DIGITAL #POWER-UPS
TRAVIS THURSTON
Scaffolds and Hashtags for Deeper-Learning in Online Discussions
ONLINE DISCUSSIONS
“regular and substantive interactions between students, and between faculty and students”
-Higher Education Act of 1965
ONLINE DISCUSSIONS
Constraints
- lower-level responses
- limited co-construction of knowledge
- burying pertinent discussion posts
BLOOM'S TAXONOMY
CONCEPTUAL FRAMEWORK
Connectivism
Autonomy-Supportive Learning Environment (5 Stage Model)
Digital Power-ups
DIGITAL #POWER-UPS
"choice and voice" (Gustafson, 2014)
- higher-order thinking
- autonomy-support
- engagement
RESEARCH QUESTIONS
- How do students describe the way digital power-ups were used in online discussions?
- How do students explain the use of digital power-ups impacting approach to learning?
- Did digital power-ups facilitate discussions moving to higher-order levels of Bloom's?
METHODS
CASE STUDY APPROACH
- illustrate a unique case
- educational setting (online graduate course)
- bound by time and place (Sp17, Canvas)
- purposeful sampling
- 14 students (7 male, 7 female)
- positionality
- instructional designer, instructor
METHODS
DATA COLLECTION & ANALYSIS
- historic data
- Sp17 semester
- midterm survey
- student response in 11 discussions
- coding
- themes and content
- Bloom's taxonomy
QUESTIONS