For Initial Postings, You Should Pick One Point
For Initial Postings You Should Pick One Pointonly One Pointfro
For initial postings, you should pick one point...ONLY ONE POINT... from the assigned material to highlight on this discussion board (DB). Please choose the most meaningful point in the material and explain why it was personally important. You may then engage the rest of the class by discussing that point or bringing up other points from the material that you found meaningful.
All initial postings must be made by Wednesday evenings at 11:59PM in order to receive credit. Make sure to make at least three postings: your initial post and two responses to classmates. You will not be able to view other initial postings until you have posted yours first. The discussion boards are open starting at 12:01AM on Monday of the designated week and close at 11:59PM on the following Sunday.
This is a link book User [email protected] password qwer1234 one page
Paper For Above instruction
The discussion board activity outlined for this course emphasizes critical engagement with assigned materials through a focused and personal sharing approach. The core requirement is for students to select a single, most meaningful point from the assigned reading or material and articulate why it resonates personally, thereby fostering an authentic connection and understanding. This method encourages depth over breadth, as students are directed to choose only one point to highlight, rather than listing multiple points or offering superficial comments. By doing so, learners are prompted to reflect critically on the significance of the chosen point within the context of the course material, enhancing both comprehension and personal relevance.
Additionally, the activity promotes active participation through subsequent responses to peers, requiring a total of at least three posts—one initial post and two responses—within a specified timeframe. The deadline for initial posts is Wednesday at 11:59PM, establishing a structured window for participation that encourages timely engagement. Furthermore, the design of the discussion board ensures that students are motivated to contribute substantively; they must post their initial comments before viewing others’ contributions, prioritizing original thought and reflection.
This method of assessment aligns with best practices in online discussion facilitation, which aim to foster meaningful dialogue, critical thinking, and peer interaction. By encouraging students to focus on one point and explain its personal significance, the activity helps develop skills in reflection, argumentation, and digital communication. Overall, this approach not only assesses students' understanding of the material but also enhances their ability to connect academic concepts to personal perspectives, making the learning experience more engaging and authentic.
References
- Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
- Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view. Cengage Learning.
- Salmon, G. (2013). E-moderating: The key to online teaching and learning. Routledge.
- Gulbahar, Y., & Guven, G. (2008). The role of online discussion in online learning. Turkish Online Journal of Educational Technology, 7(1), 62-70.
- Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.
- Harasim, L. (2012). Learning theory and online technologies. Routledge.
- Bonk, C. J., & Graham, C. R. (Eds.). (2006). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
- Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 31(4), 51-55.
- Rheingold, H. (2012). Net Smart: How to thrive online. MIT Press.
- Schwartz, L. M., & Solomon, G. (2014). Teaching digital literacy. Journal of Media Literacy Education, 6(2), 65-70.