WHY … 

What are students meant to take away from discussion? What impact does it have?

Activity

#2

You must post three times each week. Your first post should be an original thought with at least one secondary source. Your second and third posts should respond to two other students. Be sure to write your first post (of 500 words) by Wednesday, and at least one of your responses (of 250 words) by Friday. You will lose 5% off your participation score for this discussion for every 24-hour period that you are late.

(source:http://www.digitalpedagogylab.com/hybridped/the-discussion-forum-is-dead-long-live-the-discussion-forum/)

Consider the motivation for discussion. Is it basically a rule? How do you prompt activity for which discussion is needed as opposed to prompting discussion itself? What changes?

Work with a partner to revise (which may mean trashing and starting from a completely new point) the above assignment. Post your revision:

  1. As a hypothes.is annotation to this page or any other on this website or the entire internet (try using our group +/or tags so we can find it)
  2. As a comment to this post
  3. In Slack, to any channel or Thread of your choosing/creation
  4. Somewhere else? Twitter? How will you help us find what you’ve created?

#3

Play, learn.

Customize our Slack with the bot, new emojis, and a key for your new emojis. Try to change the shape of how we discuss.

#4

One answer to the logarithmic equation LOG5(x) = LOGx (5) is clearly x=5, but there is a second solution. How can we find the second solution? Ideas?

Who contributed to the development of algebra and in what capacity? Find an interesting historical tidbit to share with the class. Cite your source(s). Your response is expected to be in your own words, at least 100 words long, and be written using correct spelling and grammar.

(source: http://www.integreat.ca/OL/docs/DbExamplesTips.pdf)

Consider the above two discussion prompts. How would you expect them to elicit discussions differently / different discussions?

What are some qualities of “good” (what is “good”) discussion prompts?

Work with a partner or group and add your response to this Google Doc, which we’ll try to turn into a resource we can all share and return to.

#1

In what ways does the First Amendment’s statement on freedom of speech appear to leave the door open for debate on the legality of hate speech?
(source: http://www.mcm.edu/elearning/Tutorials/PDF/Discussion_Questions_That_Work.pdf)

Revise the above discussion prompt into an activity that happens outside of / beyond a discussion board. What other possibilities are out there for engaging, collaborating, building community, or otherwise achieving the “why” of online discussions?

Check out the “student publication” page on iTeachU, specifically the “technologies” section if you need some inspiration.

Work with a partner or group and post your response.