EdTech Leaders Online uses several different models of discussion questions in the development of online courses and workshops. The following is a collection of ETLO's key discussion question formats including a brief description and example of each model.
This model is designed to engage participants in a process of sharing ideas, resources and strategies with each other over a period of time. Particularly for educators, who do not have the protected time and space to collaborate with colleagues around best practices, this type of discussion forum serves as a place to build ideas through the collective intelligence of a group. When the forum is complete the collection of new ideas/strategies is available over time for the group to use.
Example Question: In this session you have begun looking online to identify quality resources for use in your course but your fellow participants may also have valuable information to share.
Post a message asking your colleagues' advice about finding resources for a specific course session you are developing. Share your own expertise with at least two other course participants by suggesting resources in response to their requests.
ETLO courses and workshops teach many technical concepts through hands-on activities in an Experimentation Course environment. During sessions such as these, the discussion forums are focused on the posting of questions, answers and tips for using the tools being taught/explored. The design of this type of forum also encourages participants to not only ask for help through posting their own questions but to problem-solve and respond to the questions posted by peers.
Example Question: As you are working with the course management system's assessment tools throughout this session, share either a helpful tip about something you learned or a concrete question/problem you have. Check the discussion board throughout the session to learn from your colleagues' tips and to offer suggestions to the posted questions and problems.
This discussion format is designed to put participants in real-life experience situations where they are asked to share ideas and strategies for addressing issues they will face when they encounter concepts being taught in the course. This is a very popular discussion format because participants enjoy haveing a 'heads-up' about issues they are likely to face as well as coming away with ideas suggested by their colleagues and first-hand information from the facilitator.
Example Question: Share at least one strategy for addressing discussion issues that may arise in a virtual course by responding to one or more of the scenarios posted below. Be sure to respond to your peers' posts with ideas and examples to extend the discussion.
- Scenario One: No Message Postings from Alicia
You've just started Session Three of your Algebra 1 course and Alicia has not posted a message on the discussion board. While she did complete the course orientation and has sent you an email or two, she has yet to participate in the group discussion. What action should you take?
- Scenario Two: Superficial Postings
Two students in your American Literature course frequently reply to other students in the discussions with superficial comments and slang such as "No kidding!" or "Wicked good idea!" What should you do to encourage and foster meaningful dialogue in your discussions?
- Scenario Three: Casual Chat
You have a very full biology course with over 20 students, most of whom are very active in the discussion. In the second session of the course, there are nearly 100 postings, but as you read through them you realize that much of the conversation has been about a recent scandal at a school dance, and one student's purchase of a new car. Can/should you do anything about this?
This type of forum engages participants in ongoing dialogue about two sides of an issue relevant to the content being taught. This is a nice type of question when you want to explore options in depth and when you want participants to back up their ideas with concrete examples. It is important when designing debate questions that there is a clear division between the two topics and that participants will likely have a reaction to one side or the other. You can ask participants to choose one side to support (as in the example below) or you can ask that they post pro and con entries for each side of the debate - as if they were preparing for a traditional competitive debate.
Example Question: This week's discussion will be in the form of a debate. Based on your thinking and classroom experiences, defend one of the two positions.
- All teachers should teach literacy skills
- Content teachers are already overwhelmed. They should not be required to teach reading and writing skills.
In your subject heading, try to be clear about which side of the debate you are defending. Make sure to support your opinion/position with evidence from readings or classroom experience. Be sure to respond to at least one message of an opposing view.
This is the most common ETLO discussion question model. Questions in this form are provocative prompts about the content, building on a collection of readings and activities from the session. These questions are written to be open-ended and engaging. The goal is for participants to have to comprehend the content based on the work they have done during the sessin and then use higher order thinking skills such as application, synthesis and evaluation to post replies that demonstrate understanidng and encourage dialogue between additional participants and the facilitator.
Example Question: Discuss some different ways that you could use Google's mapping tools to advance science learning in your classroom. What are some benefits of these applications, specifically in terms of how students "do" scientific inquiry? Remember to respond to at least one of your colleague's posts with a meaningful comment.
Most ELTO workshops and courses have a final product included as part of the learning experience and overall assessment plan. Including a peer feedback forum where participants post drafts of their final products mid-way through the course enables them to see examples of how others are addressing the assignment and to provide and receive feedback from the collective knowledge of the group. These forums are often best when kept optional and participants are reminded that their products will not be graded by the facilitator beyond a short comment noting whether the product is on track for meeting expectations.
Example Question: Post a draft of your Planning Template to this forum for review and comments by peers. This is a nice time to exchange ideas in a flexible, open forum while we are at the mid-point of our course. This is an optional activity and no grades will be assigned to the templates.
