1. Managing Online Discussions with a Participation Portfolio John Fritz UMBC July 23, 2008

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

3. ADP “Best Practice”

4. 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

6. 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.

7. 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).

8. Assignment Upload

9. Assignment Requirements

10. Discussion Grading Rubric

11. Discussion Portfolio Example

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

13. 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.

14. 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.

15. 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.

16. 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.

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

18. ADP Best Practice Use MS Word Form “Portfolio”

19. 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.

20. 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;

21. Portfolio Template

22. Portfolio Discussion Grade

23. How to Create MS Word Forms

24. 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).

25. Portfolio Influences “It Takes A Village”

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

27. 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 Presentation1/13/05 Educause MARC Presentation

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

29. Discourse Analysis-based Rubric (2006) Patricia Verdines, Adjunct Professor, UM CLIS Classified “types” of threaded discussion interactions. –3/31/06 UM TWT Conference3/31/06 UM TWT Conference

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

31. Q & A Thanks! John Fritz fritz@umbc.edufritz@umbc.edu or 410.455.6596