As per default, these users are subscribed to these presentations and will have access to the related discussions on the menu "Your Discussions" even if they did not contribute anything to the discussions see below. To start a discussion, click on just chat boards speech bubble icon with the plus. To engage in a discussion that has already started, click on the icon with one speech bubble, in case only one message wm looking for my bw with curves been contributed to the discussion so far, or the icon with two speech chaf, in case there is more than one contribution to the discussion see image 3.
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You can initiate discussions by asking initial questions. When other people read it, they can post a message in reply or post a different message using a different subject heading.
Multiple posts referring to one particular subject title is called a "thread" of seward ne housewives personals. The series of messages or "posts" can evolve into a very sophisticated, multi-layered, even animated conversation, in may respects similar to face-to-face conversations. Hence the term "discussion justt. The structure and purpose of discussion boards vary according to teaching style and course objectives.
The features offered juat the discussion board software also structure the environment, determining what can and can't happen.
Boost student engagement by rethinking your online discussion board
Here I will focus on strategies that have worked well in my undergraduate courses using Blackboard, which is one educational software system that includes discussion boards as well as a variety of other tools. Mustering Motivation When you create a discussion board, will students flock to it with enthusiastic post and reply mouse clicks?
If you build it, will they come? Maybe, but maybe not.
If you have a class of motivated people who are familiar with discussion boards, you may find yourselves off to a strong start. In my smaller classes of 20 or less students, where class activities encourage discussion and getting to know each other, students tend to carry that desire to communicate into the discussion board. Juts few students who rarely visit the forum start to feel "out of the loop" when interesting things happen online, which sometimes motivates them to in.
In other cases you may have to juzt students, draw them out, ask questions, set an example boaeds be a good "facilitator" as they call it in online communities. Some of the strategies I prophetic chat room in this article might help in that respect. In many but not all ways it's similar to moderating a face-to-face discussion. In my larger classes, students often are reluctant to talk in front of the whole group. That same type of shyness can lead to a very quiet discussion board.
Students might also neglect the boares forum because, in their mind, just chat boards is something superfluous, not really the class per se, but rather some kind of separate, chat with people all over the world thing that can be ignored if they so must. If the instructor tends to feel the same way, chatt or subconsciously, students will detect this attitude quickly.
Although instructors might feel good about adding modern technology to their teaching repertoire, simply setting up a discussion board without effectively integrating it into the course, and without taking specific steps to generate motivation to use it, will most probably culminate in a trickle of posts that quickly fade to complete silence.
You may need to offer concrete incentives to motivate your students. Participation may determine part of the student's grade.
You might offer extra credit. Of course, the bonus point system you use will depend on your grading structure.
In those classes in which I adopt this strategy, I usually award half a point per post, with a cap on the of bonus points possible. To qualify for extra credit, a post must consist of at least three sentences and must pertain, in some way, to the course content. It's a lenient rule. Although we instructors would rather not have to use such a system to reinforce discussions, it does jhst quite well.
Sometimes enthusiastic students will continue posting beyond the point of attaining the maximum of bonus points. Usually, though, once they hit the cap, they stop posting.
Knowing our students have grown up squarely within the age just chat boards computers and the Internet, we might assume that they all take to it like a fish to water. That's not necessarily the case. Some students may feel uncomfortable with computers, or may not boagds much experience with online communication. Those who have unadilla ga adult personals a great deal of time online may be quite skilled at web browsing,and instant messaging, but may not have much experience with message boarxs.
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Each online environment is a bit different from others, requiring a different set of skills and knowledge. Some people like the challenge of experimenting with new software and new styles of online communication.
Others may be more wary. These attitudes may persist throughout the semester, resulting in the online forum becoming a unique subgroup within the whole class, or even a "two classes in one" just chat boards in which the atmosphere of the classroom and forum diverge due to slightly different groups of students participating. Setting up a separate area for pure socializing may encourage students to hang out in the online environment lockridge ia milf personals the course, especially if students get the opportunity to hang out with the instructor too in this more casual atmosphere.
The instructor may see opportunities to stir up a good discussion, which can then be carried over to the academic discussion board. In general, "social energy" generated in the casual atmosphere can spread throughout the online environment for the course. I sometimes set up a separate forum for the purpose of playing a game of some sort, ideally one that's educational in nature and somehow enhances the course.
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In my group dynamics class, we play "word association" in which anyone is free to post in the title of a message a single word that is an association to the word appearing in the title of the message preceding it. Students enjoy the game, which also serves as a kind of projective test, a barometer of sorts, revealing interesting aspects of the group's dynamics and the personalities of the students. Making Rules Clear In the swm looking for a relatioship of Blackboard that describes the discussion boards that are available within a course, I like to provide clear rules and guidelines.
I usually have at least two different forums - one for "practical questions" and the other for "class discussion.
Curiously, students post much less frequently to this practical questions area than to the class discussion, even when no bonus points are being awarded in either area. In the description for the boarxs discussion board, I usually list the following items: 1. To count for extra credit, a post must be at least three sentences. Irrelevant posts or pure socializing doesn't count like "Hi there. How's it going?
Tell us what you think
Don't simply ask a question. Give some background or explanation. Practical questions about the course should be placed in the Practical Questions area. Fuck buddys in west reykjavik pa kinds of messages placed in the Class Discussion Board will be removed. Respond to what other students are saying or asking.
I want you to talk to each other. Let's not slip into a "sage on stage" interaction where everyone relies on me to respond to questions and comments. If you mention people you know, remember to protect their anonymity. Never mention any specific information about people that might reveal who they are. That last item is especially important for courses in which the material applies to the students' lives, as in the psychology courses I teach. Often students will want to discuss friends, roommates, or family.
Protecting their confidentiality is important. I also strongly discourage any "gossiping" that might develop.
Sage on Stage? As you probably noticed in the items above, I try to steer clear of a "sage on stage" style of interacting with students. Not only do I believe in the educational value of their actively sharing ideas with each other, but I also want to avoid spending many just chat boards typing in answers to numerous questions that often arise from a need to passively absorb information, which is an all too common attitude on the Internet. The techniques for stimulating an online discussion are very similar to those used during an in-person class.
In a Socratic way, encourage students to reflect on their ideas and questions.
Provide just enough information to get them thinking about deeper or broader answers. Encourage other students to respond to a question or idea from their classmate, especially if it's a question that, much to your dismay, is something you already discussed in class, perhaps at great length, so you can safely assume other students know the answer.
Perhaps remind them about that class discussion.
Post a link to a website that contains information related to a student's question or issue, then ask the student to report back to the group about what they learned from that site. The nice thing about jusg boards is the "asynchronous" nature of the communication. You're not on the spot escorts in romania immediately and cleverly facilitate the discussion.
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You can take your time to ponder an effective way to intervene with Socratic wisdom. Most of the time I allow students to bring up whatever topics they wish to discuss. That unstructured atmosphere may inhibit some students, but I like to leave the door wide open for whatever might be on their minds, even if it's a topic that's not directly related to the course material. Sometimes I do seed the discussion board by creating a new thread.
Just chat boards might be an issue leftover from class that needs further exploration or clarification, or the nude seeking might need a stimulus to help it out of a sluggish period. Riding the Ebb northern michigan personals Flow A message board discussion, like any discussion, ebbs and flows, sometimes in predictable patterns, sometimes not. At the beginning of the semester, you may find yourself clicking into the various discussion boards for your classes "making the rounds," as I like to call itlooking for posts, but none appear.
Students tend to be overwhelmed during those few two weeks, so it might take them some time to get to the forum. Silence tends to breed more silence, and not many students want to be the very first person to post.