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Why is it so important to doubt, question everything and not know?! Check out Socrates’ article on SingularityWeblog.com to find out.
Not knowing, just like other cases of being uncomfortable, is a great incentive for personal growth. Progress always comes at the point of resistance. Getting uncomfortable and willing to be uncertain, to not know, to ask questions, to err and to fail, is the best and only way to learn, grow, progress and move forward.
The ORID (Objective, Reflective, Interpretive, Decisional) method is a form of a structured conversation led by a facilitator.
The method was developed by the Institute for Cultural Affairs as a means to analyse facts and feelings, to ask about implications and to make decisions intelligently. It is a means of escaping the morass of maniacal meetings.
By Jamie McKenzie:
"Each district should create a Questioning Toolkit which contains several dozen kinds of questions and questioning tools. This Questioning Toolkit should be printed in large type on posters which reside on classroom walls close by networked, information-rich computers.
Portions of the Questioning Toolkit should be introduced as early as Kindergarten so that students can bring powerful questioning technologies and techniques with them as they arrive in high school."
Few internet resources have stood the test of time as well as Jamie McKenzie's Questioning Toolkit. This is an essential resource for any online teacher seeking to understand discussion facilitation. ~ Dennis
This article is about discussion and questioning skills. Although it is written with the traditional classroom in mind, the ideas apply to our work as online facilitators. Links to the source article are included. ~ Dennis
"The first article by Peter J. Frederick I read has a great title, “The Dreaded Discussion: Ten Ways to Start.” I recently looked at the article again and most of his suggestions are just as good now as they were 30 years ago when the article was published. When you are as old as I am, you come to accept that there are few new things under the pedagogical sun and there is a certain agelessness about many good teaching ideas.
Peter uses four question sets to keep his instructional decision-making on track. Here is a sample question (or group of them) from each of those sets."
"We eLearning developers are used to the question, “Which is better, eLearning or classroom instruction?” The answer is, “It depends.” It’s the same answer if one asks, “Which are better, multiple-choice or essay questions?” Either question type is useful for assessing a variety of levels of thinking, depending on how well the designer crafts the questions. Designing multiple-choice questions is not as daunting a task as one might think."
Via Jenny Pesina, Dennis T OConnor
This article by Polly LaBarre for Harvard Business Review is aimed at the Business Community but is really a lesson for everyone, no matter what their interest.
The gist is:
Don't enter a conversation with only answers. The questions you ask could be the catalyst for your next or biggest leap forward.
Questions value and empower those you are asking, and create conversation, as opposed to the boundaries which are set when people come into a conversation with only answers.
The big question referred to in the article was asked in 1999 by IBM Director Jane Harper.
***In an era when every young, gifted programmer, engineer, or entrepreneur's first instinct was to write their own business plan or head to a fast-growing startup, she asked:
***"Why would really great people — the best technical and managerial talent in the world — want to come work at IBM?"
**This question spawned Extreme Blue in Cambridge, Mass., which has since grown into a thriving platform for innovation and talent acquisition. That this type of talent would go to Big Blue, was previously unthinkable.
Curated by JanLGordon covering "Exploring Change Through Ongoing Discussions"
Read the article here: [http://bit.ly/tEZY8f]
Via janlgordon, Meri Walker
Penn State's Learning Design Community is superb.
Have you ever run out of time just when a class discussion became interesting?
Would you like to hear opinions of the quiet students who get lost in the crowd?
Would you like to enhance the critical thinking level of your students?
If you answered "yes" to any of these questions, consider the advantages of moving some class discussions online.
By Todd Henry
It’s bound to happen sooner or later. No matter how skilled you are and no matter how well you’ve prepared, you’re inevitably going to find yourself stuck on a tough problem without a clear path forward.
It’s tempting in these circumstances to keep your nose down and continue cranking on the problem. The problem with this method is that you may be digging yourself deeper into an existing rut.
Sometimes it’s valuable to have a set of questions at the ready to help you re-frame, shift, or view the problem through a different window.
Via Jim Lerman
“Students can critically read in a variety of ways:
When they raise vital questions and problems from the text,
When they gather and assess relevant information and then offer plausible interpretations of that information,
When they test their interpretations against previous knowledge or experience …,
When they examine their assumptions and the implications of those assumptions, and
When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.” (p. 127)
JOLT - Journal of Online Learning and Teaching
Research on online classes strongly identifies participation as a positive variable. Research on online teaching also reveals the time intensive practices involved with providing individualized attention and feedback. An online instructor must negotiate the balance between being responsive and managing time effectively. To that end, writing sound discussion questions, based on a model, is one way to invite and increase participation and maximize the time element. The CREST+ model, a model for writing effective online discussion questions, covers the cognitive nature of the question, the reading basis, any experiential possibility, style and type of question, and finally ways to structure a good question. This model encourages students to participate in online forum discussions, provides a template for new online faculty to use in creating effective discussion questions, and promotes a higher level processing of the material.
Keywords: Asynchronous discussions, constructivist learning, discussion forums, facilitated discourse, models, online community, online education, student engagement, instructor immediacy
By Paula Dention, EdD.
Language is one of the most powerful tools available to teachers. We can use language to stretch children's curiosity, reasoning ability, creativity, and independence. One effective way to do this is by asking open-ended questions -- those with no single right or wrong answer. Instead of predictable answers, open-ended questions elicit fresh and sometimes even startling insights and ideas, opening minds and enabling teachers and students to build knowledge together.
Instead of predictable answers, open-ended questions elicit fresh insights and ideas, and enable teachers and students to build knowledge together.
One of the fundamentals of online teaching is learning to create dynamic discusssion prompts that are deepened with skilled facilitation. At the foundation of these skills is a deep understanding of Questions and questioning.
This wiki provides a good wiki based archive of information and resources about questioning. Give it a visit. ~ Dennis
Discussion design and facilitation has an indispensable role in online education and is dependent on the development of carefully crafted questions. Student satisfaction has been found to be highly correlated with interactions in the classroom.
This is a three part series that will help any online practicioner to better understand the complexities of writing discussion prompts and facilitating threaded discussion. This is a university level research effort with a solid bibliography. Well worth reading! ~ Dennis
Guide to Online Facilitation Sills
Responding to and Facilitating the Query Process