As long as it is still too hot to do much else than sweat (no AC) as I listen to the roar of the many fans, I might as well try to get a handle on another assignment as when the heat breaks I need to go into a big push mode to make up cognitive time loss on the course project. Previous summers I would just pack up and be off to a library or coffee shop and set up for hours of intense working. Not this summer due to the pandemic. I need to sweat it out at home and rearrange time and activities to match what the heat does to mind and body.

Once again I need to do a bit of searching on terms to know what the assignment is about. This time its Claim, Connect, Action feedback approach. Yes, I can guess what that is but I’d rather have some sense of confidence that I’m correct. I’ll start with ReVISION Learning – oh, interesting. When I check out the ABOUT US I see my professor is one of the contributing consultants. That should serve as a credibility check. First, Claim, Connect, Action feedback appears to be used for observing and giving feedback on teaching. I understand the class assignment as applying it to feedback on students’ online discussion posts. Brief takeaway then: Feedback (on discussion post) needs to include: Claim(s) against specific attributes of the post (this I would assume would be based on a rubric students are given for what a discussion post should include); Connect the claim(s) to the actual observation (as in mention both the rubric criteria and specific wording in the post); and give Actionable suggestions (how that particular post might be edited to better match a given level of the rubric … here I assume it might be better to make suggestions that would move the student to the next level up … not necessarily to the top level).

Now I need a rubric. There are lots of rubrics on the Web. I do a search w/.edu and look at anywhere from a half to a baker’s dozen. In this case I see a range of quite simple to complex … the complex ones look to me more like they are intended to score a decent length paper rather than a discussion post. A few are titled rubric but I would call them checklists with points. Others seem very general (quality of post, relevance of post, contribution of post) … and a bit too-open for scorer-bias. I’m drawn back to one that is, to me, a checklist. I go back to one I’ve used before … summarize the body of posts, add a new interpretation or clarification or illustration or thought-line, bonus – summarize own post with a question that can prompt additional posts. I do another search for scoring checklists + .edu. First one up has thirteen criteria [really?].

The rubric522-Discussion-PostRubric

The prompt – View the following video [6:38] While viewing, pay attention to buzz-words, the illustrated flow and consequences, and personal actions presented. Are there parallels on a more personal f2f basis? Be sure to review the rubric before posting your response.


Post Both on Your Blog

  1. What can we do to re-center online discussions in the voices of our students?

Goldstein, A. (2020, July 16). Students need the skills to find their voices in online classrooms. Philadelphia Public School Notebook.

Kominiak, T. (2016, August 24). How to amplify student voice in curriculum discussions. K12 Insight.

Markel, S. L. (2001, Summer). Technology and education online discussion forums: It’s in the response. Online Journal of Distance Learning Administration, IV(II).

  1. What makes you angry, why?

Headlines and emails, according to my husband. But not all headlines and emails, and more than headlines and emails. The common thread is actions and words I view as unjust. I have been like this since a child – maybe that’s why some adults said I was born old. When I felt it necessary, stood up for classmates to peers, teachers, and administers. I’ve caught a fist a few times and had a drawer and a trash can thrown at me and a few other meannesses. I survived.