Active Learning & Assessment Using the D2L Discussions Tool

ARCC D2L Log in Screen
D2L Designer's Guide Contents
 Active Learning  & Assessment
  ARCC D2L Workshops
The D2L DISCUSSION Tool has the following general uses:
  • Student to Student and Teacher to Student Interaction
  • Text, Concept, Problem, or Case Analysis and Interpretation
  • Collaborative Activities
  • Peer Feedback and Assessments

    • Specific Active Learning and Assessment Activities

    1.  Guided Class Discussion
    Instructor-Guided
    1. Pose authentic questions/prompts that get at core learning goals of the course or particular content for that week
    2. Require participation (require quantity but assess quality)
    3. Coach discussion frequently by reinforcing substantial discussion and making suggestions about how superficial discussion could be more substantial
    4. Use the Search and Compile feature to review and assess individual discussion periodically throughout the term
    “Book Seminar” Model (adapted from work by Jim Harnish)
    This is a demanding model that elicits deep discussion.
    For each posting, students must address:
    1. WHAT DOES THE TEXT SAY? – Point to the exact page and paragraph so everyone can read along.
    2. WHAT DOES THE TEXT MEAN? – Explain or interpret the passage in your own words.
    3. WHY IS THIS POINT IMPORTANT? – Agree or disagree, or compare it to other ideas or experiences.
    Class Discussion is assessed for quality and is high stakes and deliberately encourages close reading of text.
    The following might show up in the Class Discussion: "I don't know if this is valid but it seems that the author is saying…." Or: "Here on page 15 at the bottom of the page there is this passage [read from text]. This seems to be an important passage. It is worth looking at closely…." Or: "This part connects interestingly with this other part."

    Student-Moderated
    In this model, students either discuss topics/readings in small groups and rotate roles—or the full student participate with the full class and several people share the roles each week.

    Member Roles (adapted from 147 Practical Tips for Teaching Online Groups, Hanna, et al (2000), p. 62-63.)
    1. Discussion Leader: pose discussion questions at the beginning of assigned day, facilitate discussion among the larger group for each day by posing new questions and referring back to earlier discussion.
    2. Fact Checker/Process Observer: respond to factual questions, keep discussions grounded in the text and on track, post feedback to the group on the process at the end of the section.
    3. Networker/Summarizer: look for key themes in the conversation, look for areas of agreement or disagreement, provide a wrap-up summary at the end of the session, fill in any gaps and identify key issues.


    2.  Reverse Thinking

    In Discussion, each reply needs to “reverse” or present the opposite view of a multi-sided issue.


    3.  Case Study Scenarios

    Set up private groups, each with a particular scenario; students analyze the case study and post the scenario and findings in Class Discussion; groups could round-robin and evaluate findings of at least one other group.
    ARCC D2L Log in Screen
    D2L Designer's Guide Contents
    		 Active Learning  & Assessment
      ARCC D2L Workshops