Discussion Forum FAQ
Hopefully this will answer some of your questions about the discussion forum. You will received very detailed instructions in your class and I hope that you take the time to read it (or, even better, print it out) and understand it in full.
Do you require something different in your discussion forums?
Although it's been quite awhile since I've used a discussion board as a student, I haven't recently viewed any other professor's discussion forums to see exactly how they they run things. I've heard enough from my students to realize that I probably run things a bit differently than many, however.
What's different?
- Since I usually teach history or some sort of cultural studies, I want students to center their forum posts on those subjects, and I don't like to let things drift. This isn't too bad for most people, but one does have to be somewhat disciplined in order to keep themselves on subject.
- I generally require students to ask at least one directed question of their classmates that will require an in-period or subject-related response. In other words, "what do the rest of you think?" is not enough and, if we're studying the American Revolution, one can't ask something akin to "I wonder if modern Krakosian rebels feel the same way the Colonialists did?" While there might be some value in this type of question, part of the learning is learning how to constrain oneself to external specifications; there is certainly value in that, as well. Remember: you don't have to answer anyone else's question, you just have to ask one.
- What really stumps many students is that I encourage students to have an educated analysis based off of authoritative sources. I understand that a lot of professors are fine with students who post about their feelings, experiences, or acquired knowledge; also, students are used to using common sense and "common knowledge." From what I have seen and heard, forum posts are, or quickly drift into, opinions based on "takes," guesses, "thoughts," presumption, and flat-out incorrect information.
Why do you go against the norm?
Mostly it's because I idolize James Dean, a true rebel...
Actually, no...it's because I believe that college is a place to grow and learn and I have an ethical obligation as an educator to teach you to the best of my abilities. My guess is (and most of my students have confirmed this both explicitly and implicitly) that most people are sortof good at sitting down and giving their take, opinions, and feelings on something (isn't that why coffee shops were invented?). Most of us have been doing that since children, so most of us don't need to learn or improve upon this skill.
I believe that college-educated individuals should also have the ability to examine complex ideas and thoughts and proffer their own analyses based on the evidence they've discovered in a manner that reaches a targeted audience. Therefore, I stress the use of evidence and analysis more than anything else. Supposition, cliche, and airy, fluffy "takes" aren't as reliable or convincing as evidence, dissemination, and analysis. These things might make you feel better, but they won't do anything to help you communicate and ground your ideas better.
We, as humans, can learn how to base our opinions, thoughts, etc. on some sort of a foundation that's stronger than air. In order to do this, we must do research and find out what ideas have been proffered, the types of ideas that have gained attention and recognition, and the way in which a knowledgebase of ideas has been used to justify opinions in the past. This is a skill that anyone can acquire, but one that does take more effort than simply coming up with an off-the-cuff take. Also, what's nice about basing our analysis on sources is that other people can look at those sources themselves and proffer a different analysis. This is how ideas move forward.
I've also noticed that there is very little variety in the discussion forum world. Because of this, there are very few new skills being learned. Students seem to get into rut and become very robotic in their efforts to fulfill their weekly discussion question requirements. This isn't learning to me, and I care about learning.
Actually, no...it's because I believe that college is a place to grow and learn and I have an ethical obligation as an educator to teach you to the best of my abilities. My guess is (and most of my students have confirmed this both explicitly and implicitly) that most people are sortof good at sitting down and giving their take, opinions, and feelings on something (isn't that why coffee shops were invented?). Most of us have been doing that since children, so most of us don't need to learn or improve upon this skill.
I believe that college-educated individuals should also have the ability to examine complex ideas and thoughts and proffer their own analyses based on the evidence they've discovered in a manner that reaches a targeted audience. Therefore, I stress the use of evidence and analysis more than anything else. Supposition, cliche, and airy, fluffy "takes" aren't as reliable or convincing as evidence, dissemination, and analysis. These things might make you feel better, but they won't do anything to help you communicate and ground your ideas better.
We, as humans, can learn how to base our opinions, thoughts, etc. on some sort of a foundation that's stronger than air. In order to do this, we must do research and find out what ideas have been proffered, the types of ideas that have gained attention and recognition, and the way in which a knowledgebase of ideas has been used to justify opinions in the past. This is a skill that anyone can acquire, but one that does take more effort than simply coming up with an off-the-cuff take. Also, what's nice about basing our analysis on sources is that other people can look at those sources themselves and proffer a different analysis. This is how ideas move forward.
I've also noticed that there is very little variety in the discussion forum world. Because of this, there are very few new skills being learned. Students seem to get into rut and become very robotic in their efforts to fulfill their weekly discussion question requirements. This isn't learning to me, and I care about learning.
What made you want to do this?
It actually started when I realized that many of my Western Civilization students used the "fact" that people used to believe the earth was flat when giving their takes (this isn't the case. Only modern people are dumb enough to think that Renaissance and Medieval Europeans were that dumb). This is an example of "common knowledge" that leads us astray. As I looked more deeply into my students' postings, I realized that they weren't actually developing any new skills nor were they absorbing any new knowledge. It was simply too easy for most people to sit down, hammer out a take, and move on. It became unacceptable for me to allow this type of non-learning to continue since I care about the whole concept of being a teacher.
Will complaining about this, trying to reason with you, or being disrespectful toward you change your mind in any way?
Not a chance (In fact, it makes me feel a bit sorry for the complainer; but my pity won't help your grade, either).
Actually, a lot of students have complained bitterly about many of my requirements, which always makes me curious about their background since I'm not asking anyone to built an F-22 Raptor from spare parts in their garage (that being written, if you actually build a fully-functional, combat-ready [including guided missiles, pilot in-helmet display, stealth evasion capabilities, thrust vectoring, etc.], F-22 from parts in your garage and document that you were able to do so during the semester, I will give you an A regardless of the work you've done in the course).
I'm especially surprised that students that have complained that they have to ask a question of their classmates--is it really that hard to ask a direction question? If this answer is "yes," then college might not be for you. Asking a question is another way to probe your mind further and to help you think critically. Again, this goes along with my general belief that college is a place to grow and learn, not a place to "have it your way"; the way you've been doing things all along. My guess is that a lot of this complaining to due to frustration when they see my reply: "...but I didn't see a directed question for your classmates that would prompt for an in-period answer?" They're frustrated with me for enforcing the rules. Take heart, complaining student; I'm frustrated that I don't receive a nickel every time I have to type this question out...
In summary: Your education is more important to me than my comfort... If you haven't seen my overall policy on arguing for grades, you can click here.
Actually, a lot of students have complained bitterly about many of my requirements, which always makes me curious about their background since I'm not asking anyone to built an F-22 Raptor from spare parts in their garage (that being written, if you actually build a fully-functional, combat-ready [including guided missiles, pilot in-helmet display, stealth evasion capabilities, thrust vectoring, etc.], F-22 from parts in your garage and document that you were able to do so during the semester, I will give you an A regardless of the work you've done in the course).
I'm especially surprised that students that have complained that they have to ask a question of their classmates--is it really that hard to ask a direction question? If this answer is "yes," then college might not be for you. Asking a question is another way to probe your mind further and to help you think critically. Again, this goes along with my general belief that college is a place to grow and learn, not a place to "have it your way"; the way you've been doing things all along. My guess is that a lot of this complaining to due to frustration when they see my reply: "...but I didn't see a directed question for your classmates that would prompt for an in-period answer?" They're frustrated with me for enforcing the rules. Take heart, complaining student; I'm frustrated that I don't receive a nickel every time I have to type this question out...
In summary: Your education is more important to me than my comfort... If you haven't seen my overall policy on arguing for grades, you can click here.