The ORID in IS Classes Liang Chee Wee
- Slides: 6
The ORID in IS Classes Liang Chee Wee Luther College Weeliang@Luther. edu Nov. 2 -5, 2006 ISECON 1
Students’ Response (Lack of) • How should I engage a question that is too broad? • Where should the starting point of the discussion be? • What if my response is not what the professor expects? Nov. 2 -5, 2006 ISECON 2
Sample Questions • What do you think of ISECON? • Do you find the conference useful? • What do you like/dislike about the conference? Nov. 2 -5, 2006 ISECON 3
Focused Conversation (ORID) • Objective: identify facts, data, and external reality • Reflective: call forth personal reaction to the data • Interpretive: draw out meaning, values, significance, and implications • Decisional: elicit resolution Nov. 2 -5, 2006 ISECON 4
ORID Questions • O: What are some of the presentations you have attended at ISECON? • R: Which presentation excites you the most? Connects with you the most? • I: What did you learn that you didn’t know before? • D: How would you use what you have learned in your teaching? Nov. 2 -5, 2006 ISECON 5
Why use ORID? • Enables educators to prepare before class questions that flow logically • Creates a common starting point for all students • Minimizes guessing and digression during discussion • Promotes greater class participation and better flow of discussion • Models another technique to our students Nov. 2 -5, 2006 ISECON 6
