Marginal Syllabus Conversation – February 22, 2017 at 6:00 PM EST

Image by Hans from Pixabay
Image by Hans from Pixabay

Tomorrow, Wednesday, February 22, 2017 at 6:00 PM EST, join my colleague and co-author, Dawn Reed, and me as we participate in an “Annotation Flash Mob” on the preface for our book, Research Writing Rewired. We’ve been invited to participate in this opportunity through Dawn’s collaborations with the Marginal Syllabus Project.

The Marginal Syllabus team is part of the larger Hypothes.is Syllabi Project, which “leverages web annotation to collect primary source documents by theme and organize communal conversation of those documents.”

Here is a bit more from the Marginal Syllabus’s “About” page:

The Marginal Syllabus seeks to advance educator professional development about education in/equity through the use of participatory learning technologies. We are a dynamic, multi-stakeholder collaboration among:

Hypothesis, a non-profit organization building an open platform for discussion on the web

Aurora Public Schools in Aurora, CO, and in particular educators and administrators associated with the LEADing Techquity research-practice partnership

Researchers and teacher educators from the University of Colorado Denver School of Education and Human Development in Denver, CO

While this group will work together for one hour tomorrow night, I am looking forward to seeing how the conversations Dawn and I had while writing will come alive with the Hypothes.is annotations of other educators.

All educators are welcome to participate, and we recommend that you sign up for Hypothes.is ahead of time, and install the Google Chrome browser extension.

From their blog, it also seems that the conversations might keep going on, and I am interested in seeing how that unfolds over the days and weeks to come.


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Can We Make Online (Graduate School) Discussions Suck Less?

Unsplash Image from Juliette Leufke
Unsplash Image from Juliette Leufke

As many of you know, and have probably experienced, discussions in online classes can be notoriously bad.

At best, many online courses feign discussion as a pseudo-cooperative (and not a collaborative, generative) task, and students engage because they are required to connect with the content and with one another.

At worst, the tasks are perfunctory and just for points.

This student summed it up quite well:

7. Responding to Fellow Students

Hi, I don’t know you, but I’m required to respond to your post so we can all act like we give a shit about what each other has to say. Great, good one sided talk, keep up the good work.

NOBODY CARES. This is not real participation. It doesn’t even make sense, if you want students to actively have a discussion about something, then do it. But to just say respond to two other students, it’s like talking to a wall. Most students won’t read their responses, and if they do they won’t care enough to do anything about it.

So, yes, we would hope that students would see online discussion in a different light, no doubt.

Yet, we can’t be angry at the student, since it is we, as the instructors, who create the tasks. But, our discussion design is, usually, a variation on the notorious Initiate-Respond-Evaluate (IRE) pattern, only we substitute the students’ peer responses for our own.

This is a teaching problem.

Why does it happen? Alex Halavais, blogger and professor at Arizona State University describes the problem of learning how to teach online this way:

Few schools require “traditional” faculty to teach online, though they may allow or even encourage it. As a result the best teachers are not necessarily trying to figure out how to make online learning great. We are left with the poor substitute of models coming from industry (modules teaching employees why they should wear a hair net) and the cult of the instructional designer.

So, as online instructors — especially those of us who are tenured faculty — we need to do better.

Good online discussions can happen, if we plan them intentionally. And, there are ways to do it.

As Darabi et al summarized in this meta-analysis:

In summary, based on these findings one can conclude that for online discussion to be an effective instructional tool, it needs to have structure, elements of interaction, a certain level of complexity, task orientation, clear expectations, and personal involvement of the instructor in the course and her/his personal interaction with students.

I appreciate these categories as a way to think about online discussion, and I would add one more element: we need to focus on texts (literally, on text as words, but also on texts in the form of image and video). Students need to talk about something, in context, not just try to randomly transfer their ideas into an online forum with no reference to the text under discussion.

To that end, I am using NowComment as a tool for discussion because I believe that it allows me the opportunity, as the instructor, to set the task and expectations, and it allows students all to engage in conversation with one another around the text itself, at a deeper level of complexity.

And, this is especially important at the masters and doctoral level. The heart of graduate study is to engage, deeply, with these complex issues.

This requires us to rethink our teaching, as noted in this Chronicle essay by Leonard Cassuto, a professor of English at Fordham University. He argues that the main point for graduate seminar discussions is to support two learning goals: transfer and retention. He makes the point this way (emphasis mine):

How might graduate professors teach in order to promote the sensible goals of knowledge transfer and retention?

We have to start by reverse-engineering from those concepts. But there’s the rub: Most graduate teachers don’t want to do that. As self-styled defenders of the last bastion of teacher-centered curriculum, many professors in graduate school want to cover “content” and consider anything else to be a distraction.

I am not suggesting that we abandon the work of the discipline, of course. Graduate students have to read a lot to learn their fields, and nothing is going to change that. But they also have to be able to work with what they’ve read. Seminar leaders therefore need to leave enough time not just to “cover” material but also for students to practice doing things with it. As Robert Frost once said, “It’s knowing what to do with things that counts.

Thus, over the years — both in classrooms and online, but especially online — I have continued to work to make sure that we are not just learning the things, but learning what to do with the things.

To the extent that I am able, I structure discussions have a clear purpose, expectations for turn-taking, and a timeline. With the past few online courses I have taught, I am learning to do this with even more intent. I take time to set up the documents in NowComment, to frame the task, and to set (minimal) expectations for participation. For masters and doctoral students in online courses, I think that these are reasonable ways to initiate a decent discussion and to get students intellectually engaged.

One of my master’s students from last semester described our process in this way:

The most beneficial learning activity for me was using NowComment each week. I prefer to use this format over the Blackboard discussion board because I can find very specific areas of discussion and don’t have to continually click back to a source to discuss it.

So, that was encouraging.

But, right now, I’m struggling.

I am teaching an online doctoral seminar this semester, and I have been trying to scaffold thoughtful discussions around one text and one video each week. I set up the conversations in a protocol-like manner, and  I have been sharing resources like the 50 Questions and Critical Thinking Cheatsheet to help them ask critical (but, kind) questions of one another.

The goal is twofold: they should be talking about the content, yes, but they should also be talking with each other. This is what academics do, and I am trying to intentionally scaffold the process for them as graduate students. NowComment is the best tool that I have found in order to meet these purposes.

And, moreover, for any of them who will be teaching online, I want them to use these types of thoughtful, engaging discussion techniques with your students, too. Part of the purpose of our program is to help them become researchers, yes, and to help them become practitioners of educational technology, too.

Yet, I’m still struggling.

A few are participating regularly, and with purpose. Some are participating. Many are not participating at all.

Earlier this week, I tried to call them out, while I also acknowledged the complexity of their lives:

So I know that we are all busy, all the time.

On the go, on the move, on the run.

Pick your euphamism: our lives are *&%#@! busy. 

And, I can understand that we are all going to have “off” weeks.

You’ve got family in town. You’ve got exams to grade. You got sick. I totally understand. 

As I tried to make clear in my announcement earlier this week, your active, critical, and thoughtful participation in discussion is a key component of your doctoral education. It’s how you retain and transfer information. It’s how you build relationships. It’s how you stake a claim and establish your stance as a researcher. 

NowComment is our place to do those things.

In short, I’m trying to be clear about my rationale for having them participate.

Still, participation is stagnant.

I need some help.

So, I ask… any ideas (both technological and pedagogical) for making online (grad school) discussions suck less?


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