Hybrid discussion-based courses: how to encourage discussion between in-person & digital participants?
Hi all, As many of you are facing (and probably mastered!), I will have a hybrid master/PhD discussion-based course. For those that have mastered encouraging participation and discussion between in-person and digital participants, care to share your knowledge? 😊 The course will have approximately 20 in-person students, and 2-4 attending via Zoom. Students will lead discussion in pairs for 2 of 8 course meetings, with each course meeting covering a different topic within Big Data Ethics. Last year, we ran the course in a classroom of 30 students, all seated at an “O” shaped arrangement of tables, where everyone was able to face and view each student and lecturer in the room. Students had name cards in front of them, and we used a discussion prompt where each had 3 paperclips, using 1 every time they spoke, and needing to use all paperclips by the end of the course meeting (this encouraged conversation from those usually a bit inhibited, and lessened “taking over” the conversation by our more dominant course attendees). Many thanks in advance – this listserv is a bunch of rockstars! Best, Cory -- Senior Lecturer/Assistant Professor in Communication Design Linköping University E: cory.robinson@liu.se<mailto:cory.robinson@liu.se> http://liu-se.academia.edu/StephenCoryRobinson<http://colostate.academia.edu/StephenCoryRobinson> Founder, Nordic Privacy Center (nordicprivacy.org<https://nordicprivacy.org/>)
This is not an easy task, but it can be done, mostly i do it by cutting back on in class discussion and telling the f2f students that they must make up that time on the discusson boards and to continue our discussion there. That has to be built into the course and grading system, so that students will be encouraged to do it. So instead of a 2:30 minute class, i have a 2 hour class with 30 minutes required online. And I have that 30 minutes defined as two or more significant contribution and a few minor contributions, I do also tend to post some questions each week, but I also don't do that every week. hope that helps.
Hi Cory, This approach depends a lot on the specifics of your class, and I'll admit that I haven't tried it in a hybrid setting, but I've liked it enough to recommend it anyway :) If the discussions are focused on readings, I like to "seed" the discussion by requiring students to use hypothes.is<http://hypothes.is> to annotate PDF/web articles by the night before class. An hour or two before class, I review all of the annotations, identify any misunderstandings I need to correct or points I want to touch on, outline some common themes in the class discussion, and pick some specific comments from specific students that I thought were really good. Then, rather than open the floor completely, I build the in-class discussion around the preliminary discussion that already took place in hypothes.is<http://hypothes.is>. This also lets me identify and call on specific people who might not be as willing to volunteer their thoughts—and since they already know what their thoughts are (having previously written them down), I don't feel like I'm putting them on the spot. Best, Spencer ------ Spencer Greenhalgh, PhD Assistant Professor, School of Information Science College of Communication and Information University of Kentucky Zoom: https://uky.zoom.us/my/greenhalgh website: spencergreenhalgh.com<http://spencergreenhalgh.com> Le 8 oct. 2020 à 08h15, Cory Robinson <cory.robinson@liu.se<mailto:cory.robinson@liu.se>> a écrit : CAUTION: External Sender Hi all, As many of you are facing (and probably mastered!), I will have a hybrid master/PhD discussion-based course. For those that have mastered encouraging participation and discussion between in-person and digital participants, care to share your knowledge? 😊 The course will have approximately 20 in-person students, and 2-4 attending via Zoom. Students will lead discussion in pairs for 2 of 8 course meetings, with each course meeting covering a different topic within Big Data Ethics. Last year, we ran the course in a classroom of 30 students, all seated at an “O” shaped arrangement of tables, where everyone was able to face and view each student and lecturer in the room. Students had name cards in front of them, and we used a discussion prompt where each had 3 paperclips, using 1 every time they spoke, and needing to use all paperclips by the end of the course meeting (this encouraged conversation from those usually a bit inhibited, and lessened “taking over” the conversation by our more dominant course attendees). Many thanks in advance – this listserv is a bunch of rockstars! Best, Cory -- Senior Lecturer/Assistant Professor in Communication Design Linköping University E: cory.robinson@liu.se<mailto:cory.robinson@liu.se><mailto:cory.robinson@liu.se> https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fliu-se.academia.edu%2FStephenCoryRobinson&data=02%7C01%7Cspencer.greenhalgh%40uky.edu%7C6a9f473c89e04f675b9108d86b83d967%7C2b30530b69b64457b818481cb53d42ae%7C0%7C0%7C637377561319116451&sdata=PmBp2Dow%2FEMrS495FUXNBEIUJ%2BTe1vYa%2BXHs%2Fm34MxQ%3D&reserved=0<https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fcolostate.academia.edu%2FStephenCoryRobinson&data=02%7C01%7Cspencer.greenhalgh%40uky.edu%7C6a9f473c89e04f675b9108d86b83d967%7C2b30530b69b64457b818481cb53d42ae%7C0%7C0%7C637377561319116451&sdata=c%2BJezLhkhE6KJwA0%2FbmdrWtjFOHgIyiRs7TSfhEn%2F1U%3D&reserved=0> Founder, Nordic Privacy Center (nordicprivacy.org<https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnordicprivacy.org%2F&data=02%7C01%7Cspencer.greenhalgh%40uky.edu%7C6a9f473c89e04f675b9108d86b83d967%7C2b30530b69b64457b818481cb53d42ae%7C0%7C0%7C637377561319116451&sdata=OMWhG0Oo9QlsQADVbG3XHtYLlZagmkSNy9PAB0ByzvI%3D&reserved=0>) _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org%2F&data=02%7C01%7Cspencer.greenhalgh%40uky.edu%7C6a9f473c89e04f675b9108d86b83d967%7C2b30530b69b64457b818481cb53d42ae%7C0%7C0%7C637377561319116451&sdata=6vDosY12j2uX4%2Bc%2BtvJWqUoH75WC3lDCS9MGkORyBRs%3D&reserved=0 Subscribe, change options or unsubscribe at: https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.aoir.org%2Flistinfo.cgi%2Fair-l-aoir.org&data=02%7C01%7Cspencer.greenhalgh%40uky.edu%7C6a9f473c89e04f675b9108d86b83d967%7C2b30530b69b64457b818481cb53d42ae%7C0%7C0%7C637377561319116451&sdata=oB%2FZX2OjimuJWe%2BRXvYjmX11a%2B28bFHqdLZQMk2iC%2FU%3D&reserved=0 Join the Association of Internet Researchers: https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.org%2F&data=02%7C01%7Cspencer.greenhalgh%40uky.edu%7C6a9f473c89e04f675b9108d86b83d967%7C2b30530b69b64457b818481cb53d42ae%7C0%7C0%7C637377561319116451&sdata=73R2%2Bkm3nSYwWz5T%2FzdUtmjcmwvGtptfJbz2KnlwHVA%3D&reserved=0
participants (3)
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Cory Robinson -
Greenhalgh, Spencer P. -
Jeremy Hunsinger