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Yellowdig is a

discussion platform that connects learners and empowers educators.

Why Yellowdig?

 

"Online programs are exploding all over the world. The need for digital communities to support the rapid online growth is increasingly important."

 

- Ravi Bapna, Associate Dean, Executive Education,

Carlson School of Management, University of Minnesota

Students Learnin'
Screenshot

Backed By Research

 

"8% decrease in student dropout 

when Yellowdig was introduced" (equivalent to 163 students saved)

-  Large, non-profit, public, state university

 

"78% increase in student participation when we used Yellowdig in place of the LMS discussion board"

-  Large, for-profit, fully online university

 

 

Yellowdig By The Numbers

100+
Colleges & Universities
150K+
Learners
5-10K
New Learners Per Month

Yellowdig's Popular Features

 

 

Yellowdig provides an Analytics Dashboard for both learners and instructors. Learners see how they stack up compared to classmates, and which areas of participation they can improve upon. Instructors see class participation levels, common themes being discussed, and a topic heat map.
Yellowdig integrates with any Learning Management System, by connecting via LTI. Yellowdig can live in the LMS sidebar, either as a standalone feature, or in place of the "Discussions" tab, or within the "Assignments" tab. The location of Yellowdig is up to the organization.
Yellowdig meets the Family Educational Rights and Privacy Act (FERPA) standards. Learner and instructor data is owned by the organization (you), and not by Yellowdig. We do not sell or manipulate your data, and Yellowdig actions / boards are not searchable online. Everything in Yellowdig is completely private. At the same time, Yellowdig does provide colleges, universities, or companies with access to our API -- allowing individual organizations the ability to analyze their own data in whichever way, shape, or form they see fit.
Administrators and instructors have the ability to set "participation thresholds" for their learners. For example, "If a learner doesn't log in to Yellowdig in 6 days, please send them an automatic email reminder to participate." These customizable threshold settings assist in preventing learner dropout. By catching learners before they forget to meet scheduled due dates for participation, we find learners don't drop a class 10 days in after missing their first week's participation grade (simply in fear that they won't earn a perfect score).
Administrators and instructors have the ability to enable Yellowdig's automated point system. The point system can be customized and configured to meet the goals of every individual instructor, or can be set at an organization-wide level by Instruction Designers or other administrative parties. Learners earn points by posting, commenting, receiving comments, receiving feedback, likes, loves, etc. This point system helps spark the initial conversations in Yellowdig, and drives engagement to new levels.
Similar to familiar social media, Yellowdig offers learners and instructors the ability to @mention other users in comments and posts, to drop hyperlinks from articles into posts (automatically embedding a thumbnail image), share videos, like, love, bookmark posts, and more. Additionally, #hashtags can be used to organize content organically as conversation builds.
Administrators and instructors have the ability to enable "anonymous posting" in Yellowdig. As a result, learners are able to become anonymous at any point (to post or to leave a comment on another post). While learners appear anonymous to their peers, administrators and instructors can always see the identity of any user. This anonymous feature is great for providing candid peer feedback, or to discuss sensitive topics as necessary.
When Yellowdig is integrated with the LMS, this integration includes the option of grade book integration. By linking Yellowdig to the LMS grade book, instructors are able to collect participation grades in Yellowdig automatically (based on the customizable Yellowdig point system, set by the instructor). Yellowdig 'points' are automatically converted to a percentage of the overall course grade, based on the instructor's assigned value for Yellowdig within the overall course grade structure. This automatic grading saves instructors multiple hours of time each week.

Testimonials

  • "Working as an adjunct has its rewards, but when the experience is enriched with new learning on my part too, it is even better. I wanted to take a moment to tell you that in 13 years of trying to encourage student interaction online in discussion forums, none has been as positive as this one with the piloting of Yellowdig. I am serious. The level of student comments about their own learning... caused me to look forward to the times when I was interacting with them too... I hope that LCU will keep Yellowdig so I can use it again in the Fall."
  • "It allowed individuals and teams to create a set of reading for themselves. It allowed them to show me and show others how they were formulating their thinking. You got this real insight into the behind the scenes, and [as an instructor] that's having an influence on your decision making. I don't know almost any application that can do that in the classroom."
  • "I have to let you know that I use Yellowdig on Canvas in my Microbiology course. Students and I post and discuss articles related to course concepts. It induces private but extremely active and inclusive discussions and helps students connect and apply course concepts to the real world and to understand new research. It's a great way to institute scientific reading practices, give the introverts a voice, keep up with new developments, and to give students a platform to express their opinions in a comfortable, familiar, non-intimidating way. They can earn a small amount of extra credit but they continue participating even when they have met their credit limit showing me that they love this component. It enhances my class immensely and the student feedback has also always been positive about it."
  • "[Yellowdig] helps instructors extend the range of topics that can be covered in a course, beyond what is listed in the syllabus... [Yellowdig] brought new perspectives to the class. It helped me create new content for the course, and was much more interesting than assigning readings. [Yellowdig] helped me to enhance the quality of my teaching."
  • "Yellowdig is so effective and reliable that I use it for about 25% of the course grade. Yellowdig has strengthened my engagement with the students. They are out there watching, participating, engaging and creating a much stronger relationship by using Yellowdig outside of class hours. It also allows me to make my class high tech and high touch.”
  • "With Yellowdig I have a situation where anytime there’s anything that happens in the real world that relates to the course, like Facebook acquiring Oculus, a student pins an article on the topic and it is automatically shared with all the other students. So it really minimizes my work in sharing that information with others. All the dissemination of information outside the classroom happened through Yellowdig."
  • "Yellowdig (1) evolves class participation into real student engagement, where every student is engaged and has a voice; (2) facilitates a warm class, students can post additional articles and comments, which prepares them better for class discussion; (3) provides good learning analytics on 'how and when students are using Yellowdig', the way they are building on each other’s ideas, and whether the individual pins and comments are being favorably received by the class."
  • "Essentially I use [Yellowdig] as a way to tell students: Whenever you want to talk about anything, whenever you want to raise an issue, whenever you want to flag something, whenever you want to bring something relevant to your own industry-- that’s your opportunity to enrich discussion based on examples that you find to basically support or contradict what I teach in class... The main value for me is that it’s a constant flow of newer and fresher examples. So rather for me to think about taking the most recent concept that I taught and finding examples in reality, I have students continuously digging and looking and trying to find examples and bringing examples and getting to very heated discussions. It’s a great way to make sure that students are involved in between classes with a course, so continuing to think about a course and apply the main concepts and how they apply in between classes. They take responsibility for bringing and thinking about how the concepts apply and engaging the discussion among them, which is really the main goal. So how do you frame an argument, how do you make your case, how do you respond online? All of these elements-- bringing your topic, taking responsibility, and learning how to argue-- are very important aspects [of Yellowdig]."
  • "At the end of every semester I ask students what they thought about Yellowdig, and overwhelmingly, they prefer it to the discussion board that they would be using otherwise on Blackboard. I don’t even use the discussion board on Blackboard. We only use Yellowdig in my classes. Yellowdig has enhanced the class certainly. I think it’s more vibrant. I’m happier being there. I don’t dread going into the discussion board and just feeling like I’m counting people’s words... And I feel like I can talk about the content and address misconceptions where they are happening, versus after something is due... Most online classes have discussion boards but I found that I wasn’t looking at the discussion until the day I had to grade it. And I was was grading based on looking at how many words they wrote, if they were on topic and how many people they responded to. Yellowdig has been really great for me because it allows me to jump into the conversation and see what people are doing. And I do it every day."
  • "We’ve had so many faculty who have said, 'Move all my discussions to Yellowdig.' I mean, people really love it. They really want to figure out a way to incorporate it into their course, which is really fun because we have had faculty in the past who have not been [as] creative want to add it into their course. And so it kind of allows us to start a whole conversation with them about creative teaching and different teaching strategies."
See Yellowdig in Action - Request a LIVE Demo

Join Top Institutions

 

Yellowdig licenses it's online discussion platform to colleges, universities, online program management companies (OPMs), massive open online course delivery platforms (MOOC providers), and beyond. From an individual instructor to a campus-wide rollout, join Yellowdig's top institutional clients.

 

 

  • Arizona State University
  • University of Michigan
  • Wharton School of University of Pennsylvania
  • Massachusetts Institute of Technology
  • University of Nebraska Lincoln
  • Northwestern University
  • UC Berkeley Haas School of Business
  • Villanova University
  • UCI Merage
  • University of Minnesota, Carlson School of Management
  • Drexel University LeBow College of Business
  • Fort Hays State University
  • University of Pittsburgh Katz Graduate School of Business
  • University of Pennsylvania
  • Massachusetts Institute of Technology X
  • Strayer University
  • Bryan University
  • Lubbock Christian University
  • University of Nebraska Omaha
  • University of California Office of the President
  • University of Vermont
  • Susquehanna University
  • University of South Alabama
  • University of Florida Warrington College of Business
  • Noodle Partners
  • Midwest College of Oriental Medicine
  • Saint Catherine University
  • Singapore Institute of Technology