{"id":1296,"date":"2016-10-26T17:12:20","date_gmt":"2016-10-27T00:12:20","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/inspire\/?p=1296"},"modified":"2017-02-16T10:28:12","modified_gmt":"2017-02-16T18:28:12","slug":"liven-intro-discussion","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/inspire\/2016\/10\/26\/liven-intro-discussion\/","title":{"rendered":"Liven Up That Intro Discussion!"},"content":{"rendered":"

\"Bright<\/em>Research supports the value of online student-to-student interaction and building community among learners. Week 1 intro discussions\u2014Let’s <\/em>get acquainted. Tell us about yourself!<\/em>\u2014are a staple of interaction among students in online and hybrid courses. Can a Week 1 intro discussion that introduces students to one another also actively engage them in learning course content while building community with peers?<\/p>\n

Karen Holmberg, Assoc. Prof. of Creative Writing, uses an \u201cInterview Haiku\u201d exercise in her hybrid WR 241 Introduction to Poetry Writing course that combines students introducing themselves and introducing peers while practicing the popular three-line poetry form.<\/p>\n

After being introduced to haiku, syllable counting and marking stresses in the first week, Prof. Holmberg\u2019s students interview partners during an in-class session. (In a fully online course, this step could be done through other means, for instance, in a Google doc or by text or email.) For these intro interviews, she provides a set of six questions such as \u201cDescribe your preferred environment: urban, woodland, seaside, desert, etc.?\u201d and \u201cWhat is your favorite animal and why?\u201d<\/p>\n

\"TextFollowing the interviews, students write haikus to introduce their interview partners to the class as well as haikus to introduce themselves. Imagine the challenge of introducing someone else, or yourself, in three brief lines!<\/p>\n

Each student posts these two intro haikus in an online discussion. Then each student replies to another student by copying and pasting the other student\u2019s two haikus in the reply box and counting and marking the syllables and noting the stressed syllables in the haiku. The instructor can follow up with her students by offering timely feedback individually and collectively through the discussion forum, through comments in the grade book, and in subsequent in-class discussions.<\/p>\n

Looking for ideas and effective practices for online discussions that enable learners to share, comprehend, critique and construct knowledge? \u00a0Try The Art and Science of Successful Online Discussions<\/a>.<\/p>\n

Do you have an intro discussion assignment that engages learners in course content?<\/p>\n

References:<\/p>\n

Al-Shalchi, O. N. (2009). The effectiveness and development of online discussions. Journal of Online Learning and Teaching, 5(1). Retrieved from http:\/\/jolt.merlot.org\/vol5no1\/al-shalchi_0309.htm<\/a><\/p>\n

Palenque, S.M., & DeCosta, M. (2014, August 11). The art and science of successful online discussions. Faculty Focus. Retrieved from http:\/\/www.facultyfocus.com\/articles\/online-education\/art-science-successful-online-discussions\/<\/a><\/p>\n

Rubin, B., & Fernandes, R. (2013). Measuring the community in online classes. Journal of Asynchronous Learning Networks, 17(3), 115\u2014136. Retrieved from http:\/\/files.eric.ed.gov\/fulltext\/EJ1018304.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Research supports the value of online student-to-student interaction and building community among learners. Week 1 intro discussions\u2014Let’s get acquainted. Tell us about yourself!\u2014are a staple of interaction among students in online and hybrid courses. Can a Week 1 intro discussion that introduces students to one another also actively engage them in learning course content while… Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":3089,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[50450],"tags":[1158,123,98515],"class_list":["post-1296","post","type-post","status-publish","format-standard","hentry","category-tips-tricks","tag-discussion","tag-engagement","tag-interactive"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/1296","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/users\/3089"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/comments?post=1296"}],"version-history":[{"count":36,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/1296\/revisions"}],"predecessor-version":[{"id":1338,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/1296\/revisions\/1338"}],"wp:attachment":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/media?parent=1296"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/categories?post=1296"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/tags?post=1296"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}