BOOK: AOD Foundations

Step 1. Determine the learning goal of this activity.

Ask yourself: Is this a goal that would best be met through a discussion? Remember that a discussion is about the exchange of information between learners. A reflection is personal – not a good fit for a discussion. A problem set usually has one correct answer – again, not a great choice for a discussion because once the correct answer has been provided, the discussion is over. A discussion requires that every participant has something unique to contribute. There needs to be a foundation for them to contribute and everyone should come at it from slightly different directions. Also, there should be a benefit to seeing how others view the topic. It should enrich everyone’s understanding.

Example 1. Learners will be able to explain the strengths and weaknesses of using different types of student-centered activities in the classroom.

Example 2. Learners will be able to recognize the concept of oxidation in the world around them.

Step 2. Determine the structure of the discussion.

Once you have determined that a discussion is the appropriate activity to meet the learning goal, consider the task that you wish learners to engage in. In this book, we call it the structure of the discussion. Choosing a structure will depend on the learning goal. For example, if the learning goal involves students understanding the perspective of various stakeholders in a scenario, a Role-Play may be a good way to go. If the learning objective is for students to recognize a concept in different settings and/or to learn from examples (i.e., inductive learning), then Picture This Example is a good choice. If the learning outcome is focused on assembling a toolkit or preparing for professional life, then Crowd-Sourced Research is a good structure.

Of course, a discussion can also be structured in the traditional manner, with a prompt and responses. In this case, something to consider is whether it would be helpful to create smaller groups so as to not overwhelm learners in a large class, and to create a more intimate discussion. You may even consider whether the structure Cross Pollination could be layered on, to help spread some of the ideas from one small group to another.

Example 1. Traditional discussion. Groups of 5 students. At the end of the discussion, each group summarizes their discussion in one paragraph and posts to the whole class discussion.

Example 2. Picture This Example.

Step 3. Write the prompt.

This is probably the most intensive step. The question should align with the learning outcome. It should also align with the structure you have chosen (if any). The prompt should be clear, succinct, and focused. Remember that the question should be open-ended (closed-ended discussions end the second one student posts the correct answer). To make it engaging, ask participants to draw from their unique background, perspective, knowledge, or experience. This will make them want to engage, and others to engage.

Example 1. Using one example from your own experience of using student-centered activities in the classroom, describe one way in which the activity worked and one way in which it did not.

After you have each contributed one example, identify commonalities of what worked and suggest ways to modify the aspects that did not work.

Example 2. Find an example of oxidation in the world around you. Take a picture. Your post should include the image as well as a description of what the image represents. Then, you must find one post that has not received a comment and explain the nature of the oxidation taking place (a chemical equation is preferred, but if none can be found, explain which atom is being oxidized).

Step 4. Choose a platform or format.

What is the best medium to convey the responses to the prompt? For example, if learners are asked to find examples of a concept in their environment, then a photo might be a good way to report back. If learners are describing a personal experience, a video might be able to convey the emotions that the person felt most authentically. But when engaging in analytical work, then text is the best way to structure thought.

Identity the best medium for your prompt, and from that, choose a platform to use for the discussion.

Example 1. The LMS’s discussion board using text entries. There will be two discussion threads. One for the small groups, and one for the summary of each small group discussion.

Example 2. A Padlet will allow learners to post images and words, and for others to view all examples of oxidation at once on the canvas.

Step 5. Determine how the discussion will be evaluated.

Discussions can be evaluated in many different ways. It can be done automatically, where learners get full make if they engage in a set number of posts and replies. Some educators use more elaborate schemes that give users choice, for example, they must engage in 3 of the course’s 5 discussion, and during these posts they must make 2 significant contributions that advance the discussion and must make 4 small posts that simply encourage the discussion (e.g., giving kudos to their peers).

Grading can also be done using a rubric which describes the elements of a quality post. It can be done as part of participation marks, so that each discussion is not graded, but rather contributions overall are taken into account. Or, it can be done with no grades at all. You should determine how you plan to evaluate the discussion.

FYI, the research suggests that grades are an important motivation factor in obtaining quality discussion.

Example 1. Only the summary of the discussion will be graded based on the clarity and usefulness of the information provided for other student-teachers.

Example 2. One point for each picture that is a correct example of an oxidation reaction. Two points for each correct description of the chemistry involved.

Step 6. Write the instructions.

In addition to the prompt, consider other instructions students will need to complete this assignment. This can be instructions about using the technology, or instructions about how to interact with one another (e.g., you must make one post by Tuesday and respond to at least two posts by Thursday). If there is grading associated with this activity, remind learners how they will be graded here.

Example 1. After each person in your small group has contributed their example and you have engaged in a group discussion to identify commonalities across the aspects that work and found ways to modify the aspects that did not, write a one paragraph summary. The audience for this text is other students in this course. The paragraph should explain aspects of student-centered discussions that work, and aspects that do not always work and how you suggest to address them. Your paragraph will be graded based on its usefulness to other students in the class in terms of their professional practice and its clarity.

Example 2. Post your image on Padlet [Insert Link]. Click the + button at the bottom right, add your name as a title, then click Add a Picture and upload your image. Finally, provide a description of the image below. Click Post. To comment on another student’s post, go to the bubble below the post. Enter your name and then your description of the oxidation reaction in the field.

Posting an image of an oxidation reaction will give you 1 point. An accurate description of the chemistry will give you 2 points.