1. Lesley Skousen, PhD lesleyskousen.com lesleyskousen@gmail.com

2.  Go to lesleyskousen.com  Hover over “E-Learning” page and click on “Bryn Mawr Presentation”  Provides you with links for this Workshop Polling Data

4.  Elegant Organization: Instructor-scaffolding, student direction  Dynamic Interaction: Each thread takes a potentially unique direction  Layered Communication: Reply to specific people, regardless of timing

5.  Multiple dynamic discussions on single topics  Introduces wider range of concepts  Allows for greater interaction  Personalizes education and Increases accountability  Gives time for shy, quiet, or deep-thinking students to participate  Facilitates better comprehension for ELLs **ELL = English Language Learner

6. ① Content Delivery ② Formative Assessment ③ Interactive Activity ④ Discussion Forum ⑤ Summative Assessment Padlet.com

7. ① Content Delivery ① Interactive Activity ② Summative Assessment (Formative Assessment Optional) (Discussion Forum Optional)

8. ① Content Delivery ② Formative Assessment ③ Interactive Activity ④ Discussion Forum ⑤ Summative Assessment

9. Forums for the classroom!

10.  Sample 1: Single question; 15 conversations  Sample 2: Seek-and-Share Research  Sample 3: Peer Review Feedback  Sample 4: Debate

11.  Works best with “how” or “why” questions  Includes sharing personal reactions, individual definitions or interpretations  Two distinct questions:  Primary Prompt and Secondary Response  Includes guidelines for primary and secondary answers  Each student’s thread becomes its own class discussion

12. What were the causes of WW2? Research at least two for forum sharing:  Economic Depression  Treaties  Global Influence  Technology  Empires  Social Status  Civil War  Political Ideology Works great with current events or tackling large content areas as a group

13.  Essays and Outlines  PowerPoint Slides  Prezi  Piktochart  Storyboard or films  Mad-Learn Applications  Students read and review each other, offering advice for revision as they absorb content

15.  Research / Content / Reaction Post  Find two classmates who disagree with you and post a response to their arguments  Find two classmates who agree with you and play devil’s advocate  Result: What begins as an assumption of understanding becomes incredibly complex and deconstructed

16. 1. Write a paragraph describing a recent traditional lesson (lecture / discussion / activity / project) 15 Minutes 2. Consider one way you could widen your audience through blended learning, especially considering your quiet, deep-thinking, or foreign language students 3. Post your description and proposal to the freeforums.net link 4. After posting, begin to read other proposals and provide feedback to their ideas

17. Olla Najah Al-Shalchi, “The Effectiveness and Development of Online Discussions.” Journal of Online Learning and Teaching http://jolt.merlot.org/vol5no1/al-shalchi_0309.htm (Accessed on 15 March 2015) AR Roper, “How Students Develop Online Learning Skills” Educause Quarterly, 1 (2007), pp. 62-64 J Du, K Zhang, A Olinsock, and J Adams. Graduate Students’ Perspectives on the Meaningful Nature of Online Discussions” Journal of Interactive Learning Research Vol 19, No 1 (2008), pp. 21-36 Michael Prince, “Does Active Learning Work? A Review of the Research.” J. Engr Education, Vol 93 No 3 (2004), pp. 223-231 http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL. pdf (Accessed 15 March 2015)

18. Let’s Collaborate!! LesleySkousen.wix.com/introduction