prompts

The assignment was to "deepen the response" by creating a handy list of ready-to-use prompts to be used for certain activites in the online course. We want to encourage more complex thinking and substantiated responses instead of the "I agree" or "Me too" responses.

Facilitators must utilize critical-thinking strategies to select communication entries that impact the dialogue most directly. “All moderators contend with two recurring issues: Dialogues that lose focus or are conceptually murky; and dialogues that “wallow in the shallows,” missing areas in which the potential for deeper insight abounds” (Collison et al. p. 127). As facilitators, we need to use digging-deeper strategies to shift the plane of discussion, make connections, and allow multiple perspectives of the topic.

The list below includes ready-to-use prompts that instructors can use with particular activities in the online coursework. Some of these prompts are specific to encouraging more complex thinking and substantiated responses when the discussion posts begin to sway towards “I agree” or “Me too”.

· How do we know ______ is accurate or measurable?

· How do we know ______ is beneficial? (specific to circumstance; provide evidence)

· Why do we really need to consider this issue?

· To whom is this concern of interest or relevance?

· Does anyone else have an “aha!” moment to share in this topic or any other areas?

· Do you think you have learned from this experience? Why or why not? (this is specific to an experience the student has listed)

· How are you growing or changing from this experience?

· So, how about you? Do you agree with this definition or statement?

· How would you handle this situation?

· Can you share an example of this with the class?

· What does this mean to you personally or professionally?

· What changes do you need to make to accommodate this new learning experience?

· You explained new technology being used. How is this different for you? (learning style)

· How are you different as a learner in this online community?

· How do you anticipate this will affect your learning in the future?

· Since you’ve described a positive experience, can you share a negative experience as well?

· I want to encourage everyone to use the subject line as though it is the title of a book.

· Excellent point. How do others see _____ applying to this course or situation?

· Anyone want to play the Devil’s Advocate?

· Tell us more about this topic. I am very interested in how this _______.

· Do your experiences, good and bad, as a student impact the kind of medical dosimetrist you will be?

References:

Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Critical Thinking Strategies. In Facilitating Online Learning: Effective Strategies for Moderators,p. 127-164.Madison, WI: Atwood Publishing.