Blackboard: Discussion Board - Seattle Pacific University

Blackboard: Discussion Board
David Wicks | Assistant Professor | Director of Instructional Technology Services | Seattle Pacific University | dwicks@spu.edu

The goals for the workshop include:
11. Learn how to set up a discussion forum
2. Discuss promising practices for facilitating
online discussions
3. Explore methods for assessing student
contributions ib i
4. Consider ways to improve efficiency when
reading and responding to student messages

Setting up a discussion forum

Types of Online Discussion
• Asynchronous – Not in real‐time
– Email
– Discussion forum
– Wiki
• Synchronous –Real‐time
– Chat
– Webinar
– Video conferencing
• Hybrid
– Google Wave
– Google Docs

3 Types of Technology‐Integrated
Learning Experiences
E Expository positor instr instruction ction
• Technology delivers content
Active learning
• Technology allows user to manipulate digital artifacts to
explore information or solve problems
Interactive learning
learning
• Technology asynchronously or synchronously mediates
human interaction
Means, et al., 2009, p. 3

Conceptual Framework for Online Learning
Means, et al., 2009, p. 5

Discussion Forum Settings

Promising practices for facilitating
online discussions

Community of Inquiry
Teaching Presence
(Teacher ‐ Student)
Social Presence
(Student ‐ Student)
Learning
Seleects
Content
Cognitive Presence
(Student ‐ Content)
Garrison, D. R., Anderson, T., & Archer, W. (2000);
Swan, K. (2003); Moore, M. G. and Kearsley, G. (1995)

Example ‐
Group Project 1: Online Discussion
As a future teacher it is important that you become familiar with key issues affecting technology in
public schools. Using the discussion guidelines, tips, and rubric, accomplish the following:
11. LLocate t th the ttopic i th that t hhas bbeen assigned i dtto
you.
a. Do schools need more computers or more teachers? John, Maria
b. Is technology further widening the gap between rich and poor? William, Julie
c. Is technology further widening the gap between males and females? Jessica, Scott
d. Should technology resources be focused on basic skills or higher‐level thinking? Shannon, Pat
2. Decide if you agree or disagree with the statement.
3. Locate two Web sources that support your position.
4. Write a brief essay (approximately 200 to 400 words) expressing your point of view.
5. Identify, by quote, the point or points from the Web resources that support your position and
elaborate on your point of view view.
6. Go to the discussion board and select the Assignment 2: Discussion Questions topic.
7. Please put your name, the letter of your topic, and a brief description in the subject line of your
message, e.g., Julie’s Topic B: Rich or Poor.
8. List the hyperlinks for the two websites you found.
9. Write out the topic question before you write your answer in your posting. This will help us focus
on the content and keep things in order. (This is due by April 21.)
10. Reply to at least three other students’ postings, one for your assigned topic and one for each of
two other topics. For instance, John will respond to Maria’s posting and to one person in topic c
and one in topic d. Review the responses of your fellow classmates. Ask questions to clarify any of
the information that you don’t understand. Post your comments, questions, and reactions as
appropriate. You are not expected to comment on everyone’s postings— only those that interest
you (but a minimum of three).
Humbert, R., http://facultyfocus.com

Assessing student contributions

Self‐Assessment Self Assessment Screenshot

Improving efficiency
when facilitating discussions

Blackboard’s Blackboard s Discussion Board

Comments or Questions?
David Wicks
Director, Instructional Technology
Seattle Pacific University
dwicks@spu.edu
206.281.2290
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