Structures for asynchronous online discussions (Protocols Part 2)

I have been using discussion protocols in my on-campus and online courses (see Protocols Part 1 posting for protocols for on-campus use). I like discussion protocols because they provide a structure for engaging students in critical thinking about topics and issues. These protocols also help me encourage balanced voices in which all students share their perspective. I originally learned about discussion protocols from two very useful books:

McDonald, J., Mohr, N., Dichter, A., & McDonald, E. (2003). The power of protocols: An educator's guide to better practice. New York: Teachers College Press.

Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass.

What I share below are descriptions of my modifications of various protocols for use in facilitating asynchronous online discussions (synchronous discussions addressed in a subsequent post in this series -- Protocols Part 3). If you (and your students) are tired of conventional Q&A sessions, debates, or conversational role-playing (such as devil's advocate), these structures may be helpful.

Structures for Asynchronous Discussions
These protocols help students interpret and reflect on readings, but you can also use them to focus students’ discussion of case studies or a current event in the news. For these protocols, it is best to have students work in discussion groups of 4 to 5, with each group provided access to their own threaded discussion forum.

The Final Post
(Modified from McDonald et al.’s The Final Word protocol)

Steps:

1. Each student identifies one of the most significant ideas from the reading, illustrated by a quote. (Ask each student to prepare a back-up quote in case another student in the small group has already posted their first choice.)


2. Each student starts a new thread by posting a quote from the text that particularly struck her or him. The student points out where the quote is in the text. In less than 100 words, the student describes why that quote struck her or him.


3. Each student responds to that quote and what the original student said, using no more than 50 words. The purpose of the response is to expand on the original student's thinking about the issues, to provide a different look at the issue, to clarify thinking about the issues, and to question the original student's assumptions about the issues.


4. After each student in the group has responded to the original post, the first student has the “final word.” Using no more than 50 words, the original student then responds to what has been posted, sharing what she or he is now thinking about the issue, and her or his reaction to what the other students have posted.


5. This process continues until everyone has had the opportunity to have the “final word.” This means that 4-5 discussions are happening simultaneously within a particular timeframe (say, 3 days to 1 week), or that they are happening one at a time (each discussion over 1-2 days).

The Last Post
(Modified from McDonald et al.’s The Last Word protocol)

Steps:

1. Each student identifies one of the most significant ideas from the reading, illustrated by a quote. (Ask each student to prepare a back-up quote in case another student in the small group has already posted her or his first choice.)


2. Each student starts a new thread by posting a quote from the text that particularly struck her or him. The student points out where the quote is in the text, but does not explain why that quote struck her or him.


3. The rest of the group discusses the quote, why it is significant, what it means, and so on. Specify an amount of time for this discussion, such as 2 days.


4. After each student in the group has participated in a discussion about the quote, the first student has the "last word.” In no more than 100 words the original student shares why she or he thought it was significant, and sharing what she or he is now thinking about the issue, and her or his reaction to what the other students have posted.


5. This process continues until everyone has had the opportunity to have the "last word.” This means that 4-5 discussions (depending on number of students in a group) are happening simultaneously within a particular timeframe (say, 3 days to 1 week), or that they are happening one at a time (each discussion over 1-2 days).

Posting the Crux of the Matter
(Modified from McDonald et al.’s Crux of the Matter protocol)

Steps:

1. Set up four new threads: Sentences, Phrases, Words, and Insights. Designate a time frame for the discussion, such as 2-3 days.


2. First round: Each student posts a sentence from the reading that she or he feels is particularly significant in the Sentences thread. Each new post must be unique; in other words, if another student has already posted a particular sentence, other students should not post it again.


3. Second round: Each student shares a phrase that she or he feels is particularly significant in the Phrases thread. Each new post must be unique; in other words, if another student has already posted a particular phrase, other students should not post it again.


4. Third round: Each student posts the word that she or he feels in particularly significant in the Words thread. Each new post must be unique; in other words, if another student has already posted a particular word, other students should not post it again.


5. In the Insights thread, the small group discusses what they understand about the reading based on what everyone has posted, and any new insights about the reading.

Note: When using a protocol, it is also very helpful to debrief the activity with the whole group. This can help reinforce what students have gained and learned from the discussion, and explore any remaining questions.


Designated Readers
(Modified from Brookfield & Preskill’s Designated Listeners protocol)

1. At some point in the course, each student takes on the role of the designated reader.


2. During an online discussion, the designated reader does not contribute (except to ask for clarification of someone else’s posting).


3. At the end of the discussion, the designated reader is responsible for summarizing the online discussion. (Note: You can require a specific word count for summaries, such as 250 words, to help designated readers write concisely.)

This protocol promotes active “listening” during online discussions because it requires the designated readers to read all postings, look for themes and differing perspectives, ask clarifying questions, and summarize what has occurred during the discussion in a way that values everyone’s contributions. Especially when written concisely, these summaries also serve to help the group feel a sense of closure, making it easier to move on to the next discussion.

Related posts in this blog:
Discussion ground rules
Don’t jump into discussions
Engaging quieter online students
Small groups reporting out to the large group?
Karma (or inspiration) points for discussion assessment
Beyond debates and conversational roles (Protocols Part 1)
Structures for synchronous online discussions (Protocols Part 3)
Structures for small groups reporting out to whole group (Protocols Part 4)