This document discusses using discussion boards and collaborative quizzes to enhance teaching and learning. It provides an overview of effective teaching methods like lectures and the Socratic method. It also discusses two learning theories - objectivism and constructivism - and the differences between surface and deep learning. The document evaluates student feedback on collaborative quizzes, finding that they agreed the approach improved engagement, reciprocity, and critical thinking. It concludes with lessons learned, like students initially resisting critique but becoming more collaborative, and finding quizzes improved exam performance by encouraging deeper learning.

1. Discussion Boards-Reading, Writing, and Critical Thinking in Action Ida M. Jones, J.D. Craig School of Business California State University, Fresno idaj@csufresno.edu

2. How many of you use technology to teach? What kinds?

3. Effective Teaching and Learning Lectures Manage learning Control amount of info How learners get the info Present to large numbers of learners Socratic method: questions and answers under fire; probing to encourage learning

5. take notes,

7. Learning Theory-Deeper Learning Surface learning vs Deep learning

8. Seven Principles for Good Practice in Undergraduate Education “encourages contact between students and faculty develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. ” (Chickering, A. W., and Gamson, Zelda F. (1999), available at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm, Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning(80), 7.)

9. What is an Online Discussion Board? Threaded discussion, e.g. Blackboard, discussion forum Google Groups Asynchronous One person posts a thread Others respond Written rather than oral Flexible

10. Collaborative Quizzes(Sample Attached to Handout) Collaborate to develop answers Basic questions Some case discussions Randomly assigned groups of 5-7 Each week, Discuss answers to quiz questions Prepare a group answer to each question. The individual quiz -3 randomly selected questions Grades based on results of Writing original answers Commenting/adding to other answers Developing group answers Taking quiz; submitting group answers as responses

11. Collaborative Quizzes-Student Evaluations of effectiveness

12. BA88 Fall 2008 70% agreed/strongly agreed

13. BA88 Fall 2008 69% agreed/strongly agreed

14. BA88 Fall 2008 79% agreed/strongly agreed

15. Review of Seven Principles for Good Practice in Undergraduate Education “encourages contact between students and faculty develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. ” (Chickering, A. W., and Gamson, Zelda F. (1999), available at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm, Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning(80), 7.)

16. Lessons Learned-1 Length of time to learn Fall 2006; all semester Fall 2008; by the 2nd of 5 lessons Students were initially reluctant to post comments, especially constructive criticism of the information posted by members of their groups. Organization Fall 2006: Students were unwilling to set internal deadlines to complete work. They were much more comfortable with instructor-established deadlines. Fall 2008: were different and much more collaborative

17. Lessons Learned-2 Students’ preparation for discussions that involved deeper learning were better after they worked on the collaborative quizzes. Those students who worked on the quizzes performed better on exams. It’s not clear yet whether that was because they were better students overall, or whether the quiz format helped them. Engaged in in-depth critical analysis

18. Now, it’s your turn! Use the handout to create your own discussion assignment Purpose Length of time Easy to difficult questions Turn to the person next to you and explain your assignment

19. Questions and Comments