Subject: [IFETS-DISCUSSION:952] Re: IFETS-DISCUSSION digest 140
scott.overmyer@cis.drexel.edu
Date: Wed 24 Jan 2001 - 22:25:09 MET
From: scott.overmyer@cis.drexel.edu Subject: [IFETS-DISCUSSION:952] Re: IFETS-DISCUSSION digest 140 Date: Thu, 25 Jan 2001 09:25:09 +1200
Dr. Bill Eckersley wrote:
> I have emphasized the importance of students reading and
> reacting to each others contributions and at the same time
> forcing myself to remain in the background in order to
> encourage student-to student dialogue. I encourage readers
> of this site to contribute to this discussion and share their
> thoughts/ideas on promoting online discussions.
Over the last 3 years, I've been responsible for conducting discussions
within the context of the ALN degree program in IS at Drexel University in
Philadelphia. I've since moved on to Massey in Albany, NZ, but have a few
observations about our discussions.
First, since contribution to discussions were 40% of the student's course
grade, discussion contributions tended to be lively and students were
prolific in most instances. My role as facilitator migrated toward the
background, as initially (first year) I tried to respond to every posting
and found that not to be either useful or practical. Second, since the
student population was primarily experience software engineers and
developers acquiring additional credentials, their experience level was
high and their contributions were insightful and practically-based.
Finally, not every discussion for every faculty member was active, so I
will assert that nature and construction of discussion topics was important
to contribution levels. For example, a discussion topic that asks for
responses to a complete question tends not to elicit interesting discussion
unless it is controversial, leads to other questions, leads the students to
incorrect conclusions, or provides other effective simuli. The "art" of
leaving out important facts, creating pathways to related questions, etc.,
IMHO, is very important as well.
scotto...
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