussion from those of lesser quality. University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Readings on Authentic Assessment Examples of Other Rubrics Related:  Online learning

ETLO Discussion Question Models This discussion format is designed to put participants in real-life experience situations where they are asked to share ideas and strategies for addressing issues they will face when they encounter concepts being taught in the course. This is a very popular discussion format because participants enjoy haveing a 'heads-up' about issues they are likely to face as well as coming away with ideas suggested by their colleagues and first-hand information from the facilitator. Example Question: Share at least one strategy for addressing discussion issues that may arise in a virtual course by responding to one or more of the scenarios posted below. Be sure to respond to your peers' posts with ideas and examples to extend the discussion. Scenario One: No Message Postings from Alicia You've just started Session Three of your Algebra 1 course and Alicia has not posted a message on the discussion board.

OSCQR Annotations OSCQR 3.0 Annotations 1. Course includes Welcome and Getting Started content. Review These Explanations: By welcoming learners to the course and providing context for what they will be learning, the instructor sets a tone for success from the start of the course. Learners benefit from an overview of the course, with general information about the nature and purpose of the course, the course activities, grading structure, and where to find the specific information on each. Refresh Your Course with These Ideas Course introduction can be done via text or an instructor introductory video with accompanying script for ADA compliance. Explore More Refreshing Ideas from the TOPR at UCF Explore Related References 2. Adult learners benefit from knowing what they are about to learn, as well as the scope of work and time commitment expected from them. These "advance organizers" will help students plan around conflicting priorities (school, family, children, work) and better manage their time. References:

The 5 Best Free Rubric Making Tools for Teachers Rubrics are generally something that makes the life of an educator easier. Rather than adding an arbitrary grade to an assignment, with rubrics educators are able to determine exactly where a student’s work excelled beyond expectations and exactly where it lacked quality. Although they are highly valuable tools, creating rubrics can be a difficult and time consuming process. That is, it used to be a difficult and time consuming process until you found out about these 5 best free Rubric making tools for teachers. Editor's note: We have originally written and published this article in January 2014. Annenberg LearnerAbout Annenberg Learner: Annenberg Learner is a tool that allows teachers to specify the appearance of their rubric and the criteria on which students will be graded. Free Educational Technology Now that you have the 5 best free Rubric making tools for teachers, there’s no reason not to utilize them in order to make grading every assignment easier! Get 2 Free eBooks

15 Rules of Netiquette for Online Discussion Boards [INFOGRAPHIC] - Online Education Blog of Touro College “Netiquette” refers to rules of etiquette that apply to online communication. Follow these 15 rules of netiquette to make sure you sound respectful, polite, and knowledgeable when you post to your class’s online discussion boards. Before posting your question to a discussion board, check if anyone has asked it already and received a reply. Just as you wouldn’t repeat a topic of discussion right after it happened in real life, don’t do that in discussion boards either.Stay on topic – Don’t post irrelevant links, comments, thoughts, or pictures.Don’t type in ALL CAPS! RULE OF THUMB: If you wouldn’t do or say something in real life, don’t do it online either. Liked this infographic? Teaching Head & Neck Anatomy in a Blended Learning Environment - Teaching with Technology by Robert W. Hasel, D.D.S., Associate Dean, College of Dental Medicine. The need for change in education has been an ongoing discussion for many years. For more than three centuries the pedagogical model of delivering education has been the traditional lecture based approach, placing large groups of students in a room and reciting lectures to them. Vision Western University College of Dental Medicine is taking a new approach to the need for change by designing a curriculum that will prepare graduates for the society they will face when they enter the 21st Century workplace. To help achieve this goal, the traditional approach to delivering content for memorization is being changed with blended learning environments and flipped classrooms. Implementation The online delivery of the course content is much more than downloading a PowerPoint or a video of the classroom lecture. Realize-It accumulates evidence from every interaction that a student has with the system. Results [1] J. [2] M.

Teaching with Technology Collaboratory - Improving the Use of Discussion Boards Considerable research indicates that the effective use of discussion boards results in... Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Atwood Publishing: Madison, WI. Eklund, J., & Eklund, P. Integrating the web and the teaching of technology: Cases across two universities. (1996). Haggerty, N., Schneberger, S., & Carr, P. (2001). Hiltz, S.R. & Wellman, B. (1997). Kassop, M. (2003, May/June). Kubala, T. (1998). Markel, S. (2001). Mazzolini, M. & Maddison, S. (2003, April). Meyer, K.A. (2003). Newman, D.R., Webb, B., & Cochrane, C. (1999). Outing, S. & Rual, L. (2004). Rovai, A.P. (2004). Shapley, P. (2000). Sullivan, P. (2002, Winter).

Socratic questioning Socratic questioning (or Socratic maieutics)[1] was named after Socrates, who was a philosopher in c. 470 BCE–c. 399 BCE[2]. Socrates utilized an educational method that focused on discovering answers by asking questions from his students. Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas" [3]. Plato, a student of Socrates, described this rigorous method of teaching to explain that the teacher assumes an ignorant mindset in order to compel the student to assume the highest level of knowledge [4]. Socratic questioning is referred to in teaching, and has gained currency as a concept in education, particularly in the past two decades. Pedagogy[edit] In teaching, teachers can use Socratic questioning for at least two purposes: Socratic questioning illuminates the importance of questioning in learning. Socratic questioning and critical thinking[edit] Psychology[edit]

Generic Template Structure Over the years, a number of institutions have identified features to be included in every online course. The following model originated at Utah State University. Start Here Start Here may be a link from the home page of the blended course or announcement. It serves to provide students with initial information to get started in the online portion of your course. Instructor or Course Introduction The introduction may be delivered in a text, audio, or video format. Technical Resources How do students get help? Help deskTechnical tutorialsWritten instructions Syllabus Provide your course syllabus and schedule. Put your class schedule on a separate page, include all assignments and due dates, and make it printer-friendly. Course Content Use whatever name fits this section of your course. Organization is a key success factor for students. BlendKit Course Please see the BlendKit Course materials for templates and interdisciplinary examples of blended learning course materials and design documents.

Some Considerations for Facilitating Online Interaction In Facilitating a Virtual Community we looked at the rationale for online facilitation and some of the more common online faciliator roles. In this article we explore some of the basic considerations for facilitating online interaction. Understanding Member Roles and Behaviors We all know that humans will be, well, humans. Just as in offline community spaces, there are a range of behaviors that community hosts will encounter. Rules of the Road - Civility Please! When you first structure your community, one of your options is to specify your community norms, rules or procedures. The trick is to make the rules as simple and clear as possible. Some communities thrive under very loose, minimal rules. Are there audience-related issues, such as presence of children, which would require certain standards? Case Study: Electric Minds Rules of the Road Engagement and Reciprocity When it comes down to the bottom line, people like to be recognized. Welcoming newcomers/Greeting/Directing Pacing

The Methods and Means to Grading Student Participation in Online Discussions This is the final post in a three-part series on how to create effective discussions in an online environment in courses for credit. In this post I’ll share how to grade and assess students contributions in online discussion forums—the final yet essential step that supports learning in several ways. I am eager to share my insight into the assessment component of online discussions, as we found within our institution’s online program that assessment through the use of a rubric that was the critical element to success. Components of effective Online Discussions – Review Motivating students to participate in forum discussions is not an easy task—it requires strategic effort by the instructor during the course, and by the course designers in the course design phase. The Argument Against Grading There are pros and cons to grading discussion forums—though the cons are few, are worthy of consideration. The timing of feedback is a determining factor in students participating or not. Resources

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