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Category: Learning

Random thinking about discussion

In various conversations about online courses recently, I’ve shared some of my random thoughts about online discussion. Such as… When done well discussion has great value. Engaging in a discussion can help students: explore a diversity of perspectives recognize and investigate their assumptions increase their intellectual agility show respect for others’ voices and experiences develop students’ capacity for clear communication and so on. When planning for a discussion I tend to complete four steps: Start by thinking about the purpose of the discussion. What is my instructional goal? How does it relate to helping students achieve the learning objectives/outcomes. Then…

John Medina on how the human brain is not built for modern society

I love John Medina, a developmental molecular biologist and author. I have used his Brain Rules book since it was published, and have had the pleasure of attending his workshops in the past. This is a nice quick view (I mean *listen*) from NPR News that’s a great taste of his work and approach to sharing his work. For more information about John Medina and his work, check out his Brain Rules site. 🙂 What do you think about what he says about learning styles, what the human brain is optimized for and what it isn’t optimized for, classrooms, exercise…

Voting a question off the island; or, different ways to think about quizzes and exams

Given the nature of the courses I teach, I tend to use authentic projects for assessment purposes. However, because of recent conversations with students, I’ve been reconsidering my avoidance of quizzes and exams. What I have heard from students is that quizzes and exams help them gauge their acquisition and comprehension of content, which can be very helpful for formative reasons in advance of project work. These conversations spurred me to reexamine my past uses of quizzes and exams, and explore different ways of structuring quizzes and exams for formative and summative assessment needs. Philosophically, I am more interested in…

Three-pronged approach to online discussions for learning

In my experience, designing and facilitating online discussions for learning requires a three-pronged approach. The three prongs are: relevance, expectations, and preparation. Relevance Students are busy folks…they don’t have time for busywork and resent activities that feel like phluff. An online discussion for learning needs to be relevant and have a clear purpose for students to attend to it in personally, professionally, and/or academically meaningful ways. If the online discussion they are being asked to participate in is seen as irrelevant then they will fail to contribute to the discussion as hoped, and will fail to take anything of value…