Managing Online Discussions with a Participation Portfolio John

Managing Online Discussions with a Participation Portfolio John Fritz, UMBC January 22, 2009

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Overview • Background • Problem • Solution – Require a Participation Portfolio – Create a “Quality Discussion” Rubric – Create a Portfolio Template (MS Word) • Influences & Handouts • Q&A

ADP “Best Practice”

Evolving CMS Use by Faculty 1. User & Document Management (Pull) – – Password-protected class & group space Attach or Copy/Paste Documents (expiration) 2. Communications (Push) – – – Announcements Email, Messages Discussion & Chat 3. Assessments (Push & Pull) – – Electronic assignment delivery & collection Quizzing, Surveys, Course Usage

Online Discussion Assessment Problems • Quantity-Based – How do you avoid rewarding “me too” or “I agree” posts? • Quality-Based – Tedious to find, subjective, a pain to justify to students.

Solution: Self-Graded Portfolio 1. Instructor defines grading rubric for good post & reply (this is THE hardest task for instructors). 2. Students propose grade they feel they deserve, based on 3 -5 examples of each. 3. “Evidence” must be taken from separate weeks to avoid end of semester “dog pile. ” 4. Students copy and paste examples into a “portfolio” and submit electronically. 5. Instructor can accept, raise or lower grade based on quality of evidence based on rubric (#1).

Assignment Upload

Assignment Requirements

Discussion Grading Rubric

Discussion Portfolio Example

Discussion Interaction Types 1. Student-Content (SC) 2. Student-Student (SS) 3. Student-Group (SG)

Student-Content (SC) Type • Aspects 1. Post a few salient sentences on the topic; 2. Link posts to course theories, lectures or texts (synthesis & analysis); 3. Cite new or existing sources whenever possible.

Student-Student (SS) Type • Aspects 1. Draw out a colleague’s assumptions through probing follow up queries; 2. Dispute positions with which you do not agree; 3. Defend your own position with evidence.

Student-Group (SG) Type • Aspects 1. Provoke thought (not emotions) about a new idea or issue; 2. Contribute to the civil discourse or edification of the class; 3. Encourage participation of others.

Fixed Duration for Discussions • Set discussions with fixed start & end • Benefits: – Students will be more proactive (especially if you require a discussion portfolio) – Laggards can’t chime in at the end of semester. – Easier to manage one discussion at a time, than several concurrently.

Testimonial • Chris Swan, Geography • “Improving Student Learning in a Hybrid Course” – 10/10/05 Brown Bag Workshop • “Blackboard Best Practices” – 09/21/07 i. Tunes. U Q&A

ADP Best Practice Use MS Word Form “Portfolio”

Problem • Students struggle with form & content of atypical assignments. • I want to know how students analyze their own discourse and participation. • I want to make most efficient use of my time.

Solution: MS Word Form • Create a form that students complete and submit online. • Benefits: – Guides the student in what you’re looking for; – Standardizes student input which makes grading more efficient;

Portfolio Template

Portfolio Discussion Grade

How to Create MS Word Forms

MS Word Form Toolbar • Options – – – – Text box Check box Drop down menu Form field options Table Frames Shading Lock (Tip: enable before save/upload so users can download/fill in).

Portfolio Influences “It Takes A Village”

Performance-based Portfolio (2003) • Karin Readel, UMBC Geography Professor • Developed an “extra credit” discussion portfolio for analysis of related articles.

Discussion Forum w/Expiration Dates & Grading Rubric (2005) • Michael Scheuermann, Drexel University • Builds student responsibility for discussions by establishing forum or chat duration “windows” and grading rubrics – 1/13/05 Educause MARC Presentation

Discussion Template (2005) – Chris Swan, UMBC Geography Professor – Developed an MS Word Template to Capture (standardize? ) students’ best 3 -5 posts for portfolio.

Discourse Analysis-based Rubric (2006) • Patricia Verdines, Adjunct Professor, UM CLIS • Classified “types” of threaded discussion interactions. – 3/31/06 UM TWT Conference

Links • UMBC’s Hybrid Training Program http: //www. umbc. edu/oit/hybrid/training • UMBC’s Most Active Bb Courses Reports http: //www. umbc. edu/blackboard/reports • Rubristar for Teachers (rubric maker) http: //rubistar. 4 teachers. org/index. php

Q&A Thanks! John Fritz fritz@umbc. edu or 410. 455. 6596