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Deliberative dialogue requires an environment which can support conversations that produce collective reflections, explorations, and insight. Forums allows participants to journey together to find common ground. Rather, it unearths a range of mutual values that speak effectively to the interests and concerns of the community and equip decision-makers for better policy.

Its multi-threaded structure supports participants to contribute to the conversation, provide feedback, and respond to other comments and contributions. It can activate participation with images or videos to present issues and information. Lane for reading through my rather lengthy first post and addressing all my issues[…] After reading your reply it seems you have a good grasp of the issues.

Keep up the good work!

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This exchange of perspectives and ideas is crucial to creating and sustaining genuine dialogue. It allows for better assessment of ideas and is crucial to the health of participation. The Forums tool provides ways for participants to actively agree and disagree, like and dislike, and express converging and diverging views in a space designed for open exchanges and responses. Participants can look across community and stakeholder contributions and responses. Administrators can get an understanding of expected and new areas of importance to inform or transform the agenda.

The reporting capabilities of the tool captures these trends and patterns to compose a full and layered picture of the issues addressed by the engagement. I know of several hosts who don't know that they have to look at their Community profile to see any messages from other hosts. Thanks for your feedback, that's good to know! We will be doing a tutorial on the ' mention' function as well as how to use your Community Profile and Inbox - you should see them in the next few weeks!

In terms of the Review Flow - it's great to hear your thoughts! And thanks for mentioning the Review Flow thread - and yes as Lizzie knows I have 'already been there, sent the postcard and bought the T-shirt'! I think that makes sense?? All forum topics Previous Topic Next Topic. How to start a conversation: A CC Tutorial.

10 Ways to Champion Respect, Community in Online Discussion Forums

Kirstie in London, United Kingdom. Online Community Manager. Happy Posting!! Labels 3. Labels: Help Start a conversation Tutorials. Level Sounds easy enough. If the purposes of discussion boards differ, then how we structure, monitor, and evaluate the discussion boards should also differ. It is worth noting that these discussion types build in consistent, regular, and substantive dialogue and interaction between faculty and students and between students.

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Regular and substantive dialogue is one of the requirements for quality courses recognized and even required by federal guidelines Toppo, The below table, Four Primary Discussion Types for Online Courses , summarizes the purpose, design, monitoring, evaluation recommendations, and faculty involvement for each type. Here is a brief description of the four types.


The first discussion type focuses on Introductions and community-building among the students. The other three types focus on the content and tasks often associated with student activities for each course module: the Initial engagement with the content followed by Investigation and exploration of the content and wrapping up the module with Integration and summary of the content.

Online students often feel isolated from anyone who can share their immediate learning experiences. In addition to the introductory forum, a related best practice is a discussion forum as a dedicated informal student space for students to talk to each other about anything related to the course or not. This is sometimes called the Cybercafe. Other community-building discussion forums might be dedicated to talking and sharing ideas about projects. Another community-focused forum might be dedicated to mutual support about problem-solving, case studies, or just thinking aloud.

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This introductory and community-building discussion board is usually not formally evaluated, but guidelines state how students earn points by being present and supporting the course community. This type of discussion forum invites students to think about what they already might know about a new idea, concept, problem, or closely related concept. Evaluation of these initial discussions is generally informal, according to a rubric emphasizing participation and contributions and occasionally focusing on insights and relationships.

This discussion activity often launches a new topic, module, or project before embarking on readings and other content engagement activities.

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The purpose of this discussion type is to seriously engage students with the content. This discussion type can be the heart of the content knowledge activities, relying on activities that direct students to read, analyze, and research content material. Some of the discussion activities might be sharing insights from readings and suggesting applications of the content in different contexts.

Other activities might be brief action studies, brief summaries of content relationships, student-to-student discussions, or simulations. Often students will start working with the ideas, researching possibilities and relationships, and connecting the dots.

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Evaluation of this discussion type is based on the expected level of engagement and how deep or broad their contributions might be expected. The rubric for this type of discussion will have more point values and varying requirements and expectations as to students using the core concepts, sharing ideas, and responding to the substantive ideas of other students.