Sample Discussion Directions ITE 115 Introduction to Computer Applications and Concepts Assignment 3: Free Music and Videos?

? Directions This is a discussion assignment with two parts. Complete Part A by 11:59 pm on Thursday. Complete Part B by the end of this week (11:59 pm on Sunday). Part A 1. Consider these facts: According to a statistic in your textbook, over 243 million songs and videos are illegally downloaded from the Internet each month. The Recording Industry of America has begun suing computer users who frequently download music illegally. 2. Post a statement in the Free Music and Videos? class forum (200-300 words) with your answers to the following questions: a. What do you think might happen if this situation doesn't change? b. Is downloading music or videos without paying any different ethically than shoplifting CDs or DVDs from a store? Why or why not? c. Is there a solution to this problem that could make everyone happy? Part B 1. Read the statements by others in the class. 2. Respond to at least two by asking a question. (Choose classmates that haven't already been asked questions by someone else, if any.) Your questions should be one of these three types:
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Clarification question - This kind of question helps the writer by asking him to clarify points that you think could be more fully explained. An example of clarification questions is, "You said in your posting that all music is inherently free when it is played into the open air. I don't understand whether you mean physically free, or legally free. Can you explain what you mean in another way?" Hypothetical question - This kind of question helps the writer by asking her to test her argument by applying it to a situation that you specify. An example of a hypothetical question is, "You proposed that music files be encoded in a non-copyable format. What would happen if somebody bought

a new computer and wanted to copy the songs that they bought legally from their old computer?"
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Evidence question - When a writer states something as fact rather than personal opinion, his argument is stronger if he cites evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if he states something as fact but doesn't cite evidence. An example of an evidence question is, "You stated that copying a DVD that you legally own is illegal. Can you tell me why you think that?"

3. Answer any questions asked of you, and read the answers others write. Purpose This assignment helps you learn to think critically about real ethical issues and difficult problems that may not have good solutions, or that may have more than one good solution. Writing for others in a discussion forum helps you think about your answers more carefully. Seeing the opinions of others helps you reflect on and evaluate your own. Grading This assignment is worth 20 points toward your course grade. Your initial posting and your responses to questions should show evidence of thoughtfulness, and your questions for others should be respectful and helpful. ********************* BUS 100 Introduction to Business Assignment 2: Economics Discussion Directions 1. Read one or two current newspapers, such as the Washington Post or New York Times, and identify at least two current events that will affect the business environment. 2. Pick three companies profiled by someone in the class (you may include your own) and read their portfolios. 3. Write predictions for how each of the two current events you identified will affect each of the three companies. Explain your predictions based on what you have learned this week. 4. Post your predictions to the Economics discussion forum. 5. Read the predictions that others post and respond to at least two (preferably two that have the fewest responses). In your response, tell whether you agree or disagree with their predictions and why.

Purpose This assignment will help you practice applying economic theory to cases of real events and businesses. Grading I will participate in the discussion several times a week, but I will not respond to every posting. Rather, I will highlight or summarize key points in the discussion, stimulate additional discussion if needed, correct significant errors as necessary, and monitor and enforce our netiquette rules. I will grade your discussion postings within a week after the due date. I will post your grade in My Grades (in the Tools button), with suggestions or accolades if the quality of your work is particularly lower or higher than expected. This assignment is worth 30 points toward your course grade. I will grade all of your discussion forum assignments on the basis of how well you fulfill the assigned discussion tasks, how well you show that you understand the chapter terms and ideas, and how well you contribute to the overall discussion. Refer to the following table to understand how your discussion assignments will be graded: Required Response Completed all tasks, answered all questions Wrote substantive postings of 1 or 2 paragraphs (6 8 sentences) for each Use of Terms and Ideas Learned Used terms from chapter correctly where appropriate Used ideas from chapter correctly (with citation) to clarify, explain, or support an argument Contribution to Discussion Replied in thoughtful, meaningful, and helpful ways Advanced the discussion whenever possible 14 points

8 points

8 points

********************* PSY 201 Introduction to Psychology I

Assignment 1: Personal Application Outline

Directions In the three assignments for this week, you will apply what you have learned to something in your own life, get advice from others in your group, and then reflect on your thinking in a

short essay. Complete this assignment by 11:59 pm Tuesday of Week 10 so that everyone can get and receive feedback before writing their essay. 1. Review the assignments you completed for Weeks 6 - 9, think about what you learned in each one, and think about ways to use what you learned outside of this class. Pick one specific problem, situation, or decision in your own life to which you can apply what you have studied about developmental psychology, sensation, or perception. You will be sharing your thoughts about this problem with others in your group, so pick something that won't be embarrassing to discuss. You may not repeat any of the previous assignments for the exercise. 2. Write a brief description of the problem, situation, or decision in a couple of sentences. 3. Write an outline of a short one- to two- page essay describing (1) how you previously thought about the problem, situation, or decision, (2) how you think about it now, and (3) references to each fact or theory in the text or in our discussions that contributed to the changes in your thinking. Don't write the full essay yet, just a write a sentence outline (one sentence for each main point in the outline). 4. Post a message in your Personal Application group forum with your problems/situation/decision description and outline. Purpose This assignment requires you to apply what you have learned to your own life, which makes what you have learned more meaningful and useful, and strengthens your memory of it. Grading This assignment is worth 20 points toward your course grade. I will grade it based on how appropriately you apply the course content, and how well you follow the directions in describing your problem/situation/decision and outlining your thinking about it.

Assignment 2: Personal Application Feedback

Directions Complete this assignment by 11:59 pm Thursday of Week 10. 1. Read the outlines posted by others in your group. 2. Pick one of your group member's outlines and write a response to his or her outline posting. Answer the following questions in your response:

Are the facts or theories cited relevant for the problem/situation/decision presented? o Has your classmate correctly interpreted and applied the facts and theories? If not, what do you think would be the correct interpretations or applications? o What other facts and theories do you think might be useful in this problem/situation/decision?
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3. Repeat Step 2 for at least two other members of your group. Purpose This assignment provides feedback from multiple points of view, which can be very helpful in solving complex problems. Grading This assignment is worth 20 points toward your course grade. I will grade this assignment based on the accuracy and helpfulness of your comments.

Assignment 3: Personal Application Essay

Directions Complete this assignment by 11:59 pm Sunday of Week 10. 1. Read the suggestions others have made about your topic and outline and incorporate any you find helpful. 2. Write a 200 - 400 word essay based on your revised outline. 3. Post your essay to your Personal Application group forum. Purpose This assignment gives you practice adjusting your thinking based on suggestions from others, expressing your thoughts in writing, and applying what you have learned to a real problem or situation. Grading This assignment is worth 20 points toward your course grade, I will grade it based on how you incorporate feedback into your thinking, and on the completeness of your description of the problem and your solution.

References Online Discussion

Aziz, Sap. Online Discussion Forum Assessment Rubric. Valencia Community College Office of Information Technology, October 28, 2003 http://www.valenciacc.edu/oit/articles/articles_detail.cfm?ID=51 Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating online teaching. Internet and Higher Education, 7(3), 217232. Bedard-Voorhees, A. (2005). Increasing Engagement for Online and Face-to-Face Learners Through Online Discussion Practices. The Cross Papers Number 8. Phoenix, AZ: League for Innovation in the Community College. Bender (2003). Discussion based online teaching to enhance student learning. Virginia: Stylus Publishing, LLC. Bender, T. (2003). Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment. Sterling, VA: Stylus Publishing. Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, VA: Stylus Publishing, LLC. Bender, Tisha. Discussion-Based Online Teaching To Enhance Student Learning. p.149 Bender, Tisha. Discussion-Based Online Teaching To Enhance Student Learning. p.150 Bender, Tisha. Discussion-Based Online Teaching To Enhance Student Learning. p.58 Brookfield, S. D. and Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms, Second Edition. San Francisco: Jossey-Bass. Collison, Elbaum, Haavind & Robert (2000). Facilitating Online Learning. Wisconsin: Atwood Publishing. Conrad, R. M. and Donaldson, J. A. (2004). Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco, CA: Jossey-Bass. Conrad, R. M., & Donaldson, J. A. (2004). Engaging the online learner. San Francisco: JosseyBass.] Conrad, R. M., & Donaldson, J. A. (2004). Engaging the online learner. San Francisco: JosseyBass. Cross, K. P. (1998). Opening Windows on Learning. The Cross Papers Number 2. Phoenix, AZ: League for Innovation in the Community College. Curdie, Stacey. How to get the most out of online discussions: Five points and a rubric. Distance Education Report, June 15, 2008, p.4 Dixson, Marcia, Kuhlhorst, Michelle, and Reiff, Amber. Creating Effective Online Discussions: Optimal Instructor and Student Roles

Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and direction. Volume 4 in the Sloan C Series, Needham, MA: The Sloan Consortium. Garrison, D. R. Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Calgary, Canada: University of Calgary. Garrison, D. R., Anderson, T., & Archer, W. (2003). A Theory of Critical Inquiry in Online Distance Education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of Distance Education (113-127). Mahwah, NJ: Lawrence Erlbaum Associates. Gilbert, P. K., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology. 36, 5-18. Ho, Chia-Huan and Swan, Karen. Evaluating online conversation in an synchronous learning environment: An application of Grices cooperative principle Ho, Chia-Huan and Swan, Karen. Evaluating online conversation in an asynchronous learning environment: An application Grices cooperative principle. The Internet and Higher Education. Hoadly, C. M., & Linn, M. C. (2000). Teaching science through online, peer discussions: SpeakEasy in the knowledge integration environment. International Journal of Science Education. 22, 839-857. Humbert, Roxann. Building Community in Online Classes Through Group Work. Online Classroom, October 2006 Knowlton, D. S. (2001). Promoting durable knowledge construction through online discussion. Proceedings of the Annual Mid-South Instructional Technology Conference (6th, Murfreesboro, TN, April 8-10, 2001) (pp. 1-13). Memphis, TN: Crichton College. League for Innovation in the Community College: Educational Testing Service. (2002). The role of class discussion in the learning-centered classroom: The Cross papers (6th ed.) [Brochure]. Princeton, NJ: Patricia Cross. Lofblad, K. (2007, Fall). Teaching via Discussion Board, Harvard Graduate School of Education (from presentation, not sure where this presentation was given, ask Nan). MacKnight, C. B. (2000). Teaching critical thinking through online discussion. Educause Quarterly, 4, 3841. MacKnight, C. B. (2000, November 4). Teaching critical thinking through online discussions: Faculty can play a key role in fostering critical thinking among students using Web communication tools. Educause Quarterly, 38-41. Meyer, Katrina. The Method (And Madness) of Evaluating Online Discussions. Online Course Interaction. (n.d.). Retrieved August 6, 2008, from Oklahoma State University, Institute for Teaching & Learning Excellence Web site: http://itle.okstate.edu/FD/online_teaching/interaction.html#top

Palloff, R. M. and Pratt, K. (2005). Collaborating Online: Learning Together in Community. San Francisco, CA: Jossey-Bass. Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass. Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass. Rippe, Cindy. Using Rubrics to Improve Teaching, Learning and Retention in Distance Education. Online Classroom, July 2008, p3 Rovai, A. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10 (1), 77-88. Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10, 77-88. Rovai, Alfred. Online and traditional assessment: what is the difference? The Internet and Higher Education, 3 (200) 143 Stemwedel, Janet D. Rubrics, Roles and Successful Online Discussions. Online Classroom. November 2005, p1. Stemwedel, Janet D. Rubrics, Roles and Successful Online Discussions. Online Classroom. November 2005, p1. Uzuner, Sedef and Mehta, Ruchi. Suggestions for Instructors: 3 Ways to Ensure Educationally Valuable Talk in Online Discussions. Online Classroom, July 2008. p8. Yong, Yanyan and Parrella, Anne. Toward Creating Dynamic Discussion Forums Online: 10 Guidelines. Online Classroom, April 2008 Other Resources Moderating & Facilitating Online Discussion http://www.sonoma.edu/users/n/nolan/501/powerpoint/moderating_facilitating/ Keys to Facilitating Successful Online Discussions http://www.uwsa.edu/ttt/raleigh.htm Instructifeature: How to Stimulate Class Discussion Using Discussion Forums October 10, 2007 http://blogs.learnnc.org/instructify/2007/10/10/instructifeature-how-to-stimulate-classdiscussion-using-discussion-forums/ Using Discussion Forums To Support Collaboration, Stephen Corich, Dr Kinshuk*, Dr L.M.Hunt*, Eastern Institute of Technology, Hawke's Bay, New Zealand * Massey University, New Zealand http://www.col.org/pcf3/Papers/PDFs/Corich_Stephen.pdf LEADING AND FACILITATING DISCUSSION http://www.princeton.edu/~aiteachs/handbook/facilitating.html Online Teaching http://members.shaw.ca/mdde615/index.htm or http://members.shaw.ca/mdde615/tipstrat.htm

Open course: Facilitating Online Communities http://learnonline.wordpress.com/2008/07/04/open-course-facilitating-online-communities/ Facilitating Online Learning http://www.elearningcentre.co.uk/eclipse/Resources/facilitating.htm#d2007 Facilitating Online Learning: Tip and Suggestions http://scienceonline.terc.edu/facilitating_online_learning.html Facilitating online discussion for interactive multimedia project management http://otis.scotcit.ac.uk/casestudy/phillips.doc ONLINE COLLABORATIVE LEARNING IN HIGHER EDUCATION http://clp.cqu.edu.au/index.htm