One of the key processes within an online discussion board or a live webinar is encouraging the students to see the links between their different perspectives and keeping the conversation going until they fully explored the topic. This is called weaving. It is a useful process for you to learn but also to teach your students to help them become independent learning groups.
What is weaving?
This is a process of monitoring what students are discussing to identify any gaps and any lack of sustained engagement with the topic. Then creating a short post or verbal discussion that outlines the main points so far. Remember to only weave if the discussion has slowed down, needs reviving and there is more to explore
It will typically involve;
- having a prepared list of areas or perspectives that the students may discuss in the activity,
- reading or listening to a group discuss a topic and keeping notes on what areas of the topic have been discussed and by who,
- speaking or writing a post that;
- thanks those that have contributed so far,
- covers what has been discussed, by whom, picking out useful quotes from the discussion,
- clarifies what they have covered so far,
- links all students together, particularly those who have only made limited contributions,
- encourages them to continue, perhaps including hints of areas yet to be explored,
- is concise, using bullet points,
- ends with an open question
Example
“Student A writes: Students often ‘demand’ online environments use for distributing notes & PowerPoint presentations, perhaps sometimes to the detriment of teaching. Few of my colleagues go beyond document distribution: some use the announcements section to email the class directly, but it’s part of my job to broaden the use of online where it can be fruitful for both staff & students.
Student B writes: I haven’t really strayed past document distribution and group email. I mentioned in my Arrival’s message that I tutor a Maths module via blended learning, last semester being my first. The students told me they found Maths a subject less suitable to this type of learning. I want to improve my skills and hopefully develop ways to help the students better.
The weave: So . . . everyone, quite a few thoughts there, based on some mixed experience of VLEs as learning tools. A sense that there are real possible advantages, coupled with perhaps potential disadvantages. Obvious advantages for distributing material, but a lurking sense that there is unrealised potential, if only we could unlock it.”
(Salmon, 2011)
Summarising is a key activity for supporting students on a discussion board or online webinar. Once the process of weaving (see above) is complete and the discussion is drawing to an end it is very useful to summarise. This process can be done by a tutor or by an appointed student within the group.
What is summarising?
- Picks out main points. In a discussion board you can use the text to help you understand where the conversation has gone. In a live webinar you may need to keep notes.
- Useful for revision. This process can be useful for students when revising, remind them of this as it can help them realise the importance and utility of online engagement.
- Includes quotes. It is always good to recognise the work of others and to acknowledge it including that of students where possible include excerpts in quotation marks to recognise students either explicitly or anonymously.
- Correct any misconceptions. Misconceptions may have occurred during the discussion and it can be useful to use the summary to correct any of these and offer links to further information.
- Provide positive feedback. Provide positive feedback particularly at the early stages of developing the learning relationship as it will help motivate the students to keep going.
- Areas of agreement and disagreement. You may wish to highlight any areas within the debate where there was no resolution and possibly offer a continued conversation on this or further information to help students explore this area.
- Uses bullet points. Online discussions are usually very concise, use bullet points to help students access the essence of the continuing conversation.
- Avoid slang. Your students may be from many different backgrounds and countries so try to avoid using any local slang or explain it if you do.
Example
A summary at the end of a discussion on encouraging online engagement.
“We were asked to compose a brief message as if to a participant in one of our own courses someone who had not yet contributed to our online sessions to encourage them to take part.
What came across were warmth and encouragement reassurance and no big stick waving as we couldn’t always know what lay behind the seeming reluctance.
Everybody sought generally to reassure the latecomers by for example: checking that all was okay (and prompting the late Comer to respond), stressing that their contribution would be valued, and offering help (private if necessary) if the student was experiencing any problems (Lauren, Neville, Zane)
Reassurance that using the technology really was not difficult (and hints and tips were there to use) and that it was good for keeping students informed and for tracking progress. Give it a go, was the message! (Una, Brenda, Pierre)”
(Salmon, 2011)
