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Module | |
| Discussion Question Activity |
The questions serve as advance organizers to encourage critical thinking and informed participation. Specific discussion questions will be assigned to individuals with ensuing discussion from all course members. This ensures that all participants have ample opportunity to interact. Specifically these questions and the discussions that develop will give you an opportunity to review important elements of instructional design as our course begins to "tie it all together."
[Date and Time]
1. Answer the discussion question assigned to you. You should answer the question that precedes your name.
2. Submit your response here by the date on the course calendar so we have time to discuss the implications of your response.
3. You are encouraged to refer to the various articles we've read in your response, if appropriate.
4. Please put the number of your DQ, and a brief description in the subject line of your message
5. Write out the question before you write your answer in your posting. This will help us focus on the content and keep things in order.
6. Post your assignment by clicking "Add a new discussion topic..." below.
7. Review the responses of your fellow classmates and post your comments and reactions as appropriate. You are NOT expected to comment on EVERYONE's postings - only those that interest you (but a minimum of two).
| Evaluation Criteria | Advanced (3 pts.) |
Proficient (2 pts.) |
Not There Yet (1 pt.) |
| Development of Ideas | Well-developed ideas; introduces new ideas; stimulates discussion. (weighted for a total of 6 points) |
Developing ideas; sometimes stimulates discussion. (weighted for a total of 4 points) |
Poorly developed ideas which do not add to discussion. (weighted for a total of 2 points) |
| Evidence of Critical Thinking | Clear evidence of critical thinking--application, analysis, synthesis and evaluation. Postings are characterized by clarity of argument, depth of insight into theoretical issues, originality of treatment, and relevance. Sometimes include unusual insights. Arguments are well supported. |
Beginnings of critical thinking; postings tend to address peripheral issues. Generally accurate, but could be improved with more analysis and creative thought. Tendency to recite facts rather than address issues. |
Poorly developed critical thinking. Postings do not address peripheral issues. More analysis and creative thought, including examples of how to relate this information to personal situation. Facts are recited rather than address issues or not provided. |
| Response to Students & Instructor | Interacts with at least two other students and provides constructive criticism and ideas for improvement or ways to implement information in a personal setting. |
Interacts with at least two other students and provides feedback that goes beyond "good job," but does not provide constructive feedback or ideas for improvement or ways to implement information in a personal setting. |
Interacts with at least one other student and provides feedback that goes beyond "good job," but does not provide constructive feedback or ideas for improvement or ways to implement information in a personal setting. |
| Timeliness & Mechanics | Assignment is posted by midnight on the due date listed in course calendar. Standard English mechanics and grammar were used in initial post and post presented in a logical format that is easy to follow. |
Assignment is posted no more than 24 hours after the due date. Minimal problems with mechanics such as spelling and grammar errors, poor sequencing causing the readers confusion, and/or poor layout such as inconsistent font sizes, font colors, headings, and/or text alignment. |
Assignment is posted more than 24 hours after the due date. Numerous problems with mechanics such as spelling and grammar errors, poor sequencing causing the readers confusion, and/or poor layout such as inconsistent font sizes, font colors, headings, and/or text alignment. |
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