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3 Takeaways: Tip 10 about discussions was really helpful on how to set up a meaningful discussion, Tip 4 about the first week was really inspiring to start the school year off right, and Tip 6 is an awesome tip on knowing your students to keep the discussion flowing.   2 Explorations: I want to explore more about how to write meaningful and engaging learning goals, and I want to explore more about a weekly checklist and what I would need for my seventh grade math course.    1 Question: What is the next phase -- Early Middle?

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Still Christina, with a quick "return" out of place. I think that it's really the reverse concept of setting your pace with the discussion forum. Part of posing introductory threads, discussion boards timed with lessons, and student created discussion threads is to create an online structure that learners can easily plug into. // If you allow disc forum participation to set the pace, things may not take off in a fashion that serves long term productivity. Especially if forum participation isn't mandatory. // I think instructors can set the pace by their own involvement. This establishes routine engagement and expectations. Monitoring the pace of discussion is an important detail of guiding a course. I think mandatory minimums can help regarding consistent student participation for those less-than-motivated learners.

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I response to Jayme also, I had to think about allowing the discussion set the pace. In 654, I do not feel we have needed it to, but I can see that in another course which is primarily discussion driven, it somewhat sets the pace for our interaction.

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See all the wonderful things dreamsinprint has made

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Reply to Linton- I'm curious about that as well. This is easy to do in F2F at times. I'm curious as to how this could function in the online setting as well. In synchronous discussion, yes, but forum?? Julie Kearns

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Julie Kearns- Takeaways- Maximize the first week, book end lessons, and various uses of the discussion forum. Explore- "power questioning," and ways to maximize the first week Question- What are some good ways to incorporate goal setting in online/blended courses?

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This is Christina, in response to Jayme's reiterating the inquiry "Should you let the disc forum set ur pace?" which was included regarding getting into a rhythm by establishing a weekly checklist and creating balance between 3 types of dialogue.

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Hi Stephanie, my daughter took a course from NCVPS and her instructor had several synchronous meetings.  I am not sure how much she actually participated (she is rather shy), but I remember her having "class meetings." I agree, maybe just hold the meeting, and see who shows up. Can you give extra credit for showing up?

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Stephanie --- :-)          3 Learnings: Contacting students early in the course to make sure they have the resources they need; having a weekly checklist (I sort of do this in my notes for the week, but it's not visual); characteristics fo good discussion questions (I struggle with this!). 2 To Explore: ways to do a Socratic Seminar through discussion posts (higher level of Blooms); and, like Dr. Linton, I'd like to learn more about student goal setting -- what do they want to get out of the class --so the course feels more student centered.    1 Question: How can I have synchronous meetings in a high school course? I guess it's just a matter of scheduling it and seeing who shows up, but are there better ways? Would the students benefit from it?

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Linton's takeaways: 1) Using "bookends" to divide a course into learning segments, 2) Student goal-setting (I do this in First Year Experience because it's one of the course outcomes, but I could do this better in grad courses), and 3) Using a 3-part structure for discussion responses (What do you think? Why? What do you wish you knew?) 2 things to explore: multi-phase discussion strategies and organizing the course calendar by core concepts; 1 question: I want to hear what others think of the question posted on the infographic -- Should you let the discussion forum set the pace? I'm not sure I have my mind wrapped around what this would mean in a course, and I'm curious to hear what others think.

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3 Take-Away's were early feedback to shape sub-groups by motivating factors and personal goals (tips 3&6), getting in to a rhythm with routine checklists and an inclusive range of dialogue (tip 7). Also the self-exploration of thought with "what, why, & what else" (tip 11). 2 Things I'd like to explore further are tips 7-9 around discussion with the experience of moderating a board, as well as embracing the role of instructor as guide with the 4C's of tip 14: Connect / Communicate / Collaborate / Co-Facilitate. Finally, I still wonder how effective I can be at implementing the necessary collection of tools and tips, but know my foundation is strengthening with reference guides like the piktochart! (Christina Aurea)

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Below, you will find a link to a presentation that highlights the "The Course Beginning." After viewing the presentation (roadblock ahead - there are embedded links), share in a 3, 2, 1 format: 3 important takeaways; 2 things you want to explore further; 1 question you may have.  To get started: listen to the audio message (in purple) for how to use this Padlet or follow these instructions.  Next, in the white space at the bottom of the screen, you can add your post. By clicking the menu button (3 dots) you will see your options for posting.  Please include your name in your post.  Feel free to respond using text, audio or a video post.  Read other posts. Respond to another member of the class.

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New Piktochart | Piktochart Visual Editor