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Analysis of discussions on a site called Piazza suggest that requiring students to post an introduction can improve the amount of discussion on the boards, while heavily-graded discussions can lead students to "grind for grades" instead of authentically participate.

I think dismissing "best practices" entirely is a bit extreme, but there are some good points about reflecting and adapting if a "best practice" isn't producing the outcome you want. What's really great in this article, though, is the way Bonnie Stachowiak talks about drawing inspiration from high profile exemplars for practices when can be authentic to her style.

As this profile of a tech-savvy French teacher shows, finding a way to bring a passion project into the classroom can create a more authentic experience for both professors and students.

"A meta-analysis of 62 studies involving 11,837 students indicated that... students participating in SL programs demonstrated significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance. ... Furthermore, as predicted, there was empirical support for the position that following certain recommended practices--such as linking to curriculum, voice, community involvement, and reflection--was associated with better outcomes." (This link requires Kenyon authentication; the full citation is doi: 10.1177/105382591103400205 Journal of Experiential Education September/October 2011 vol. 34 no. 2 164-181.)

A broad ranging survey of best practices, unlikely successes, and unacknowledged challenges in the critique of student work that stresses the importance of authentic communication that directs both the students and the instructors themselves on how to improve their work.