IT481: Asynchronous Discussion

Asynchronous Discussion Guidelines for
Computers in Education (IT481)
(25% of course grade)

Asynchronous discussion can be a valuable tool for creating a broader knowledge base about course content. You can learn significantly from each other through asynchronous discussion. It provides a valuable means of continuing our discussions beyond class. Asynchronous discussion can take the place of face-to-face discussions. We could then focus class time on lab work and types of collaboration that are more practical than discussions of course theory. In other words, if theoretical discussions can occur asynchronously, face-to-face classes can become more productive—and sometimes abbreviated. To make asynchronous discussion productive, you should check WebCT at least three days per week—other than class day.

Guidelines for Participation

Asynchronous discussion will operate on a two-week rotation. During each week of the rotation, you will be responsible for a specific activity. (Regardless of your activity, keep in mind some guidelines for creating strong contributions to an asynchronous discussion.) The activities are described below:

Week #1 of Each Rotation

You are responsible for writing an original WebCT contribution that addresses your specific experiences in the course or in your own classrooms as you apply course concepts. Sometimes, you will be asked to address a specific question. Other times, you will have freedom to discuss and bring up any aspect of "Computers in Education" that is on your mind. This original contribution to the WebCT bulletin board requires more than a summary or paraphrase of readings and classroom activities. Instead, your post should fulfill at least one of the purposes below:

Share a new practical application of course concepts. (For example, what novel uses of computers have you experienced as a learner.)

Explain how you are using technology to prepare for your own teaching and professional activities. (For example, perhaps you could offer a critical incident analysis of something that happened in a lesson that you were teaching.)

Establish and defend a position on a controversial issue related to course concepts. (For example, "Computers in Elementary Schools: Problematic or Possible?")

Make a connection between course content and current news or pop culture. (For example, perhaps you'll see something on 20/20 or Dateline NBC about technology in education.)

Share a new resource that you discovered as you were surfing the web, walking the stacks in the library, or reading ED-TECH. (For example, maybe you found something on the NTeQ web page that adds a new slant to class activities. Perhaps you can use a summary/reaction paper format to share this new resource.)

To earn an "A," write an original contribution to the discussion that answers the assigned question or develops your own idea. I will evaluate each original post by marking a "satisfactory" or "unsatisfactory" in my grade book. Regularly, I will offer you private feedback about your own contributions and public feedback that I think the entire class can benefit from hearing.

Week #2 of Each Rotation

You will select a minimum of three original contributions to the discussion from Week #1 of the rotation and write a reaction/response about that contribution. The ultimate goal of your reaction and feedback should be to further dialogue and encourage additional exploration of the topic presented in the original post. The following techniques might be helpful to you:

Ask the author questions about the original post to encourage details and clarity.

Offer a dissenting opinion or different perspective from the one expressed in the original contribution.

Note similarities between your classmate's opinions, perspectives, and experiences and your own views and experiences.

Describe a method for testing the idea.

Design an innovative lesson based on the idea discussed in the contribution.

Offer additional resources that add more information to the original post. (For example, you might find a web page that discusses the topic being addressed and share the URL with the class.)

If you choose a type of response not listed above, state your intended purpose at the beginning of your reply. In other words, how are you trying to further dialogue among the class?

To earn an "A," make sure that you offer at least three replies to the discussion. Make sure those replies are not all three offered on the same day of the week. (In other words, jump into the discussion at different stages of development of that discussion.) Finally, make sure that your reply containes enough substance to encourage additional replies and explorations of the topic.

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