How to Use Discussions within Learning Contexts

Oddly enough, of all the Web and Learning 2.0 tools available, the ability to support threaded discussion groups is the most useful. Wikipedia currently offers an excellent definition:

A threaded discussion is an electronic discussion - in which the software aids the user by visually grouping messages. Messages are usually grouped visually in a hierarchy by topic. A set of messages grouped in this way is called a topic thread or simply "thread". A discussion forum - is said to have "threaded topics" if it groups messages on the same topic together for easy reading in this manner. Moreover, threaded discussions typically allow users to reply to particular posting within a topic's thread. As a result, there can be a hierarchy of discussions within the thread topic. Various types of software may allow this hierarchy to be displayed in what's called Threaded Mode. (The alternative being Linear Mode, which typically shows all of the posts in date order, regardless of who may have specifically replied to whom.)

View more of the Wikipedia description here.

From a learning context, how they can be blended-with or attached-to other learning objects are what really make them powerful. Discussions can be used as pre-work, post-work, or breakouts to transition and bind self-paced training to the instructor-led, while supporting conversation around various blogs and wikis. From a peer to peer level, setting up discussions that query and prompt a community response is a great way to socially harvest information while sharing with those who may also benefit from the interaction. Most discussion groups require a facilitator or virtual instructor who takes responsibility for keeping the discussion's focus on-topic while promoting further response and conversation. Depending on the situation, seeding discussions with initial questions, responses, and comments while preparing content in-advance can fertilize activity within the discussion. Some examples of usage follow:

Focused Discussions:
These are a no brainer and are therefore the most popular. What is key is ensuring the topics of the discussion are directly related to the learning objectives. Focused discussions can prep your learners for upcoming events, serve as a breakouts between sessions, or keep the conversations going and relevant to the job long after any formal learning activity. If the discussion tool supports threaded mode, participants will be able to branch into sub-topics where appropriate.

Note-taking:
Great synchronous activity - while in-class, take notes, but not in your notepad or to a doc on your laptop, but within a note-taking discussion group. Later, participants of the discussion can share and compare notes. The instructor can correct, provide, and get feedback if appropriate. Everyone benefits.

Homework:
An instructor gives an assignment - the learner is asked to post it within a homework discussion room. Great for group assignments, but if privacy is required due to concerns regarding sensitivity or copying - have them submit homework in password protected zip packages or set-up 1:1 discussion rooms between the instructor and each learner.

Brainstorming Sessions:
Typically a breakout or between session activity, a brainstorming session may be assigned as an activity where learners are asked to apply content they just learned to resolve an open-ended scenario or existing problem at their workplaces. If the tool has the ability to freeze idea threads as they are posted - even better as this functionality supports the brainstorming philosphy of "no idea is a bad idea."

To-do Lists:
To-do lists are a great follow-up to a learning event. The learner just took a course, now have them publicly post what they will do with their new knowledge, skills, and abilities. While others read, they may be inspired to do the same, the similar, or completely innovative based on the sparks that are lit.

Goal Planning:
Goal planning discussions are an excellent post-work activity where learners must turn learning objectives from a course into SMART goals they will achieve on the job. (SMART = specific, measurable, attainable but difficult, relevant, and time-framed.) Goals set by others can motivate participants to set similar goals or build on their ideas. Coaches and or peers can review and provide feedback.

Action Planning:
In the last activity participants identified their goals - an action planning discussion is where they can collaborate and plan on how to achieve those goals with their managers and supervisors. Great way to transform what was learned into practice.

Scorecards:
Great post-work activity where teams are required to post business metrics relevant to how the content that was learned is improving efficiencies, productivity, sales metrics, or any other measurable outcome related to the learning experience and job context. Scorecards, scoreboards, and dashboards work on the premise that what gets monitored changes and when combined with learning activity, provide a very powerful feedback and reinforcers. You might have them brainstorm on what to measure and how prior to this... Bottom line - these really work and managers who send their employees to training love them.

Lounge:
Classroom based training typically offers a lounge, lobby, cafe, or even water cooler area where participants can take a break. As learning experiences become more electronic, we may need to provide virtual learners with a virtual lounge area so they can take that break and come back fresh into the learning experience. If you are concerned about the type of discussion that may take place, provide guidelines and moderate as required.

Wrapping:
Wrapping using a discussion thread is the truly packaged and blended learning experience. The entire learning activity can be coordinated through discussion if appropriate - from scheduling, to preparation, and evaluation. Keep the discussions relevant by embedding links, attaching appropriate materials, providing feedback, and facilitating discussion on relevant topics that speak to the learners needs. Instructors can assign pre-work, breakout sessions, home work, and post-work around self-paced or live learning events.

Of course, there are other ways to use discussions as part of the blended learning experience. Membership in an ongoing discussion can be leveraged as a reinforcer to learning. They can be used as an incentive to participation and or completion where access to subject matter experts and peers with similar problems or experience is perceived as a benefit. In sum, use discussion threads to expand the digital tribe through social contact and by tying formal learning to the informal.