How to Integrate DIWE Into Your Course

            It’s very important that you integrate the DIWE computer lab experience into the rest of course so that students recognize it as a meaningful learning tool.  Students typically seem to remember their conversations in DIWE Interchange quite well, and it is usually easy to re-ignite a debate or discussion that began as an Interchange.  There are, however, several specific ways to make sure the energy and learning in DIWE carries over into the regular classroom.

Handouts

It’s essential to create high-quality DIWE handouts.  You’ll probably want to limit what goes on the handouts.  If you give students too much—for example, an entire Interchange transcript—they probably won’t read it carefully.  Therefore, prune the Interchange transcript to cover key issues, major points of debate, or “model” comments.  If there were problems within the Interchange, you may want to include an example of a “less productive” exchange as well.  Once students are aware of the kinds of comments that are inappropriate in DIWE, they will be less likely to make them in the future.

Handouts do not need to be limited to Interchange sessions.  You may also want to create a summary sheet of “model responses” to the questions in a Respond sequence.  Try to use answers from several different students for each question.  Then, when you pass out the handout, ask students totake out copies of their own Respond answers and to compare their answers with the handout as you discuss the questions.

The handout can also work as the spark for discussion.  You might read a single post from an Interchange session, then ask the student who posted to say more about that comment.  Then, ask the class if they agree or disagree and why. 

Writing Activities

            If you are teaching a writing course, there are several specific ways to integrate DIWE into the writing process outside of the computer lab.  After a peer review session in DIWE, you might ask students what their new writing goals are now, after reading through a peer’s review of their work.  Or if you sense that your class may be reticent in discussing writing issues, have each student write down this information and turn it in to you in class or via the writing folder. 

            Another way to integrate DIWE and traditional classroom writing activities is to have students identify potential thesis arguments that were made in Interchange sessions.  For this activity, break the class into several groups of 4-5 people each.  Then, give each group an Interchange transcript.  Ask the group to review the transcript, looking for a claim that might be used as a thesis or modified to use as a thesis.  Ask the group to articulate why the statement makes an effective thesis.  If time permits, they might begin sketching an outline for a paper using that thesis.  Make sure to have each group share their findings with the class at large.  Last, remind the class that DIWE Interchanges are accessible to all class members, and that they may return to DIWE to find ideas and quotations for papers.  Be sure to review proper citation techniques for DIWE transcripts.  Incorporating DIWE into formal papers helps emphasizes the importance of the exchange of ideas within the classroom and cements the relationship between discussion and the writing process.