A) A description of the course, including goals and objectives
The name of this course is an Introduction to the Master’s Level E-learning Program. This course will help to prepare educators to teach online courses and incorporate technology in their own classrooms. The length of this course will be 8 weeks.
The goals and objectives are as follows:
Goal- Basic Computer Knowledge
Objectives- The objectives for this goal will be for the learners to learn the following: (a) Microsoft Office Word 2007, (b) open/close and save documents, (c) cut/paste and print information, (d) create an e-mail, (e) send/receive e-mail, (f) attach files on e-mail, and (g) search for different web addresses.
Goal- Manage an appropriate technology classroom environment
Objectives- The objectives for this goal will be for the learners to learn the dos and don’ts of using technology use in the educational setting. The learners will also create a list of computer rules and regulations, along with a schedule for their classroom.
Goal- Increase understanding of technology
Objective- The learners will use technology every opportunity they get.
Goal- Create educational lessons that utilize technology
Objectives- The learners will incorporate online tools such as Skype, blogger.com, and Slideshare when necessary. The learners will also use a promethium board in their lessons. The learners will use real world examples for their students. The learners will incorporate technology across the curriculum. The learners will also provide collaborative technology opportunities for the students.
Goal- Use online resources and PowerPoint
Objectives- The learner will use appropriate search engines. The learner will also learn how to use PowerPoint and assign individual and group research projects that have to be presented using PowerPoint.
Goal- Learners will successfully complete the collaborative activity
Objectives- The learners will learn how to (a) interact appropriately with their classmates in the online chats and the video conferences, (b) show up to all classroom chats and video conferences on time, (c) will stay in the chats and video conferences for the required length of time, (d) provide feedback on the discussion topic in each classroom chat and video conference, and (e) to consult with each group member when needed.
B) Grade/Age/Learning Level of the Learners in the Course
This is a master’s level course for graduate school. The learners vary in age from around 23 years old to about 51 years old.
C) Background information on the Learners
This is the first class that these learners have taken completely online. Majority of the learners are non-traditional college students. The non-traditional college students have very little basic computer knowledge.
D) A clear description of each activity and why it is considered a collaborative activity
Collaborative Activity #1
The first collaborative assignment will be in the form of an icebreaker. The learners will need to provide a short introduction and post it on the discussion board. The learners will also need to create an account on blogger.com and post the brief introduction there. This is considered a collaborative assignment, because each learner in the course will be required to respond to at least two learners introduction on blogger.com.
Collaborative Activity #2
The second collaborative assignment is a Collaborative Online Chat. The group will be made up of five individuals. This is considered a collaborative assignment, because the learners will need to meet in a chat to discuss the discussion questions.
Collaborative Activity #3
The third collaborative assignment is a Collaborative PowerPoint Presentation. The group will be made up of three members. This is a collaborative assignment, because learners will have to work in groups to complete a Collaborative PowerPoint Presentation. The PowerPoint will need to be put on Slideshare.
Collaborative Activity #4
The fourth collaborative assignment is a Collaborative Online Video Conference. The group will be made up of four individuals. This is considered a collaborative assignment, because the learners will need to meet in a Video Conference to discuss the discussion questions.
E) A detailed description of the activity
Collaborative Activity #1
Learners, I’m pleased to have you in the course. The first collaborative assignment will require you to complete a brief introduction about yourself in a word document. Information that you need to include in your brief introduction will be your (a) family, (b) education, and (c) profession. Once you have completed it you will need to cut and paste it to the discussion board below. Then, you will need to create an account on blogger.com and post your introduction. The learners will have a week to complete this part of the assignment. During the second week of the course the learners will need to go to blogger.com and select two classmates’ posts to respond to. The learner’s response need to be a short paragraph. The learners will need to complete this by Wednesday of the second week of the course.
One of the goals for this assignment is Basic Computer Knowledge. The objectives are (a)
Microsoft Office Word 2007, (b) open/close and save documents, and (c) cut/paste information. The second goal for this activity is that the learners will increase their understanding of technology. The objective is that the learners will use technology every opportunity they get. Another goal that the learner will work on is creating educational lessons that utilize technology. The objective is to have the learner to use blogger.com.
This Collaborative Icebreaker Activity will be based on a 100 point grading scale for evaluation purposes. The learners will be able to earn 25 points by posting the introduction on the discussion board. The learners can earn up to 25 points for posting the introduction on blogger.com. The learners will also earn 25 points for each response on blogger.com.
Collaborative Activity #2
This collaborative assignment will require the group of five learners to meet in a classroom chat bi-weekly for at least an hour. The name of this collaborative/team activity is called Collaborative Online Chat. During these meetings the learners will need to discuss the following question: Why is technology important? Why are the benefits of e-learning? How can technology be used in your daily instruction? How should technology be used for appropriate research? The learners will need to coordinate a time to meet that is convenient for them. The collaborative group will be responsible for selecting one leader. This leader will email all dates and times. This leader will also lead and guide all classroom chats.
The goals for this activity are the students will collaboratively complete all required classroom chats. The objectives are (a) the learners will interact appropriately with their classmates in the online chats, (b) the learners will show up to all classroom chats on time, (c) the learners will stay in the chats for the required length of time, (d) the learners will all provide feedback on the discussion topic in each classroom chat, and (e) the learners will learn how to consult with each group member when needed.
The Collaborative Online Chat will be based on a 100 point grading scale for evaluation purposes. The learners will be able to earn up to 25 points for each chat, provided that the students are on time and provides feedback for the discussion topic. There will be a total of four chats.
Collaborative Activity #3
Collaborative PowerPoint Presentation group will be made up of three learners. Each learner will be having a task to complete. The assignment will consist of three different activities. The topic has to be related to education technology. One learner will be responsible for picking a research topic, receiving approval from the group, finding at least four scholarly articles related to the research topic, and complete a reference page. The second learner will be responsible for writing a three page paper, using at least three of the articles found by the first student. The third learner will have to check the paper for any errors or grammar mistakes, gather the highlights, and input them on a PowerPoint Presentation. The PowerPoint Presentation needs to be at least 10 slides long. The fourth learner will also need to design the PowerPoint Presentation. When the fourth learner has completed the project, the learner will need to send it to the group and the first learner will need to put it on Slideshare. The group will have two weeks to complete this activity. After assigning the collaborative groups, they will have two days to decide who will assume what role in the Collaborative PowerPoint Presentation.
The goals for this activity are that (a) Basic Computer Knowledge, (b) Increase understanding of technology, (c) the students will complete collaborative research on an educational topic of their choice, (d) present their findings in a paper, (e) complete a PowerPoint Presentation, and (f) the learner will work on is creating educational lessons that utilize technology.
The objectives are (a) The objectives for this goal will be for the learners to learn the following: (a) Microsoft Office Word 2007, (b) open/close and save documents, (c) cut/paste and print information, (d) create an e-mail, (e) send/receive e-mail, (f) attach files on e-mail, (g) search for different web addresses, (h) The learners will use technology every opportunity they get, (i) the students will learn how to work in collaborative groups and in order to meet deadlines, (j) the students will learn how to work collaboratively on a research topic of their choice, (k) the students will be able to develop a PowerPoint Presentation working collaboratively with each student, (l) the students will be able to complete their work using APA format, (m) the students learn how to consult with each group member when needed, (n) the learner will use Slideshare.
This Collaborative PowerPoint Presentation will be based on a 100 point grading scale for evaluation purposes. The students will be able to earn 20 points by cooperating and working in a collaborative group. The students can earn up to 20 points based on the content in the research paper. The students will be able to earn up to 20 points based on the overall writing in the paper. The students can earn up to 20 points based on the content in the PowerPoint Presentation. The group will be able to get a total of 20 points for uploading the PowerPoint Presentation on Slideshare.
Collaborative Activity #4
This collaborative assignment will require the group of four learners to meet in a classroom Video Conference twice through the course for at least an hour. The name of this collaborative/team activity is called Collaborative Online Video Conference. During these meetings the learners will need to discuss discussion topics related to the course. The learners will need to coordinate a time to meet that is convenient for them. The collaborative group will be responsible for selecting one leader. This leader will email all dates and times. This leader will also lead and guide all classroom chats.
The goals for this activity are the students will collaboratively complete all required classroom Video Conferences. The objectives are (a) the learners will interact appropriately with their classmates in the Online Video Conference, (b) the learners will show up to all classroom Video Conference on time, (c) the learners will stay in the Video Conference for the required length of time, (d) the learners will all provide feedback on the discussion topic in each classroom Video Conference, and (e) the learners will learn how to consult with each group member when needed.
The Collaborative Online Chat will be based on a 100 point grading scale for evaluation purposes. The learners will be able to earn up to 50 points for each Video Conference, provided that the students are on time and provides feedback for the discussion topic. There will be a total of two Video Conferences.
Wednesday, February 23, 2011
Tuesday, February 22, 2011
#10
Reflecting upon what you have learned or have not learned is a very important role in an educational setting and also in a professional environment. Joyes in Sinclair and McGrath (2008) stated that, “Reflection was seen as an issue at two levels: not only that of the target learners but also that of the e-tutors themselves” (p. 53). Conrad and Donaldson (2004) explained that through reflections instructors are able to see if their teaching methods or techniques are working. The learners are also able to reflect on what exactly they have learned and how it related to the course (Conrad, & Donaldson, 2004).
The instructors can then take the information from the reflections from their learners and improve the course for the next group of learners (Conrad, & Donaldson, 2004). Yu and Brandenburg (2006) explained that feedback from learners can be collected through (a) daily journals, (b) e-mails, and (c) at the end of the class. If the instructors solicit reflections after each lesson from the learners, then the instructors when have a chance to improve if needed before they continue to teach the current course. Mentkowski and Associates (2000) stated, “Where we can find the connections between our operational assumptions and our behaviors, decisions, and plans; where we can construct our identities and integrate different frameworks of practice” (p. 265).
Instructors that teach e-learning have to rely greatly on reflections that have been completed by the learners. These reflections reveal to the instructors everything the learners may have questions about or material that the learner completely did not understand. If the learners did not complete reflections, the only way the instructor will know if problems existed is when the assignments has been graded or if the learner contacts them directly and let them know.
When instructors are instructing in a face-to-face environment, they are able to take advantage of nonverbal cues that the learners may display. Through the nonverbal cues the instructors are able to see if the learners are looking puzzled as if they really do not understand the concept that the instructor is teaching. The instructor will be able to stop and try to clarify any questions or concerns at that time.
Instructors can welcome feedback from their learners. The instructors need to highly encourage it and explain to the learners that their feedback will assist them in future courses. Instructors can use reflection as a type of “ticket out the door” for the learners. Utilizing reflections are also another form of review for the learners. The learners are required to think about all the goals and objectives and compare them to what they learned.
Palloff and Pratt (1999) explained that when learners are working in collaborative groups the reflection process changes a little. Palloff and Pratt explained that the reflection is not only on the other learners and stated, “The learning process, then, involves self-reflection on the knowledge acquired about the course, about how learning occurs electronically, about the technology itself, and about how the user has been transformed by their new-found relationships with the machine” (p. 62).
In conclusion, reflections not only help the instructors, but also help the learners as well. Reflections help the learners to work on their critical thinking skills. Reflections are very important in an educational setting especially an online educational setting.
References
Conrad, M & Donaldson, J. A. (2004). Engaging the online learner:
Activities and resources for creative instruction. San Francisco,
CA: John Wiley & Sons, Inc.
Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating
learning,development, and performance in college and beyond. San
Francisco: Jossey-Bass.
Palloff, R., & Pratt, K. (1999). Building learning communities in
cyberspace: Effective strategies for the online classroom. San
Francisco, CA: Jossey-Bass.
Sinclair, B., & McGrath, I. (2008). Training e-tutors to support
reflection in online learners. Malaysian Journal of Distance
Education, 10(2), 51-68.
Yu, C., & Brandenburg, T. (2006). I would have had more success if…: The
reflections and tribulations of a first-time online instructor.
Journal of Technology Studies, 32(1), 43-52.
The instructors can then take the information from the reflections from their learners and improve the course for the next group of learners (Conrad, & Donaldson, 2004). Yu and Brandenburg (2006) explained that feedback from learners can be collected through (a) daily journals, (b) e-mails, and (c) at the end of the class. If the instructors solicit reflections after each lesson from the learners, then the instructors when have a chance to improve if needed before they continue to teach the current course. Mentkowski and Associates (2000) stated, “Where we can find the connections between our operational assumptions and our behaviors, decisions, and plans; where we can construct our identities and integrate different frameworks of practice” (p. 265).
Instructors that teach e-learning have to rely greatly on reflections that have been completed by the learners. These reflections reveal to the instructors everything the learners may have questions about or material that the learner completely did not understand. If the learners did not complete reflections, the only way the instructor will know if problems existed is when the assignments has been graded or if the learner contacts them directly and let them know.
When instructors are instructing in a face-to-face environment, they are able to take advantage of nonverbal cues that the learners may display. Through the nonverbal cues the instructors are able to see if the learners are looking puzzled as if they really do not understand the concept that the instructor is teaching. The instructor will be able to stop and try to clarify any questions or concerns at that time.
Instructors can welcome feedback from their learners. The instructors need to highly encourage it and explain to the learners that their feedback will assist them in future courses. Instructors can use reflection as a type of “ticket out the door” for the learners. Utilizing reflections are also another form of review for the learners. The learners are required to think about all the goals and objectives and compare them to what they learned.
Palloff and Pratt (1999) explained that when learners are working in collaborative groups the reflection process changes a little. Palloff and Pratt explained that the reflection is not only on the other learners and stated, “The learning process, then, involves self-reflection on the knowledge acquired about the course, about how learning occurs electronically, about the technology itself, and about how the user has been transformed by their new-found relationships with the machine” (p. 62).
In conclusion, reflections not only help the instructors, but also help the learners as well. Reflections help the learners to work on their critical thinking skills. Reflections are very important in an educational setting especially an online educational setting.
References
Conrad, M & Donaldson, J. A. (2004). Engaging the online learner:
Activities and resources for creative instruction. San Francisco,
CA: John Wiley & Sons, Inc.
Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating
learning,development, and performance in college and beyond. San
Francisco: Jossey-Bass.
Palloff, R., & Pratt, K. (1999). Building learning communities in
cyberspace: Effective strategies for the online classroom. San
Francisco, CA: Jossey-Bass.
Sinclair, B., & McGrath, I. (2008). Training e-tutors to support
reflection in online learners. Malaysian Journal of Distance
Education, 10(2), 51-68.
Yu, C., & Brandenburg, T. (2006). I would have had more success if…: The
reflections and tribulations of a first-time online instructor.
Journal of Technology Studies, 32(1), 43-52.
Sunday, February 20, 2011
#9
Any time real life scenarios are incorporated in class activities, it helps the learners to be able to relate to the course work. Through the learners relating to the course work, it helps them to also have a better understanding of the information. Palloff and Pratt (2004) explained that one way instructors can incorporate real life situations in collaborative activities is by having the learners to participate in role playing. Palloff and Pratt stated “Taking roles helps learners to ‘take a walk in the shoes’ of people they may actually be working with outside of the classroom and gives them practice in a safe situation before engaging in work in the ‘real world’” (p. 57). When a learner is able to play a role, they are often times given the opportunity to play the role that is completely opposite of their character. This can help them to maybe be more understanding of individual’s differences.
Palloff and Pratt (2004) explained that when instructor create a simulations for collaborative assignments, that it is directly connected to real life. Simulations can be assigned on a learner to learner basis or as a collaborative assignment. Palloff and Pratt stated, “Simulations can be as simple as the discussion example that follows or can take the form of more complicated, software-driven applications that allow students to work through the various stages of a problem or skill in order to master it” (p. 60).
Instructors can also use learner generated cases for a form of collaborative assignments. Palloff and Pratt (2004) explained that the learners collect case studies form their personal experiences. The learner’s group members will then be responsible for providing feedback on how the situation can be handled.
In conclusion, there are several ways instructors can create real life scenarios and incorporate them in collaborative assignments. The instructors need to remember that anytime they are able to incorporate real life scenarios into the course, the learners will be able to relate to the material.
Reference
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey-Bass, Inc.
Palloff and Pratt (2004) explained that when instructor create a simulations for collaborative assignments, that it is directly connected to real life. Simulations can be assigned on a learner to learner basis or as a collaborative assignment. Palloff and Pratt stated, “Simulations can be as simple as the discussion example that follows or can take the form of more complicated, software-driven applications that allow students to work through the various stages of a problem or skill in order to master it” (p. 60).
Instructors can also use learner generated cases for a form of collaborative assignments. Palloff and Pratt (2004) explained that the learners collect case studies form their personal experiences. The learner’s group members will then be responsible for providing feedback on how the situation can be handled.
In conclusion, there are several ways instructors can create real life scenarios and incorporate them in collaborative assignments. The instructors need to remember that anytime they are able to incorporate real life scenarios into the course, the learners will be able to relate to the material.
Reference
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey-Bass, Inc.
#8
Mason and Bruning (1999) stated the definition of educational feedback as, “Any message generated in response to a learner’s action” (p. 1). Meaningful feedback is highly important for all individuals that are trying to accomplish a task and would like to know how they are doing along the way. Immediate feedback from my instructors has always been great. The meaningful feedback helped me to realize what areas I needed to grow in and also the areas that I was doing well in. Feedback can be provided on a learner to learner basis or given to the class as a whole. With the meaningful and immediate feedback, I also knew what direction to take throughout the course. This also helped to have a more rich learning experience throughout most of my educational courses. Feedback in e-learning courses helps the learners through the educational process and helps them to become better learners. Feedback in e-learning courses also helps the instructors to teach each course better with the feedback that they received from previous courses.
Maki and Maki (2007) also found that e-learning courses are more successful when there is methodology present and chances for the learners to obtain feedback from their instructors along with feedback from other learners. Feedback is a form of communication and communication is the key to success in all online courses for both the learners and the instructors. Feedback helps the learners to be more engaged throughout the course. Wolsey (2008) stated, “In training, supervision, and educational settings, feedback is regarded as something with vaguely positive effects that helps along communication about expected outcomes and possibilities” (p. 311).
Smith (2003) explained that by telling the truth when providing feedback, whether that truth is good or bad, that you are in fact helping the learner. Smith stated, “You are showing them that you are taking their work seriously and giving poorly performing employees the chance to improve their performance” (p. 4). Smith explained that most individuals do not know how to give perceptive, meaningful feedback, however this is a skill that an individual can study and master. Smith provided the following helpful hints that instructors or managers can do to provide meaningful feedback: “Structuring the review, set the stage, make criticism constructive, provide examples, don’t forget the good, enable two-way communication; don’t limit feedback to one day per year” (p. 4).
Reeder (2010) explained that one way that instructors can have great e-learning courses is by asking for the learner’s feedback. Reeder stated that, “It will help you to spot problems, and improve course materials on the fly” (p.26). Asking for feedback from the learners let them realize that you are concerned with how they are doing and that you are concerned with what they think (Reeder, 2010). Wolsey (2008) explained that feedback can be provided in varies ways and the reason for the feedback can vary as well. This can be done through email, discussion boards, chats, phone conferences, web cams, or black boards.
Gallien and Oomen-Early (2008) explained that feedback has many benefits, however it may be difficult to instructors at times. Providing feedback can be very time consuming. Gallien and Oomen-Early explained what happens in a face-to-face class and stated, “Instructions, concepts, and feedback can be orally communicated in a relatively short period of time; however, in the online class, instructors must concisely communicate their thoughts in written words so every student clearly understands what is being communicated” (p. 464). Hackman and Walker in Gallien and Oomen-Earl found that when instructors provided feedback on a regular basis once assignments were turned in that the learners really enjoyed their classes.
In conclusion, feedback is great, whether it is in an educational setting or a professional environment. Feedback helps the learners. It is also a great tool that the instructors can utilize to improve their instructional methods.
References
Maki, R. H. and Maki, W.S. (Eds.). (2007). Online course. Handbook of
applied cognition (2nded.). New York: Wiley & Sons, Ltd.
Mason, B. J., & Bruning, R. (1999). Providing feedback in computer-based
instruction: What the research tells us. Retrieved from
http://dwb.unl.edu/Edit/MB/MasonBruning.html.
Gallien, T., & Oomen-Earl, J. (2008). Personalized versus collective
instructor feedback in the online courseroom: Does type feedback
affect student satisfaction, academic performance and
perceived connectedness with the instructor? International Journal on
E-learning, 7(3), 463-476.
Reeder, C. (2010). Keys to creating a successful online course for do-it-
yourselfers. Education Digest, 75(5), 24-27.
Smith, S. (2003). Giving employees meaningful, motivating feedback.
Westchester County Business Journal, 42(15), 4.
Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in
an online program. International Journal on E-Learning, 7(2), 311-329.
Maki and Maki (2007) also found that e-learning courses are more successful when there is methodology present and chances for the learners to obtain feedback from their instructors along with feedback from other learners. Feedback is a form of communication and communication is the key to success in all online courses for both the learners and the instructors. Feedback helps the learners to be more engaged throughout the course. Wolsey (2008) stated, “In training, supervision, and educational settings, feedback is regarded as something with vaguely positive effects that helps along communication about expected outcomes and possibilities” (p. 311).
Smith (2003) explained that by telling the truth when providing feedback, whether that truth is good or bad, that you are in fact helping the learner. Smith stated, “You are showing them that you are taking their work seriously and giving poorly performing employees the chance to improve their performance” (p. 4). Smith explained that most individuals do not know how to give perceptive, meaningful feedback, however this is a skill that an individual can study and master. Smith provided the following helpful hints that instructors or managers can do to provide meaningful feedback: “Structuring the review, set the stage, make criticism constructive, provide examples, don’t forget the good, enable two-way communication; don’t limit feedback to one day per year” (p. 4).
Reeder (2010) explained that one way that instructors can have great e-learning courses is by asking for the learner’s feedback. Reeder stated that, “It will help you to spot problems, and improve course materials on the fly” (p.26). Asking for feedback from the learners let them realize that you are concerned with how they are doing and that you are concerned with what they think (Reeder, 2010). Wolsey (2008) explained that feedback can be provided in varies ways and the reason for the feedback can vary as well. This can be done through email, discussion boards, chats, phone conferences, web cams, or black boards.
Gallien and Oomen-Early (2008) explained that feedback has many benefits, however it may be difficult to instructors at times. Providing feedback can be very time consuming. Gallien and Oomen-Early explained what happens in a face-to-face class and stated, “Instructions, concepts, and feedback can be orally communicated in a relatively short period of time; however, in the online class, instructors must concisely communicate their thoughts in written words so every student clearly understands what is being communicated” (p. 464). Hackman and Walker in Gallien and Oomen-Earl found that when instructors provided feedback on a regular basis once assignments were turned in that the learners really enjoyed their classes.
In conclusion, feedback is great, whether it is in an educational setting or a professional environment. Feedback helps the learners. It is also a great tool that the instructors can utilize to improve their instructional methods.
References
Maki, R. H. and Maki, W.S. (Eds.). (2007). Online course. Handbook of
applied cognition (2nded.). New York: Wiley & Sons, Ltd.
Mason, B. J., & Bruning, R. (1999). Providing feedback in computer-based
instruction: What the research tells us. Retrieved from
http://dwb.unl.edu/Edit/MB/MasonBruning.html.
Gallien, T., & Oomen-Earl, J. (2008). Personalized versus collective
instructor feedback in the online courseroom: Does type feedback
affect student satisfaction, academic performance and
perceived connectedness with the instructor? International Journal on
E-learning, 7(3), 463-476.
Reeder, C. (2010). Keys to creating a successful online course for do-it-
yourselfers. Education Digest, 75(5), 24-27.
Smith, S. (2003). Giving employees meaningful, motivating feedback.
Westchester County Business Journal, 42(15), 4.
Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in
an online program. International Journal on E-Learning, 7(2), 311-329.
#7
Palloff and Pratt (2004) stated, “In order to assess student performance in collaborative actively effectively, the instructor needs to understand basic principles of student assessment” (p. 41). To avoid confusion, Palloff and Pratt recommended that the instructor should allow the learners themselves to complete an assessment on how they felt like the completed the assignment. The learners should also be able to grade one another on how they think their group member performed. Palloff and Pratt also explained that the instructors should remember that with all collaborative activities the learner complete, that their activity should be graded as a whole and not on an individual bases.
Engstrom (2010) explained that problems can occur when the learners do not know what to expect from the beginning. Engstrom explained the importance of giving the learners a rubric by stating that rubrics, “Communicate expectations up front, serve as guide or model. Used for measuring success, but also provide ways for students to consider how to improve. Are not recipes; they specify the traits of performance rather than providing checklists for completion” (p. 19).
Another problem the instructors may face is not knowing how to grade the learners. This may be due to not knowing who played a role in actually completing the assignment and exactly how much work the learner completed in the collaborative assignment. The learners may be able to assist the instructors with this. The learners can have documentation for the group members that provided little or no help throughout the collaborative assignment. The instructor may be faced with having to answer questions about why there is a big difference in the learner’s grades for the assignment. The instructors may also be faced with the learners saying that they don’t want certain group members in their group. One way the instructors can avoid this is by letting the learners select their own collaborative groups.
References
Engstrom, M. (2010). Creating collaborative activities in online courses.
Retrieved http://www.umt.edu/xli/presentation/Creating%
20Collaborative%20Activities%20in%20Online%20Courses.pdf.
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey- Bass, Inc.
Engstrom (2010) explained that problems can occur when the learners do not know what to expect from the beginning. Engstrom explained the importance of giving the learners a rubric by stating that rubrics, “Communicate expectations up front, serve as guide or model. Used for measuring success, but also provide ways for students to consider how to improve. Are not recipes; they specify the traits of performance rather than providing checklists for completion” (p. 19).
Another problem the instructors may face is not knowing how to grade the learners. This may be due to not knowing who played a role in actually completing the assignment and exactly how much work the learner completed in the collaborative assignment. The learners may be able to assist the instructors with this. The learners can have documentation for the group members that provided little or no help throughout the collaborative assignment. The instructor may be faced with having to answer questions about why there is a big difference in the learner’s grades for the assignment. The instructors may also be faced with the learners saying that they don’t want certain group members in their group. One way the instructors can avoid this is by letting the learners select their own collaborative groups.
References
Engstrom, M. (2010). Creating collaborative activities in online courses.
Retrieved http://www.umt.edu/xli/presentation/Creating%
20Collaborative%20Activities%20in%20Online%20Courses.pdf.
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey- Bass, Inc.
Wednesday, February 16, 2011
Most of #6
There are many contributing factors that cause challenges when trying to start a collaborative assignment. Davis in Palloff and Pratt (2004) listed the following collaboration challenges, “Turf protection and mistrust, decision-making processes, limited resources, dropping out, reduced participation, broad representation, communication, solid leadership, time commitment” (p. 32). Palloff and Pratt compiled the following list to go along with the collaboration challenges: (a) individuals that play around, (b) computer problems, (c) class problems and/or restriction, (d) class setup, (e) staff and/or instructor’s problems, and (f) individual differences. The three collaboration challenges that I will focus on are (a) decision-making processes, (b) dropping out, and (c) communication.
Decision-making process is a very important role that everyone working together should take a part in. All the learners should have the opportunity to make decisions pertaining to the collaborative activity. Decision making should not be left up to just one person. Palloff and Pratt (2004) stated, “Decision-making processes: Groups need to determine how they will make decisions and hold to that process” (p. 32). Palloff and Pratt explained that in the very beginning it is important to discuss how the decisions will be made. This will certainly help with any confusion later. Learners should ask questions like: Does everyone need to agree with any decisions made? If most learners vote for something, does this mean that the change will be made (Palloff &Pratt, 2004)? Palloff and Pratt stated, “When leadership and decision making go well, collaborative processes go well” (p. 36). It is very important to settle all decision making questions in the beginning. Higgins (2007) explained some problems that could arise if it was not settled, “Driving a group of people to provide input, weigh benefits and costs, identify risks and ultimately make progress towards a goal can bring any project or team to a standstill” (p. 2).
Dropping out issues can leave a strain on the group. Once the learners have decided who would work on what part of the activity, it makes it difficult to add extra duties on top of what they have already been assigned. The learners in the class may already feel overloaded with their part of the activity and trying to figure out who would take on the extra part from the learner that dropped out can (a) cause a lot of wasted time, (b) added pressure, (c) a part of the activity to go lacking, (d) debates on who would have to do what, and (e) just an overall misunderstanding of the instructions. Palloff and Pratt (2004) stated, “Dropping out: Attrition is a problem in online group collaboration; shifts in membership as an activity is underway can cause significant problems” (p. 32).
Communication is the key to all successful partnerships. In order for a collaborative group to be successful the learners will all need to communicate with one another. Palloff and Pratt (2004) stated, “Communication: Groups working together collaboratively need to maintain open and regular communication so that all members feel included” (p. 32). Havard Du, and XU (2008) explained that in order for a collaboration to be successful, there must be communication coupled with collaboration. One way that communication can be successful is by the group selecting the perfect communication method, when collaborating online (Havard, Du, & XU, 2008). Walther in Havard, Du, and XU explained that with so many ways of communicating online, the learners have the possibility to feel as though they are face-to-face communicating. Zhang and Ge in Havard, Du, and XU explained that learners interacting with one another is very important by stating in regards, “To online collaborative learning, it indicates that online teams, with assistance from the instructor or an external moderator, should promote the use of media that better convey the notion of social presence in order to increase interaction among the members” (p. 39).
References
Havard, B., Du, J., Xu, J. (2008). Online collaborative learning and communication media.
Journal of Interactive Learning Research, 19(1), 37-50.
Higgins, J. (2007). Benefits of using online collaborative tools for project teams. Retrieved from
http://www.collegiateproject.com/articles/Online%20Collaborative%20Tools.pdf.
Decision-making process is a very important role that everyone working together should take a part in. All the learners should have the opportunity to make decisions pertaining to the collaborative activity. Decision making should not be left up to just one person. Palloff and Pratt (2004) stated, “Decision-making processes: Groups need to determine how they will make decisions and hold to that process” (p. 32). Palloff and Pratt explained that in the very beginning it is important to discuss how the decisions will be made. This will certainly help with any confusion later. Learners should ask questions like: Does everyone need to agree with any decisions made? If most learners vote for something, does this mean that the change will be made (Palloff &Pratt, 2004)? Palloff and Pratt stated, “When leadership and decision making go well, collaborative processes go well” (p. 36). It is very important to settle all decision making questions in the beginning. Higgins (2007) explained some problems that could arise if it was not settled, “Driving a group of people to provide input, weigh benefits and costs, identify risks and ultimately make progress towards a goal can bring any project or team to a standstill” (p. 2).
Dropping out issues can leave a strain on the group. Once the learners have decided who would work on what part of the activity, it makes it difficult to add extra duties on top of what they have already been assigned. The learners in the class may already feel overloaded with their part of the activity and trying to figure out who would take on the extra part from the learner that dropped out can (a) cause a lot of wasted time, (b) added pressure, (c) a part of the activity to go lacking, (d) debates on who would have to do what, and (e) just an overall misunderstanding of the instructions. Palloff and Pratt (2004) stated, “Dropping out: Attrition is a problem in online group collaboration; shifts in membership as an activity is underway can cause significant problems” (p. 32).
Communication is the key to all successful partnerships. In order for a collaborative group to be successful the learners will all need to communicate with one another. Palloff and Pratt (2004) stated, “Communication: Groups working together collaboratively need to maintain open and regular communication so that all members feel included” (p. 32). Havard Du, and XU (2008) explained that in order for a collaboration to be successful, there must be communication coupled with collaboration. One way that communication can be successful is by the group selecting the perfect communication method, when collaborating online (Havard, Du, & XU, 2008). Walther in Havard, Du, and XU explained that with so many ways of communicating online, the learners have the possibility to feel as though they are face-to-face communicating. Zhang and Ge in Havard, Du, and XU explained that learners interacting with one another is very important by stating in regards, “To online collaborative learning, it indicates that online teams, with assistance from the instructor or an external moderator, should promote the use of media that better convey the notion of social presence in order to increase interaction among the members” (p. 39).
References
Havard, B., Du, J., Xu, J. (2008). Online collaborative learning and communication media.
Journal of Interactive Learning Research, 19(1), 37-50.
Higgins, J. (2007). Benefits of using online collaborative tools for project teams. Retrieved from
http://www.collegiateproject.com/articles/Online%20Collaborative%20Tools.pdf.
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