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puaypeowng

Kenisha Thompson's Theory Paper - 0 views

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shared by puaypeowng on 14 Jun 07 - No Cached
  • Our class text supported my initial theory of the goal by stating that collaborative learning is the instructional use of small groups where students contribute to maximize each other’s learning.
    • puaypeowng
      puaypeowng on 14 Jun 07
       
      besides the use of small groups, do you think you should also make some mention of the over-arching goals of collaborative learning presented in the class text (i.e. raising the achievement of all students; building positive relationships among students; and providing students the necessary experiences for healthy social, psychological, and cognitive development, etc)?
    • Kenisha Thompson
      Kenisha Thompson on 17 Jun 07
       
      I agree. There should be some mention of how collaborative learning impacts the training experience for all learners.
  • I realize that in leadership courses, critiques indicate students enjoy and learn more from the small group activities as opposed to the larger group discussions
    • puaypeowng
      puaypeowng on 14 Jun 07
       
      I think that is very true. In the Army, we usually assign trainees to groups no larger than 5 or 6 since that is the size which the group will be able to perform at a optimal level.
    • Kenisha Thompson
      Kenisha Thompson on 17 Jun 07
       
      I also think that in that size group, each person is able to participate actively in the learning experience.
  • My initial theory regarding conditions necessary for collaborative learning was that in order for collaborative learning to be effective, the expectations must be clearly stated and all students must understand and agree to them.
    • puaypeowng
      puaypeowng on 14 Jun 07
       
      I think that is very true. It is important to make the learning objectives very clear to the learners as well as to ensure that they are willing participants in order for the collaboration to be effective and successful.
  • ...3 more annotations...
  • Our class text addresses the fact that explanation of intended learning outcomes increases the likelihood that students will focus on the relevant concepts of the lesson. The greatest adjustment to my theory regarding conditions has been the justification by empirical data.
    • puaypeowng
      puaypeowng on 14 Jun 07
       
      Will you agree that there are several other key factors that can be considered as the conditions underlying that of effective collaborative learning, such as positive interdependence; individual and group accountability; promotive interaction preferably face-to-face - to make members of the group personally committed to each other as well as to their mutual goals; interpersonal and small-group skills; and self assessment of group functioning.
    • Kenisha Thompson
      Kenisha Thompson on 17 Jun 07
       
      I agree. I must admit that I was minimizing my words because of the 800 word maximum. I could have put more information from the articles.
  • Although these tools are effective and have shaped my theory regarding accountability, I will not be able to incorporate their use in Naval Leadership. There is no grading criteria or consequences if a student does not participate as much as others.
    • puaypeowng
      puaypeowng on 14 Jun 07
       
      I agree with you in that I will not probably not use them myself in the Army for the same reasons you have mentioned :)
    • Kenisha Thompson
      Kenisha Thompson on 17 Jun 07
       
      In my feedback, Allan mentioned that I may be able to impart some rewards for participation. Classroom incentives may work here.
  • Personal Experience My previous theory and the foundation of my thoughts about collaborative learning were based on my experience as a Naval Leadership facilitator. The nature of facilitation encourages collaboration between students and the facilitator, who serves more as a “conversational shepherd” than a teacher. The students also collaborate during activities and games with their peers. The only portion of the course that is not collaborative is the e-learning assigned for homework
    • puaypeowng
      puaypeowng on 14 Jun 07
       
      I think that the use of "Personal Experience" section is a very nice way to present to the gist of your previous theory paper to the reader. I like it very much.
    • Kenisha Thompson
      Kenisha Thompson on 17 Jun 07
       
      Dave, thank you so much for your feedback. I have really enjoyed working with you in this course.
  • puaypeowng on 14 Jun 07
     
    I think you did a great job in presenting your understanding of collaborative learning and still meeting the word limit which was a challenge to me...
Kenisha Thompson

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shared by Kenisha Thompson on 14 Jun 07 - No Cached
  • The purpose of this paper is to demonstrate the progress that I have attained over the last 5 weeks in the understanding of the design of online collaborative learning. I will attempt to do so by presenting and explaining my personal theory on collaborative learning and the factors that promote effective collaboration and produce successful learning.   In the following sections of the paper, I will “revisit” the personal experiences I have presented in my first theory paper where collaborative assignments were used. By restating each of my prior assumptions about the outputs, methods, and conditions that I believe are necessary to produce effective collaborative learning; I will then discuss how each of my assumptions are supported or challenged by what I have learned in the course so far. Last but not least, I will proceed to discuss how and why the assumption has or has not changed.
  • personalities of group members
    • Kenisha Thompson
      Kenisha Thompson on 14 Jun 07
       
      When you say consider the personalities of group members, do you mean just being "aware" of what they are or using them to match or team people up?
    • puaypeowng
      puaypeowng on 16 Jun 07
       
      Well, I think I did not explain myself very clear in my final personal theory paper because I would have busted the 800 words limit "BIG TIME" if I were to do that :) For considering the personalities of grroup members which I have explained in my 1st Personal Theory paper, I meant the considerations that the instructor will have to make while assigning the members to the group (for instance, being a less dominant person, I am considered the "easy-going" type of person. However, I have had experiences in a group setting where there are 2 very dominant individuals who want to be the one to "call the shots". In the end, the learning process and outcome for the group as a whole suffered due to the conflicts that resulted from these 2 individuals with very strong personalities.)
  • This is especially true in my case where our true strength lies not in the individual soldiers but in the collective group of soldiers that are working as an effective fighting unit.
    • Kenisha Thompson
      Kenisha Thompson on 14 Jun 07
       
      Great tie-in to your personal experiences.
    • puaypeowng
      puaypeowng on 16 Jun 07
       
      I think in the Army or any uniformed service for that matter, we the individuals that make up the fighting units often have to sacrifice our individualities for the collective purpose.
  • ...1 more annotation...
  • I think it is important to note that the assumptions in my first theory paper are derived from my personal experiences in the Army which is more of a work/ performance setting rather than a learning setting. Therefore, they tend to focus less on the ideal learning outcomes for everyone in the group. Instead, my assumptions emphasized more on the need to maximize the performance of the group by getting the most appropriate person to do the tasks required.
    • Kenisha Thompson
      Kenisha Thompson on 14 Jun 07
       
      I had a similar point to this in my paper. I think the greatest difference in the military environment is the fact that not having the right person for the job can cost someone their life or health. The talents and skills of leaders determine their roles. In collaborative learning, each student could quite honestly take a leadership role and thrive. Great thought process and insight into how you guys do it in the Army.
    • puaypeowng
      puaypeowng on 16 Jun 07
       
      Well, thanks for your comments. As I had commented in your paper, I concurred with you especially on how things are "operated" in the uniformed services.
mnwestbrook

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shared by mnwestbrook on 13 Jun 07 - No Cached
  • Collaborative learning is meant to provide an active learning experience that increases each learner’s understanding of the material.
    • mnwestbrook
      mnwestbrook on 14 Jun 07
       
      What is your assumption regarding outcomes? Is the first sentence of this paragraph your assumption.
    • Sharisse Turnbull
      Sharisse Turnbull on 17 Jun 07
       
      Yes, that was one of my prior assumptions regarding outcomes of CL.
  • Conditions  
    • mnwestbrook
      mnwestbrook on 14 Jun 07
       
      Very good! You listed your assumptions regarding the conditions of collaborative learning at the beginning of your paragraph. This allows for me to compare your assumptions to your actual experience with debate activities.
  • Introduction
    • mnwestbrook
      mnwestbrook on 14 Jun 07
       
      The word count for you paper was 766, I would like to see you elaborate more on collaborative learning outcomes and compare your assumptions of collaborative learning to that of the learning outcomes of your debate. I noticed that you listed the requirements of collaborative activities and the effects of collaborative learning but what about your assumptions?
    • Sharisse Turnbull
      Sharisse Turnbull on 17 Jun 07
       
      The requirements and effects listed were my assumptions about CL. In the first paper, I elaborate on each of them more. They were quite specific, and right on point. However, in order to meet the word limit, I really had to trim the old stuff to make way for the new. He really should have increased the word limit, considering the fact that we were adding on to and justifying our previous assumptions. I will try to add as much as I can within the limit. Thanks.
  • ...4 more annotations...
  • In addition to my previous assumptions, I realized other conditions that most be considered when planning CL activities.
    • mnwestbrook
      mnwestbrook on 14 Jun 07
       
      Perfect! I like how you were able to tie in additional conditions that you manifested from your collaborative learning activities.
  • I will then discuss my previous assumptions
    • mnwestbrook
      mnwestbrook on 14 Jun 07
       
      Would it be possible to list your prior assumptions in your introduction?
    • Sharisse Turnbull
      Sharisse Turnbull on 17 Jun 07
       
      Previously, I discussed about 12 assumptions contributing to successful collaborative learning. Therefore, I decided to restate them in the appropriate section of this document.
    • mnwestbrook
      mnwestbrook on 17 Jun 07
       
      It would've been nice to see those 12 assumptions in your second theory paper. Perhaps Dr. Jeong will allow the next class to review both theory papers in Diigo so that the reviewer can assess the papers as a whole.
  • My assumptions were that it is important to have: -         a detailed structure, -         instructor monitoring, -         accountability that promotes cooperation, and -         peer comments (supportive/questions). 
    • mnwestbrook
      mnwestbrook on 14 Jun 07
       
      Elaborate on how these assumptions proved to be true for the debate activity.
    • Sharisse Turnbull
      Sharisse Turnbull on 17 Jun 07
       
      I talked about the after debate poll and neglected to elaborate on the actual debate. Good catch.
    • Sharisse Turnbull
      Sharisse Turnbull on 17 Jun 07
       
      For my own purposes, I am going to rewrite my personal theory. It won't be bound by lword limits, and will present a clear and complete picture of my theory.
  • Sharisse Turnbull on 13 Jun 07
     
    This paper contains my a summary of my theory based on things learned in EME 6635.
melissa wilson

Michele Wirt Theory Paper - 0 views

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shared by melissa wilson on 13 Jun 07 - No Cached
  • Supported by: Clark and Mayer, 2003 “The final examination test scores shown in Table 11.2….results showed best outcomes for learners working together and for learners who followed the structured study format.  The highest average was from the pairs that used a structured assignment.  From this study we learn that both collaboration and structure contribute to better learning.”
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I completely understand what you are saying and per the article, I can see how it would support your assumption. I would be curious to know whether any bias exists, such as in the study population. The study revealed that the best outcomes came from learners working together and for those who followed a structured study format, but was the entire testing population similar in ability to begin with?
    • mbw03e
      mbw03e on 16 Jun 07
       
      Good point there---I wondered something along the same lines, I guess the operative phrase here is "contribute to", rather than "ensure" or "guarantee".... The article did also state that other studies revealed dissimilar results.... mwirt
  • Learning styles that contribute to student diversity are in my view a lesser hindrance to CL than gender and personality types
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      Interesting point! I can definitely see learning styles not being too much of a hinderance, as each learner can work in areas they are best in. I can see personality as being much more of an issue, in regards to social aspects and working together. The one I'm not quite sure on is gender...can you please clarify how gender hinders CL?
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I apologize...I actually see your study noted above in the Collaborative tasks/methods section that addressed the effects of gender. Thanks!
    • mbw03e
      mbw03e on 16 Jun 07
       
      Ok-- It was also interesting to note the by-now-stereotypical reaction of females in mixed gender groups to be reluctant to perpetuate certain types of responses/conflict for fear of being perceived as "aggressive" or "dominating".... michele w.
  • “CL requires a lot of up-front planning and organizing, if the project is to be effective, and the outcomes measurable”   Supported by: Writing Quality Learning Objectives, Park University “Learning objectives (often called performance objectives or competencies) are brief, clear, specific statements of what learners will be able to perform at the conclusion of instructional activities. Learning objectives stem from course objectives; course objectives are broad statements reflecting general course goals and outcomes, while learning objectives are targeted statements about expected student performance.”
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I'm not quite sure how the evidence provided here supports the actual assumption about CL. The evidence appears to merely explain objectives, rather than reflect their correlation to effective CL.
    • mbw03e
      mbw03e on 16 Jun 07
       
      The integration of course objectives/goals/outcomes INTO the writing of the learning objectives to reflect expected performances requires that the instructor nearly take his or her course themselves; I tried to say that in my third column there, could use rewording, any suggestions? mwirt
  • ...3 more annotations...
  • The Constructivist and Situated Cognition theories of learning support CL in face-to-face and particularly online learning. 
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      Not quite sure how this fits in with the rest of the paragraph...is this needed?
    • mbw03e
      mbw03e on 16 Jun 07
       
      Hi Melissa! I guess I inserted that there because I didn't realize, in my original personal theory, that those particular theories supported CL, you are right it could use rewording--any suggestions? michele w.
  • Assumption Challenged/Supported by Change/NotChange
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I like the format! The paper was organized and arranged nicely!
    • mbw03e
      mbw03e on 16 Jun 07
       
      Cool, glad you think so---I wasn't sure it would fly with Dr. Jeong, but it kept me organized and my thoughts in order!! mwirt
  • Supported by: Achieving Coordination in Collaborative Problem-Solving Groups Brigid Barron Stanford University School of Education  “Although it may be true that in most conversations mutual knowledge can be assumed or “is readily established,” problem-solving conversations present special mutual knowledge problems. The ideas and terms are often new, or their relations to the eventual goal may be ambiguous (Schwartz, 1995; Schwartz&Barron, 1996). Further, what is taken to be understood may fluctuate as the current state of knowledge unfolds. Participants must keep track of what has been established and what has been revised. The relative fluidity and fragility of common ground demands ongoing attention to the ideas and partial understandings of participants.”
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I'm not sure that the coordination needed in CL relates as evidence to supporting the need of familiarizing students with simple or recognizable material upfront. Can you help me with the connection?
    • mbw03e
      mbw03e on 16 Jun 07
       
      When the students are new to a certain body of information, AND new to CL at the same time, there's a double learning curve--SO, establishing a "common ground" and a comfort zone for students is essential for learning to take place. As the evidence states, "problem solving conversations present special mutual knowledge problems"....Again, the third column tries to tell the tale, maybe needs rewording... mwirt
Robert Barton

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shared by Robert Barton on 11 Jun 07 - No Cached
  • In business where CSCL is more along the lines of CSCW, higher quality products are the ultimate goal. The other outcome, in both business and education would be the social gains acquired from executing the necessary behaviors to collaborate in ways that achieve assignment or team goals.
    • Robert Barton
      Robert Barton on 11 Jun 07
       
      (Robert Barton) A very informative paper Jesse. I'm unfamiliar with the acronym CSCW. In business, I don't believe there is as much emphasis placed on CL when compared to education. Employees are hired for a specific purpose and if working in a team environment, they may get together once a week, sometime once every two weeks. I work as a ID on a team of 12 (SME's and web developers) developing CBT. We may meet once every 2-3 weeks, as per the project manager. Most times, in business, the team knows what is required to accomplish a goal and they act accordingly. In education, the goals may seem unclear at first. They are ultimately satisfied one assignment at a time.
    • jgentile
      jgentile on 17 Jun 07
       
      Bob, I didn't realize you were in ISD? I'm sure you told me at one point. I got the CSCL and CSCW terms from an article we read or a web page I came across. Sorry I can't give you the link. I don't think there is a world of difference between the two. If you think of it, both CSCL and CSCW are collaboration... one just is colaboration on WORK tasks (cscW) and the other is collaboration on leanring tasks (cscL).
  • While space does not allow for it, the “conditions” category is only magnified when the topic of CSCL is introduced.
    • Robert Barton
      Robert Barton on 11 Jun 07
       
      (Robert Barton) Your comment regarding "conditions" has me curious. I understand your rationale for omitting it, but can you expound a little more on this topic, or possibly provide a link for further reading?
    • jgentile
      jgentile on 17 Jun 07
       
      Bob. Think first of the "conditions" that might need to be in place for f2f collaboration to occure. (Social skills, desk arrangements, willing students). When cooperative learning goes online and becomes CSCL, it seems to me that you only ADD conditions that need to be in place for healthy collaboration to be able to occur. You still need willing participants. You still need social skills to be a certain level in the collaborators. You still need activities arranged to envoke collaboration. On top of this, you need tech support, you need time issues to be ironed out, you need software that really supports rather than detracts from collaboration. Going from f2f collaborative learing, to CSCL... only adds more layers. It's not just moving from one type to another such that both experiences are pretty much just as hard or just as easy to pull off.
  • When collaboration goes online, “simultaneous interaction” no longer becomes necessary or even possible.
    • Robert Barton
      Robert Barton on 11 Jun 07
       
      (Robert Barton) I believe online simultaneous interaction is possible when participating in a synchronous chat. We've conducted a few and have interacted quite well :). Without researching PIES, has Kagan adapted his theory to include distance education?
    • jgentile
      jgentile on 17 Jun 07
       
      Bob, I didn't mean to say that "Simultanious Interaction" was not possible online. You are right that it is possible and we have done some of that ourselves already. What I was getting at was that with my old PIES view of collaborative learning, I didn't have a category of asynchronous collaboration online. Kagan's theory was developed in f2f classes. Think of your typical public school room. In that type of environment, you want as many students simultaniously acting as possible. When you go online, via CSCL, and use an asynchronous medium.. then the word simultanious goes out the window. SO... that means that my theory needed to be a bit more flexible. I needed to be able to take the S out of PIES... or be able to stretch the theory to encapsulate asynchronous environments as well.
mbw03e

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shared by mbw03e on 17 Jun 07 - No Cached
  • socially, politically, militarily and economically.
    • mbw03e
      mbw03e on 17 Jun 07
       
      Hi Melissa, Looks like we're paired up again to review one another's final personal theories on CL. This sounds like an interesting project for students--from your description it sounds like there are either groups of 4, for the social, political, military, and economic aspects of a particular decade, OR 4 groups, one for each? If the latter is the case, are there "roles", as in the formative/formulating/fermenting etc. types of role assignments, within each group? michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      The students actually work in groups of 4 and must examine the social, political, military and economic aspects of their assigned decade. Depending on the number of students in the class, there may be more than 4 to a group, but 4 of course would be ideal. I honestly never assigned roles as I had not really examined this aspect of collaborative learning. However, I am looking at doing this in the future.
  • nonlinguistic and linguistic representation measures.   
    • mbw03e
      mbw03e on 17 Jun 07
       
      I'm curious as to what the non-linguistic measures are--you mean as in visual aids, to accompany the verbal presentation? michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      This is one of Marzano's 9 essential learning strategies. He defines it as the following: According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity. Applications: * Incorporate words and images using symbols to represent relationships. * Use physical models and physical movement to represent information. A lot of times this was through visual aids.
  • retention, motivation and reasoning skills. 
    • mbw03e
      mbw03e on 17 Jun 07
       
      We have a big push for measurable outcomes at our community college, via the SACS reaccreditation board standards, mostly. How would you suggest measuring these 3 outcomes? michele w.
  • ...4 more annotations...
  • The fourth essential element requires teaching students interpersonal and group-skills.  I initially overlooked teaching this element; however, a lack of social skills was addressed as an element that could be detrimental to cooperative learning.  Cooperative learning is not an easy process.  It requires group members to “provide effective leadership, make decisions, build trust, communicate, manage conflict, and be motivated to do so,” (11) and this is something some individuals may need guidance on.  The last essential component noted is group processing. 
    • mbw03e
      mbw03e on 17 Jun 07
       
      Melissa, I overlooked this as well, I took the students' resistance as resistance to learning or thinking about how they learn, rather than resistance to social interaction. How will you address this in your classes in the fall? Maybe you can steer me in the right direction...!! michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      Michele, I'm honestly still thinking about this one and here is why... This past year (being my first year), I tended to let the students pick their own groups. Therefore, the amount of resistance I had to put up with was very little, as it was their own choices. However, I think the usage of roles can assist in this-maybe one person as a team leader, one as a conflict resolution specialist, one as a secretary/communicator-just a thought, but still one in progress because this next year, I will assign groups I believe.
  • too.
    • mbw03e
      mbw03e on 17 Jun 07
       
      missing a word here maybe.. mw
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      Thanks!
  • One instructional strategy I will consider in the future is role assignment.  As Johnson et al point out, “roles prescribe what group members can expect from each other and ,therefore, what each member is obligated to do” (34).  Roles divide up functions and can increase the efficiency and effectiveness of the group.
    • mbw03e
      mbw03e on 17 Jun 07
       
      M, That role assignment is tricky business--after completing a workshop several years back, I tried using the role cards for reader, recorder, checker of understanding, and one other I can't remember now. I paired the roles with an assignment that was probably innappropriate, and things kind of crashed. I learned. Will you have base groups as well? These are great because if you have the students for the 9 weeks or all year (I don't know) then they'll have a base to return to which helps with CL. michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      I have students for one semester. I do like the idea of base groups, as the students get to know each other and how each other work, and I don't have to wait for students to form groups. It does concern me a bit though, as high school students, and especially mine, are not as mature, responsible and overall, as hard-working as this class was. I am concerned about issues arising within groups and how to deal with that issue-for example, I had one student in my first class who honestly, the rest of the kids just didn't like, because of his attitude. Therefore, finding a group for him to work in was quite a feat each time. So is it fair for a group of students to have to work with another all semester who they don't get along with? On the role issue, I was thinking pretty basic. For example, a team leader in charge of reporting anything to me and turning everything in...a secretary in charge of notating daily tasks, logging work, conversations, etc....something along that line-again, I'm still refining a lot of this! Heck...I'm refining a lot after my first year of teaching! :)
  • The students must be fully aware of the task at hand.  Students must have a clear understanding of the assignment, its objectives and its outcomes for effective collaborative learning to take place.  Students need procedures explained to them, examples provided and any questions answered.  It is important for the instructor to “relate the concepts and information to students’ experience and learning” (41).  
    • mbw03e
      mbw03e on 17 Jun 07
       
      I think you mentioned that this was your first year of teaching (?). Based on your comments here, it sounds like you'll be able to show future students some examples of what your just past students have done to give them some of this prior understanding...? michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      I have a whole file cabinet full! :)
  • melissa wilson on 17 Jun 07
     
    Michele, Thanks for the notes!
Sya Azmeela Shariff

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heidi paper schroeder theory

shared by Sya Azmeela Shariff on 13 Jun 07 - No Cached
  • both the socials skills and the student learning of the topic should be equal
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 14 Jun 07
       
      This is a good point, Heidi. I agree with you. However, could there be any other resources that could supportthis assumption?
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 14 Jun 07
       
      This is a good point, Heidi. I agree with you. However, could there be any other resources that could support this assumption?
    • heidis
      heidis on 16 Jun 07
       
      Hi Sya, That's a good question. I don' t think I have read anything that states this point straight out. However, most all of the readings that we had in this course talked about how important group projects are for teaching students to work together. This makes me think that it holds a high place in the reasons for assigning collaborative work. I guess it is my common sense that says gaining knowledge of a subject area is also very important in group projects. Thinking back to teaching spanish, while part of the reason I assigned group work was to help students communicate and work together, the main objectives of the course focused on learning Spanish. In order for me to be a good steward of the students' time in Spanish class I needed to provide activities that helped them learn Spanish! I guess that is why I think the weight of these two areas may be equal - it is very important that students learn to work together and that they learn the subject matter =)
  • discourage instructors from writing out instructions that are “too clear”
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 14 Jun 07
       
      I think it is good if instructors are not able to write instructions that are not "too clear" for students, however, the instructors need a lots of practice in doing so. It may take them a couple or more of experiences in writing and organizing collaborative activities before they can finally write instructions that are good enough.
    • heidis
      heidis on 16 Jun 07
       
      Hi Sya, I think you are definitely right on target here. As a teacher, I usually followed the pattern of accidentally giving very vague instructions, then going overboard the next year and making too many limitations and parameters on the activity and then finally the 3rd year on an activity I would start to find a nice middle ground. I think that the methods we are learning in our programs here at FSU would help to alleviate this issue and possibly help us to get it closer to right on the first try! Following a pattern that includes some evaluation and learner analysis early on should be very helpful in this process!
  • In the future I may include the use of a Venn diagram in the assignment
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 14 Jun 07
       
      I believe that this is a good way to approach students in using diagrams or mind maps. I am a visual person and totally agree that in one way or another we should incorporate the use of diagrams / mind maps in our classes. You must be a great teacher, Heidi!
    • heidis
      heidis on 16 Jun 07
       
      Hey Sya, Thank you - that is very nice to hear =) I think it's important to incorporate multiple ways of explaining and organizing information - each person seems to have such different strengths. I appreciate the ideas and suggestions provided by our text, instructor, and other students in this class. We have gained a wealth of resources in varying activities for group projects.
heidis

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shared by heidis on 12 Jun 07 - No Cached
  • The purpose of collaborative learning is to help people learn to work together successfully on substantive issues.
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 17 Jun 07
       
      I didn't get any messages for this highlighted text. I'm assuming that you made corrections to my sentences. Thanks Heidi :)
  • following factors are important
    • heidis
      heidis on 16 Jun 07
       
      (Heidi) I like that you listed conditions that are dependent on the instructor, students, and available technology. I think this is important because in order for collaborative learning to be successful in an online environment I think you probably need a good combination of all 3 - the structure from the instructor, buy-in from the students, and technology that can accommodate group interaction sufficiently!
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 17 Jun 07
       
      Thanks Heidi. I'm glad you agree with my opinions. But I strongly believe that the student have to have self-initiative and motivation to drive them to do their best in online learning.
  • peer assessment really helps me to reflect upon my contribution to the team project
    • heidis
      heidis on 16 Jun 07
       
      (Heidi) I think that taking time to reflect and synthesize material is important any time a person is learning something new. I agree that the peer assessment activity also allowed each of us to think through our own experiences and involvement in the project and was a great time to reflect. Do you think it is the Peer Assessment or Reflection that is a main condition to collaborative learning?
    • Sya Azmeela Shariff
      Sya Azmeela Shariff on 17 Jun 07
       
      Come to think of it, peer assessment is just a tool that helps students to rate their peers. The results of these assessment helps to boost their confidence and motivate them to do better. Although it may not be an important factor, it may help to improve the collaboration activities.
  • ...1 more annotation...
  • it is not easy to organize such activities
Sharisse Turnbull

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shared by Sharisse Turnbull on 12 Jun 07 - No Cached
    • Sharisse Turnbull
      Sharisse Turnbull on 13 Jun 07
       
      You have done an excellent job of relating your assumptions to your past experiences. Your paper is almost 450 words over the limit though! The word count requirement hindered me from elaborating on my personal thoery. In contrast, I see that you chose to sacrifice meeting the requirement in turn for a thorough and insightful paper. Nevertheless, how would modify this paper to meet the 800 word limit? (Personally, I would have liked a higher maximum or maybe even no limit at all.)
    • mnwestbrook
      mnwestbrook on 17 Jun 07
       
      I was constantly checking my word count while I was typing my theory paper, but the closer I got to 800 I realized that I wasn't even close to being finished. If I had to modify my paper to meet the 800 word limit I guess would simplify my prior experiences with collaborative learning and not restate my assumptions as much as I did
  • Conditions
    • Sharisse Turnbull
      Sharisse Turnbull on 13 Jun 07
       
      I like that you started by presenting lessons learned through course material, and followed it with a supportive experience. This will help you and other readers see the application of these concepts.
  • participating in small-group activities develops higher-order thinking skills
    • Sharisse Turnbull
      Sharisse Turnbull on 13 Jun 07
       
      How did these conditions develop higher-order thinking skills in this experience? What were they?
    • mnwestbrook
      mnwestbrook on 17 Jun 07
       
      Participating in small group activities promotes dialogue that entails questions and answers. Questions promotes critical thinking i.e. higher order thinking skills. Some question and answer sessions that take place in small group activities may not occur in face to face learning, which is why it is may be more beneficial to learn collaboratively.
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