Developing Online Conversations
| By: Steven Dick, Ph.D. | |
| Department of Radio-TV | |
| Southern Illinois University Carbondale |
| Two Types | ||
| Live Teleconference | ||
| Such as those at some of these presentations. | ||
| Teleconferences require different set of techniques. | ||
| Asynchronous Conversations. | ||
| Users send and receive messages without necessarily being present at the same time. | ||
| The subject of this presentation | ||
| Email Based Systems | |||
| Includes ListServes and some Newsgroups. | |||
| All participants are sent all messages | |||
| Depends on Email systems | |||
| Very common | |||
| Low fear systems | |||
| All users get all messages | |||
| Can lead to flooding | |||
| Forces mention | |||
| Server Based Systems | |||
| All users go to the same virtual space. | |||
| Includes most web based systems. | |||
| Slightly more intimidating | |||
| More Versatile | |||
| Allows for subgroups | |||
| Better tracking. | |||
| Have you ever made online discussion groups available to your students? | ||
| Yes | ||
| No | ||
| How have you used online Conversation? | |
| Check all that apply | |
| In support of a online class | |
| In support of a live class | |
| It was just attached to an online service | |
| d. Other |
| Provide classroom discussion missing online. | |
| Provide a sense of collegiality. | |
| Give opportunity for critical thinking/ discussion. |
| Continue class discussions | |
| Allow special topic discussions | |
| Explore critical points | |
| Group work | |
| Allow quiet people a chance to make a point. | |
| Cover missed on distant days. |
| How effective have you found online and why? Or how effective do you believe? | |
| Open ended response. |
| Discussion group are a commonly included feature. | |
| Very popular in online companies | |
| More popular among young. |
| Time Pressures | |
| + Lack of motivation | |
| = No activity | |
| Tech Fear | |
| Will others do it? | |
| Same problem in industry. | |
| Failure breeds failure |
| How do you motivate student’s to participate online? | |
| Open ended question |
| Technology is fairly easy. | |
| Management is hard. | |
| Online discussions start with an adoption decision. | |
| Starting and maintaining discussions | |
| The student must make the commitment to participate and continue to participate. | ||
| Three foundations | ||
| Social Presence | ||
| Diffusion of Innovations | ||
| Collective Action | ||
| The feeling that another person is there. | |
| Peer-pressure | |
| Difficult to manufacture online | |
| No one wants to talk in an empty room. | |
| Introductory assignments |
| The process of adopting an innovative behavior | |||
| Rogers, 1962 | |||
| Key concepts | |||
| Critical Mass | |||
| Product Attributes | |||
| Compatibility | |||
| Complexity | |||
| People coming together for a collective good. | ||
| Olsen, 1965 | ||
| People wait for others. | ||
| Too much or too little participation affects. | ||
| Orchestrating the conversation. | ||
| You must make people believe that others are going to participate. | |
| Participation must be integrated into class. | |
| Participation must be manageable for students. | |
| Instructors should orchestrate but not heavily participate. |
| Must use some force if you use at all. | |
| A significant part of grade. | |
| A mix of quantitative and qualitative measures | |
| A definite first assignment | |
| Less definite continuing assignments. |
| Should Student read ALL the messages. | ||
| How many subgroups? | ||
| News reports? NO! | ||
| Replies more important than new messages. | ||
| Track and encourage students | ||
| Too low, too high, off topic. | ||
| Avoid interfering. | ||
| Watch for offensive students. | ||
| Bring discussion back into class. | ||
| Encourage subgroups if acceptable | ||
| Moderate | ||
| 6 users | ||
| 30 messages a week. | ||
| Instructors stop conversation. | |
| Students assume instructor gives answer. | |
| An alias can say things and others will still question. |
| Questions and comments? | |
| Open ended questions. |