Teaching and Learning with Technology

Here is a collection of materials to help get you started using discussion boards in your classes, whether face to face, hybrid or online.

I teach two sections of face to face classes in computer classrooms this fall; for those classes, I use Nicenet (http://nicenet.org) as a discussion board. It creates a sense of community, gives me another way to communicate with my students, and provides them with an opportunity to experience communicating on a discussion board. 

You can find a power point about using Nicenet, as well as the notes, on my Teaching Online page.

First, here is a handout to give students to help them get signed up for Nicenet.

Fall 2004                                              Cherie Dargan, Instructor

Instructions for Signing up for Nicenet

You will add yourselves to our Nicenet class during our computer orientation. Follow these steps: First, Go to the Nicenet home page at http://www.nicenet.org/ 

Class Name: fall04comp2

Example:      username: John                                     Password: coolboy

OR                username: johnbrown@home.com         Password: coolboy

Then click on Log In to the ICA (Nicenet is also called the Internet Classroom Assistant). This will take you to your class, which is called fall04comp2.

Look around: please notice the navigation menu at the upper left hand side; it helps you find the various pages of the website, including documents, as well as the conferencing area, where we will post messages that everyone can read and respond to, in answer to writing prompts. 

The first posting is an introduction (2-3 paragraphs).  Later, you will go in and read someone else's posting and respond back in at least a couple of sentences.  You can respond to more than a couple of people, of course!  :^) 

Discussion Page

Using Discussion in the classroom – here is a list of documents that I am going to post on a new page on my HCC faculty website,

http://www.hawkeye.cc.ia.us/faculty/cpost/Discussion.htm

    Research and Resources

Research on Discussion

Here is a list of resources compiled for the CIT (an annual conference sponsored by the League of Innovation, Fall 2002.

It is a combination of research and a listing of places to get a discussion board.

http://www.aln.org/alnweb/journal/Vol5_issue2/Anderson/5-2%20JALN%20Anderson%20Assessing.htm

Anderson, Terry, Liam Rourke, D. Randy Garrison, and Walter Archer.  Assessing Teaching Presence in a Computer Conferencing Context.

This paper discusses a tool developed to assess teaching presence in online courses that make use of computer conferencing, and gives some of the preliminary results from the use of this tool.

http://www.aln -- Asynchronous Learning Networks

http://www.freewell.com/freereports/business/63.html

Basic Uses of Computer Bulletin Boards. This article is available at http://www.Freewell.com,  an online library of free reports. It gives the history of computer bulletin boards, also known as BBS. No author, no date.

http://www.aln.org/alnweb/journal/Vol3_issue2/beaudin

Beaudin, B. P. (1999, November). Keeping Online Asynchronous Discussion on Topic, Journal of Asynchronous Learning Networks (JALN), Volume 3, Issue 2.

http://www.aln.org/alnweb/journal/Vol5_issue2/Brown/Brown.htm

Brown, Ruth E. The Process of Community-building in Distance Learning Classes.  Journal of Asynchronous Learning Networks (JALN) Volume 5, Issue 2 - September 2001. Brown discusses the process that groups go through in moving from strangers to classmates; she develops a visual model to describe this process, and lays out 15 steps observed to achieve camaraderie. Good reference list.

http://www.aln.org/alnweb/journal/Vol5_issue2/Campos/Campos.htm

Campos, Milton, Thérèse Laferrière, and Linda Harasim. The Post-Secondary Networked classroom: Renewal of Teaching Practices and Social Interaction. Journal of Asynchronous Learning Networks. (JALN) Volume 5, Issue 2 - September 2001. This article presents the experiences of educators who integrated asynchronous electronic conferencing in over one hundred courses at eight North American institutions between 1996 and 1999.

http://www.connectedcreativity.com/Treatise/resources.html

Collins-Brown, Eli. Successful Strategies for Using Asynchronous Discussion Boards in College Courses. Web site designed as part of her treatise presentation for her M.Ed. in Educational Research and Collaboration, Texas Christian University, April 2001. Her paper is available as a PDF file. This is an interesting website; her paper is full of practical advice. She includes a number of resources, links, and suggestions for using discussion boards.

http://www.discusware.com/discus

Discus: Free Discussion for Your Web Site. This is a free WWW discussion board software package being used by over 50,000 web sites, according to this article. It offers a freeware download as well as the opportunity to purchase it online. Many of the features are similar to those in WebCT's discussion forums.

http://english.ttu.edu/kairos/6.1/coverweb/elias-brown/

Elias, David and Deborah Brown. Critical Discourse in a Student Listserv: Collaboration, Conflict, and Electronic Multivocality. Kairos (online journal). Spring 2001 issue.

http://www.forumco.com

ForumCo.com is a company that offers free discussion communities. They offer a demo.

http://osu.orst.edu/dept/eli/oct1998.html

Healey, Deborah. English Language Institute Technology Tip of the Month: October 1998: Conferencing Online with Nicenet. Healey discusses the reasons for using online conferencing and shares her experience using Nicenet, including giving instructions for setting up a class.

http://osu.orst.edu/dept/eli/sept1998.html

Healey, Deborah. English Language Institute Technology Tip of the Month: September 1998: Conferencing Online: an Overview. Healey points out the many uses of online conferencing, as well as its advantages and disadvantages.

Innovation Abstracts. The National Institute for Staff and Organizational Development (NISOD) College of Education. The University of Texas at Austin.

Susanne D. Roueche, Editor.

http://www.ascusc.org/jcmc/ -- Journal of Computer Mediated Communication

http://www.lclark.edu/~krauss/tesol98/forums.html

Krauss, Michael, ISALC, Lewis & Clark College.  Integrating Technology Across the Curriculum: Internet/Computer Writing Resources for a Content-Based Curriculum. Electronic Forums for Written Instruction.

Krauss gives an overview of different types of electronic forums, including e-mail and conferencing. He includes a number of links, sample projects, and an overview of each type of communication. Last updated 4/1/00

http://www.aln.org/alnweb/journal/Vol5_issue2/Kumari/Kumari.htm

Kumari, D. Siva, Ed. D. Connecting Graduate Students To Virtual Guests Through Asynchronous Discussions - Analysis of an Experience.  Journal of Asynchronous Learning Networks (JALN) Volume 5, Issue 2- September 2001.

http://ts.mivu.org/default.asp?show=article&id=901

Lynch, Maggie McVay. Effective Student Preparation for Online Learning by Case Studies: Nov/Dec 2001. This article was originally published in The Technology Source (http://ts.mivu.org/) as: Maggie McVay Lynch "Effective Student Preparation for Online Learning." The Technology Source, November/December 2001. Lynch encourages the use of asynchronous communication as a part of a orientation course

http://nicenet.org

A free web based discussion board geared for higher education; it is considered a simple course management system since it includes a place to post text documents, a personal message system, a place to post announcements or schedules, and a place to post links to resources.

http://horizon.unc.edu/TS/default.asp?show=article&id=907%action=print

Peters, Linda. Through the Looking Glass: Student Perceptions of Online Learning. The Technology Source. September/October 2001. Mentions the use of listservs in online courses.

http://www.ed.gov/databases/ERIC_Digests/ed278381.html

Plugging in to Computer Bulletin Boards. ERIC Digest. 1986-07-00.  Available From: ERIC Clearinghouse on Information Resources, Syracuse University, 030 Huntington Hall, Syracuse, NY 13244-2340.  This is an older article that discusses the use of bulletin boards in the early days of the Internet.

http://www.aln.org/alnweb/journal/Vol3_issue2/Rossman.htm

Rossman, Mark H., Ed D. Successful Online Teaching Using An Asynchronous Learner Discussion Forum.

http://www.ac.wwu.edu/~kenr/TCsite/home-frames.html

Rothermel, Dan, PhD. Threaded Discussions: A First Step. October 1, 2001.  Tech Learning (online journal).

http://www.freecfm.com/s/sas2n/Distance/asynch.html

Santo, S. A. 2000. Asynchronous Communication.

http://horizon.unc.edu/TS/default.asp?show=article&id=526&action=print

Scarce, Rik. Using Electronic Mail Discussion Groups to Enhance Students' Critical Thinking Skills. The Technology Source. July 1997. Mentions various types of electronic formats to create interaction with students, including email, discussion boards, and listservs.

http://malun1.mala.bc.ca/seeds/cmc/index.html

SEEDS: Computer Mediated Communication (CMC) in Education. Computer mediated communication (CMC) is any communication using computers.

http://www.aln.org/alnweb/journal/Vol3_issue2/le/sene

Sener, J. & Stover, M. L. 2000 Integrating ALN into an Independent Study Distance Education Program: NVC Studies, Journal of Asynchronous Learning Networks. (JALN) Volume 4, Issue 2.

http://www.sonic.net/~breakrec/links/bulletinboards.html

Sonic.net. This web site links to an extensive list of various bulletin boards.

Here is the conclusion of a paper I wrote about using discussion in a graduate class at UNI (Technology in Education).

Reflecting on the books/authors we’ve used, and the themes we’ve discussed, this writer feels that Healy (1999) would probably say that the use of asynchronous discussion is most appropriate for older students: that it can help free their minds since it can be used for problem solving, and that it encourages interaction and communication. Becker (2000) would contend that teachers need training, access to technology and technical support if they are going to use it effectively. Without a speedy internet connection, it would not be an effective tool. Cuban (1986) might remind us that learning should be active, technology should be tied to the curriculum, teachers need access to technology, and administrators need to include them in the decision making process. Palloff and Pratt (1999) would enthusiastically endorse the practice since they use discussion boards in their classes as a way to build in interaction, collaboration, and community.  It certainly provides opportunities for double loop learning (p. 62), helps to create a learner-centered classroom, and becomes an intrinsic part of the constructivist approach.

In closing, after reflecting on what was written on the midterm regarding three key components of a personal philosophy, it becomes clear that the use of discussion boards fit the statements made then. First, Technology is a tool; however, curriculum drives how it is used, and not the other way around. Discussion boards have proven to be a rich source of ideas for writing students in a writing class; using the writing process (prewrite, write, and rewrite), postings help students brainstorm, form initial research questions, and explore topics for possible expansion.

Second, Technology use should enhance active learning, communication, and collaboration. Discussion boards have given this writer another way to use the technology in the computer classroom; by assigning writing prompts and requiring students to reply to postings, students begin to communicate, and collaborate.

Finally, Technology can enhance critical thinking, reflection, and learning. Discussion boards become places to share ideas—even conflicting ones. As students reexamine old ideas, reflect on course readings, and respond to each other in postings, they learn to see things from multiple viewpoints, become more reflective, and have more ideas to draw from in their writing assignments. For all of these reasons, discussion boards are now woven into the curriculum and an integral part of the writing courses.

Appendix A -Socratic Questioning Prompts (MacKnight, 2000)

Here are some strategies for expanding or enriching discussion. When responding to students' postings, try using some of the following questions, depending upon your purpose.

MacKnight, C. (2000). Teaching Critical Thinking Online Discussions. Educause Quarterly. Number 4 2000. pg 38-41.

Appendix B -- Cognitive Domain Questions (Landsberger, 2001)

Here is another way to look at using questions to build a "better" writing prompt. If you give a very simplistic or vague prompt, students won't be able to write more than a few words or something very general. Rich discussions require more detailed writing prompts, and one way to do that is to provide a list of questions. Landsberger also points out that we want to aim for higher level thinking skills and uses Bloom's Taxonomy to create some practical guidelines.

Landsberger, J. (2001). Integrating a Web-based Bulletin Board into Your Class: A guide for Faculty.  TechTrends. Vol 45, Issue 5. pg 50-51.

References

Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and interactivity: A review of the research.  The Quarterly Review of Distance Education. Volume 3 (2), pp. 161-179.

Beaudin, B. P. (1999, November). Keeping online asynchronous discussion on topic, Journal of Asynchronous Learning Networks (JALN), Volume 3, Issue 2. Retrieved October 17, 2002 from

    http://www.aln.org/alnweb/journal/Vol3_issue2/beaudin

Becker, H. J. (2000, July). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Revision of a paper written for the January, 2000 School Technology Leadership Conference of the Council of Chief State School Officers, Washington, D. C.

Branon, R.F. and Essex, C. (2001, January/February) Synchronous and asynchronous communication tools in distance education.  TechTrends. Pages 36, 42.  Retrieved from Education Abstracts Full Text, Rod Library. 

Brown, R.E. (September 2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks  (JALN) Volume 5, Issue 2.  Retrieved October 17, 2002 from http://www.aln.org/alnweb/journal/Vol5_issue2/Brown/Brown.htm

Campos, M., Laferrière, T., and Harasim, L. (2001, September).  The post-secondary networked classroom: Renewal of teaching practices and social interaction. Journal of Asynchronous Learning Networks.  (JALN) Volume 5, Issue 2.  Retrieved   October 17, 2002 from

    http://www.aln.org/alnweb/journal/Vol5_issue2/Campos/Campos.htm

Collins-Brown, E. (2001, April).  Successful strategies for using asynchronous discussion boards in college courses.  Web site designed as part of her M.Ed. in Educational Research and Collaboration, Texas Christian University.  Retrieved September 27, 2002 from

    http://www.connectedcreativity.com/Treatise/resources.html

Cooper, Linda.  (2000, March).  Online courses: tips for making them work. THE Journal.  v 27 no8 Mar 2000. p. 86-92.

    Found in Education Abstracts Full Text, UNI Rod Library.

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York and London: Teachers College Press.

Healy, J. M. (1999). Failure to connect: How computers affect our children’s minds—and what we can do about it. New York: Simon & Schuster.

Healey, D.  (1998, October). Conferencing Online with Nicenet. English Language Institute Technology Tip of the Month: October 1998. Retrieved September 1, 2002 from http://osu.orst.edu/dept/eli/oct1998.html

Klemm, W. R. (1997). Benefits of collaboration software for on-site classes. Originally published in the Second annual Teaching in Community Colleges on-line conference, 1997.  Retrieved September 27, 2002 from

    http://www.cvm.tamu.edu/wklemm/onsite.htm

Land, S. M. and Dornisch, M. M. (2001-2002). A case study of student use of asynchronous bulletin board systems (BBS) to support reflection and evaluation.  Journal of Educational Technology Systems, Vol. 30 (4) 365-377. 

Landsberger, J. (2001, September/October) Integrating a web-based bulletin board into your class: a guide for faculty.  TechTrends.  Volume 45, Issue 5.  Pages 50-53. 

Levin, B. (1999, Fall). Analysis of the content and purpose of four different kinds of electronic communications among preservice teachers.  Journal of Research on Computing in Education v 32 no1. p. 139-56.  Retrieved from the Education Abstracts Full Text, Rod Library, UNI.

MacKnight, C. B.  (2000). Teaching Critical Thinking through Online Discussions.  Educause Quarterly. Number 4.  Retrieved October 12, 2002 from

    http://www.educause.edu/ir/library/pdf/EQM0048.pdf

Moore, G. S., Winograd, K. and Lange, D. (2001). You can teach online: Building a creative learning environment. McGraw-Hill Higher Education.

Muirhead, B. (2002, August). Salmon’s e-tivities: The key to active online learning.  The United States Distance Learning Association (USDLA) Journal.  Vol. 16, No. 8.  Retrieved October 12, 2002 from http://www.usdla.org/html/journal/AUG02_Issue/article02.html

O’ Sullivan, M. F. (2001) Is anyone there? Communication and online learning. Paper presented at Computers and Writing Online Conference 2001. Western Wisconsin Technical College Communication Skills Department.  Retrieved October 13, 2002 from

    http://www.wwtc.edu/voice/class/vtutor/cw2001.htm

Palloff, R. M. and Pratt, K. (1999).  Building learning communities in cyberspace: Effective strategies for the online classroom.  Jossey-Bass.

Rossman, M. H., Ed D. (1999, November) Successful online teaching using an asynchronous learner discussion forum.  Retrieved November 2, 2002 from

    http://www.aln.org/alnweb/journal/Vol3_issue2/Rossman.htm

Rothermel, D., PhD. (2001, October 1).  Threaded discussions: A first step.  Tech Learning (online journal).  Retrieved October 11, 2002 from

    http://www.ac.wwu.edu/~kenr/TCsite/home-frames.html

Tiene, D. (2000, Winter). Online discussions: A survey of advantages and disadvantages compared to face-to-face discussions. Journal of Educational Multimedia and Hypermedia, v9 i4. Retrieved from the Expanded Academic, Rod Library, UNI. 

Created by Cherie Dargan

Updated September 29, 2004

E-mail me at: cdargan@hawkeyecollege.edu

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