Skip to main content

Home/ Groups/ EME6635Summer07
anonymous

Povetkin. Erst Estrada, dann Klitschko - 0 views

  •  
    Alexander Povetkin war schonmal bereit, wollte schon einmal die Krone im Schwergewicht erboxen, alles war ins Kleinste geplant, dann das Aus. ">Boxen, Estrada, Klitschko, Povetkin, Schwergewicht,
anonymous

lexington top law firm pennsylvania, chicago, houston, new york etc - 0 views

shared by anonymous on 15 Nov 07 - Cached
  •  
    Information and resources about top law firm for software, patent, immigration, mesothelioma, marketing, internet, personal injury, salary, asbestos, vioxx, intellectual property, credit repair, international, maritime, litigation, bankruptcy, divorce and much more on pennsylvania, chicago, houston, new york, san diego, san francisco, atlanta, florida, toronto, texas, california, los angeles, new jersey, massachusetts, sacramento, cleveland, philadelphia  and more


anonymous

free and cheap domain hosting name registration web - 0 views

  •  
    Information and resources about  domain hosting web and free and cheap web name registration services, links, prices, domain provider recommendation and much more


anonymous

dedicated hosting managed site web - 0 views

  •  
    Information and resources about cheap dedicated web hosting site server services, links, prices, host provider recommendation and much more


anonymous

computer data file disaster recovery software, freeware and utilities - 0 views

  •  
    Information and resources about best data recovery softwar, freeware, utilities, tools, programs and services for hard drive, data raid, data disk, laptop, mac, ntfs, data center, backup, tape and all disarter files data lost.


anonymous

fatal brandy car accident report florida and new york - 0 views

  •  
    Information and resources about fatal car accident injury , lawyer and attorney, brandy, article and newspaper, report and statistics on florida, new york, michigan, chicago, massachusetts, louisiana, norwood, los angeles, minnesota, ohio, colorado, new jersey, california, florida, philadelphia, georgia and much more.


anonymous

asbesto attorneys, claims, contractors, lawyers and information - 0 views

  •  
    Information and resources about asbestos litigation, cancer, testing, removal, lawyers, mesothelioma settlement, asbestos exposure, management, asbestos lung cancer, asbestos abatement, disease, survey, contractor, siding, claim, poisoning and much more.

anonymous

OBSCURE IDEAS - 0 views

Allan Jeong

eme6635fall07 » PositiveInterdependence - 0 views

  • seek further information
    • Allan Jeong
       
      In particular, students do not seek out and report empirical data or findings to present evidence (and hard numbers and statistical findings) to establish the veracity of a claim or argument. So what you are really suggesting here is that each student should be assigned to read a research article and report its empirical findings to strengthen (or to disprove) the arguments posted to the debate.
  • Each student would have ownership of an argument because they would have some portion of responsibility to its
    • Allan Jeong
       
      This sounds like a pretty good idea, Mark.
  • 1) Resource Interdependence
    • Allan Jeong
       
      FORMATTING THE DOCUMENT: To make the text easier to read, I inserted a two column table immediately below the heading. Then, I inserted all the text under the heading into the second column so that all the text is indented below the main heading.
  • ...17 more annotations...
  • Teamsmanship Ratings
    • Allan Jeong
       
      I would say that this method is used to directly increase individual accountability given that students are asked to evaluate the performance of individual students. Nevertheless, some of the individual behaviors that are assessed and promoted in peer evaluations will indirectly increase inter-dependence. Overall, I guess its a toss up as to which category or function is performed by using this method.
  • A simple worksheet
    • Allan Jeong
       
      Maybe we can use a wiki to compile all the peer ratings into one single worksheet. I think that efficiency is a must here so that students can concentrate on the main task - building and defending their arguments. Any other ideas on how best to implement the peer review process? Another question: How many times do the student evaluate one another during each debate? Is this a summative or formative evaluation?
  • part of their participation
    • Allan Jeong
       
      How would the peer ratings count towards the students' participation score for participating in the debate?
  • Skills such as how to address arguments, rebuttals, or engage in conversation on the board during debate
    • Allan Jeong
       
      Perhaps one can present more social skill tips and/or training over the course of the semester so that students have all the prerequisite social skills by the time they participate in the last and the fourth debate in EME5457. The question is which specific social skills should be addressed in the course without committing too much time on this one activity?
  • Too many debates in a 16 week course
    • Allan Jeong
       
      Just a Point of information: There are a total of four debates in EME5457, dispersed over the 16 week semester.
  • formulate arguments
    • Allan Jeong
       
      I think that there should be a distinction made between an "intellectual skill" versus a "social skill". Formulating arguments and etc. is something I see as an intellectual/argumentation skill (like the "fermenting" skills or roles described by JJ&H). Social skills, on the other hand, is concerned with how to "present" an argument or a challenge without sounding sounding offensive or arrogant - presenting one's ideas in ways that maintains positive relationships between participants (e.g. focus on the issue not on individual personalities, etc.). Social skills are taught to help maintain positive social relationships.
  • the groups who had structured learning contracts
    • Allan Jeong
       
      I like how you stated the findings in terms of what Beichner "found" or "observed" in their study (as opposed to stating the finding in terms of a claim or position statement. This type of statement is more effective in establishing the credibility because it is explicitly linked to the study's findings.
  • instructors should provide guidelines
    • Allan Jeong
       
      This could also help reduce the amount of time students spend on producing a group contract, and therefore, reduce the work load placed on the students. One of my concerns is student's work load (which must be taken into consideration when we discuss any of the solutions proposed in this document. --Allan
  • 6) AUTORATING
    • Allan Jeong
       
      Note that this one is the same concept as that proposed in method #4 "Teammanship Ratings"
  • 12) SCAFFOLDING COLLABORATIVE ARGUMENTATION IN DISCUSSIONS
    • Allan Jeong
       
      This method could be presented or subsumed under the method "Assigning Roles" (Role Interdependence). Using message labeling is one way of implementing roles. Therefore, this entry could be presented under "Implementation Issues".
  • Pre-structured threads lead to more challenges per argument which result in more cognitive conflict which in turn leads to further inquiry by students
    • Allan Jeong
       
      It seems then that we are assuming that "positive interdependence" can be measured and/or defined in terms of how often presented arguments are challenged (therefore, groups are both working and "thinking" together)? I think this is a very useful way of looking at the meaning of the term "positive interdependence". --Allan
  • pre-structured discussion threads"
    • Allan Jeong
       
      Pre-Structured Discussion Threads = Instructor creates one discussion thread for posting Supporting Arguments. The instructor creates a separate thread for posting Opposing Arguments.
  • Lack of explanation or justification was number 8 in the list of weaknesses found in student's essays
    • Allan Jeong
       
      Thanks Pat for linking your analysis back to the weaknesses we identified in week 3. :-)
  • E-mail communications from the encourager and observer might be reserved for when sensitive feedback needs to be given
    • Allan Jeong
       
      Using email to perform this role is a good idea so that the number of message posted to the discussion forum is kept at more manageable numbers. I often perform this role myself by posting messages of this kind to a separate discussion thread located at the top of the forum titled "Instructor comments".
  • The optimum size should be determined on a number of factors
    • Allan Jeong
       
      Other factors include amount of content covered in the lesson, and the number of roles that must be performed to successfully complete the task.
  • ??? OUTSIDE ENEMY INTERDEPENDENCE
    • Allan Jeong
       
      I noticed that this method was not reported here in this group document. Check page 54 of JJH for the description. On impact, I would reference and report the effect size achieved from using "structured controversy" reported in the Johnson 2000 article. On the topic of how to implement this method (already implemented in the debate), maybe we can think of ways to use this method to improve the quality of the after-debate essay? --Allan
  • ??? ENVIRONMENTAL INTERDEPENDENCE
    • Allan Jeong
       
      Each debate team could share a wiki document to summarize and list all their arguments so that everyone is working off one shared artifact (or environment). As a result, the wiki would also serve to establish goal interdependence (creating one joint product, see p 53 in JJH textbook). I don't have any leads on any studies that show what impact this strategy has on the group's performance. However, you could by way of analogy refer to the Cho2002 study where they report performance gains when students focused their joint attention on a group concept map while engaging in a group discussion.
Allan Jeong

http://cscl.wikispaces.com/Summary of Weaknesses - 0 views

  • Weaknesses in the debate
    • Allan Jeong
       
      I think we should focus our efforts on addressing problems #1 and #10. Move your cursor on top of problem 1 and 10 to read my comments.
    • Allan Jeong
       
      I think we should focus our efforts on addressing problems #1 and #10. I analyzed the debate data using my software tool (http://garnet.fsu.edu/~ajeong/DAT) and found the following: 1) 2 of the 19 arguments did not elicit a challenge; 2) only 22 of the 64 challenges elicited a rebuttal or counter-challenge;3) only 5 of the 64 challenges elicited explanations; and only 4 of the challenges elicited suporting evidence. These observations point to some serious weaknesses in the quality of the debate. Move your cursor on top of problem 1 and 10 to read additional comments.
    • Allan Jeong
       
      I think we should focus our efforts on addressing problems #1 and #10. I analyzed the debate data using my software tool (http://garnet.fsu.edu/~ajeong/DAT) and found the following: 1) 2 of the 19 arguments did not elicit a challenge; 2) only 22 of the 64 challenges elicited a rebuttal or counter-challenge;3) only 5 of the 64 challenges elicited explanations; and only 4 of the challenges elicited suporting evidence. These observations point to some serious weaknesses in the quality of the debate. Move your cursor on top of problem 1 and 10 to read additional comments. Also, see additional response data in the figure presented at the bottom of the wiki.
  • Some students in the discussion lacked fermenting skills
    • Allan Jeong
       
      I think this should be one of the main problems we need to address in the group projects. The ScoreSheet tab in the ArchivedDebates.xls in the row titled "Interactivity" shows that only 66% of all message elicited one ore more replies (after I ran the CountPostings function to analyze the messages posted in the "Debates" tab). That is a very high level of interaction compared to what I've seen in other debates. The same sheet also shows that there were 17 different threads (or arguments) posted to the debate. Perhaps there were too many arguments, and that the number of arguments did not allow students to thoroughly examine each argument (given constraints in time and effort)? When I ran the "PerformanceReports" function, the Reports sheet under the column "#Daysw/Postings" showed that only 3 of the 20 students made all their postings in one day (not over multiple days across the week). The high level of interaction could be explained by the fact that so many of the students posted their messages over two or more different days?
    • Allan Jeong
       
      In other words, I take this as meaning that some students never challenged (or post messages with the label BUT) the accuracy or the veracity of the arguments posted to the debates. Given that the debate is a group effort, should we require ALL students to post at least one challenge? Or can we allow students to choose and perform specific roles - some as critiques, and some as idea builders?
  • Poor writing skills
    • Allan Jeong
       
      A doctoral student and I did a study to see if poor grammar affected the number and the types of responses posted in reply to messages containing good vs. poor grammar. We did not find any significant effects of grammar on the mean number of challenges posted in reply to arguments stated with poor vs. good grammar. We also did not find any significant differences in the mean number of explanations posted in reply to each challenge presented with poor vs. good grammar. So in conclusion, grammar does not appear to effect level of critical discourse in the EME5457 online debates. See my powerpoint presentation.
  • ...5 more annotations...
  • Low student buy-in to debate format
    • Allan Jeong
       
      This is not a weakness in students' performance. It is a factor that contributes to poor performance. No?
  • Some student do not request information/opinions which would then lead to further discourse
    • Allan Jeong
       
      If we encourage students to invite others to share opposing viewpoints, then we would have to call the activity something else other than a "Debate" given that this is not a behavior you see in most formal debates. Regarldess, it is a good idea given that one of my studies (Jeong, 2006) found that simply using conversational language (e.g. tag questions) can increase the number of explanations posted in reply to each challenge by 70%.
  • Feedback on use of students' skills may not be provided
    • Allan Jeong
       
      This is not a measure of weaknesses in student's performance. Instead, it is a factor that influences students' performance. Or a weakness in the activity's design.
  • Groups in the debate often did not follow a challenge to an argument with evidence
    • Allan Jeong
       
      There were only five postings that were labeled as EVID out of the 121 total student postings - four of these were posted in response to challenges. How can we get students to support their claims with supporting evidence? The most obvious solution here is to provide access to more research findings and journals that present statistical numbers to demonstrate the veracity or strength of given claims. I could present a list of recommended journals and instruct students to find and make reference to at least one article to support a claim or counter claim. Your thoughts?
    • Allan Jeong
       
      The most obvious solution here is to provide access to more research findings and journals that present statistical numbers to demonstrate the veracity or strength of given claims. I could present a list of recommended journals and instruct students to find and make reference to at least one article to support a claim or counter claim. Your thoughts?
  • Students did not weigh all arguments
    • Allan Jeong
       
      This in my opinion is the main weakness in the quality of students' essays. Students need to present both sides of the argument. But even if students do that, I think another contributing factor is that students are at a lost as to how to articulate how one arrives at a conclusion based on all the presented arguments. Possible Solution: Have students collaboratively write an essay/conclusion statement and have student apply any of the tive methods explained in "RankingProposals.doc" found in the Documents folder.
Allan Jeong

http://docs.google.com/View?docid=dhgp3kn5_9gg76mh - 0 views

shared by Allan Jeong on 18 Sep 07 - Cached
  • I liked the fact that you could see all contributions in one screen. even though scrolling is required, it is so much more effective in capturing the collective output from a class than the discussion board which is hard to rack once it exceeds 30 or so entries
    • Allan Jeong
       
      [ ARG] Yes, I agree that this is one of the unique advantages of using Wikis as another tool for group discussions when compared to using threaded discussion boards for the same type of activity. In a Wiki, it is easier to scan the ideas presented before and after each posting. [-BUT] The disadvantage of using Wikis is that (as mentioned later) it is difficult to find and read all the new entries posted to the Wiki. [ BUT] However, one can use the NotifyMe/RSS feed function to receive emails that highlight what changes have been made to the Wiki each time someone clicks the Save button.
    • Allan Jeong
       
      Can anyone think of any additional advantages of Wikis over threaded discussion boards?
    • Allan Jeong
       
      Another advantage is that at the end of the week, we all have one final product that we can print out - a product that reflects or captures all of the work we achieved during the week.
  • I think some of us were confused about how our contributions would be credited
    • Allan Jeong
       
      Yes, I like to hear some suggestions on how to track student participation. Blackboard provides a simple tool to track number of weekly postings. But Wikis don't provide this sort of function (at least not that I am aware of). There was one suggestion, below, that I simply ask students to type in their names in bold font directly into the Wiki. However, handcounting the names could be quite tedious and perhaps is prone to human error. Again, I'd love to hear some creative ideas and solutions to this problem. :-)
  • didn't find it very user-friendly
    • Allan Jeong
       
      Yes, I agree that it does have its quirks. Someone suggested that we try another wiki or try using google docs instead. See google/labs/docsAndSpreadsheets.
  • ...2 more annotations...
  • Did you feel comfortable adding/deleting/revising the work of other students?
    • Allan Jeong
       
      The responses below clearly show that most of us did not feel comfortable editing the work of other students in class. This would suggest that we are using Wikis merely as another tool for hosting group discussions, and not using it to collaboratively write, edit, and produce a high quality final product. However, one of the students noted that he/she would be comfortable making edits on other students' work if he/she could present his/her justifications and reasons for doing so. Perhaps more edits would be make to produce a higher quality end product is I simply asked or required each student to explain his/her actions within the "Notes about this edit..." textfield located at the bottom of each wiki page during page edits. What do you think?
  • Overall, how did you like the Wiki Activity 2.2?
jgentile

Blackboard Academic Suite - 0 views

  • According to Harris (1998), there are six steps to sound decision making.
    • Robert Barton
       
      Hi Jesse, What are the six steps? Robert
    • jgentile
       
      test
  • The information that we studied during this course supports motivation as a significant factor but says little about the need for clear instructions.
    • jgentile
       
      (Jesse Gentile) Heidi, I'm sure you've read these chapters in Johnson/Holubec, but I think chapters 6 and 8 in the 1994 book lay a good strong emphasis on clearly explaining the entire collaborative task, expectations and behaviors (in a word "clear instructions") to students. On the other hand, I agree. I can't remember anything else on "clear instructions" in the other articles I read. As far as your thoery goes. I agree w/ this point. I'm a middle school teacher. One can not go wrong with adolescent minds and "clear instructions." (i.e. MODEL it, pass around examples)
  • ...5 more annotations...
  • says little about the need for clear instructions
    • jgentile
       
      (Jesse Gentile) Heidi, I agree. I can't remember reading much about the role of clear instructions _except for_ Johnson/Holubec chs 6 and 8. As a fellow classroom teacher I am putting special emphasis in my theory on the role of the instructor of the course in controlling "conditions" for collaborative learning. Even just participating in this course has highlighted in my mind the need for structure, structure, structure... and clarity on the part of the instructor.
  • dialogue, peer review, parallel, sequential, and synergistic.
    • jgentile
       
      Along with Johnson, Holubec (and others like Kagan) I think those levels by Salmons really help to bring out the big picture and the theory of collaboration. Many of the articles I read were discussions of very specific examples of collaboration - some rather old by technology standards. They were like 20 page examples with big vocabulary. Yet Salmons, in a one page chart, gave me something to work with (somewhat likes Blooms Taxonomy or Gange's conditiosn of learning).
    • jgentile
       
      Ok... so I stuck (I'm not sure why) to the 800 word (1-2 page) limit. I didn't really feel like I had the room to both reflect/elaborate upon theory paper #1, as well as provide support and citation for concepts mentioned in this theroy. Rather than re-state my understanding of concepts that I didn't change in the 2nd paper... I just assumed that a reader could hop back to paper #1 for that info.
  • Jesse Gentiles Paper
melissa wilson

cscl » Outcomes - 0 views

  • 1. Recognize the value of constructive critism, 2. Engage in perspective talking or role reversal, 3. Acknowledge criticism that focuses on your behavior, 4. Listen actively, 5. Work hard to avoid becoming defensive, 6. Welcome criticism, 7. Maintain your interpersonal power and authority to make your own decisions, 8. Seek constructive changes to behavior that prompted the criticism, 9. Insist on valid criticism, 10. Communicate clearly how you feel and think about the criticism and receiving criticism.
    • Robert Barton
       
      (Robert Barton) For ease of reading, these guidelines should be separated, in the same format as your guidelines that are in bold. Also, for the many guidelines that are listed on your page, were there any complimentary graphics that could have been inserted?
  • To elaborate on Johnson, Johnson and Holubec's (1994) five steps for teaching team work skills, the first step is to ensure students see the need for teamwork skills by asking students to suggest the teamwork skills they need to work together effectively and decide what cooperative skills will be emphasized in the lesson. The second step is to ensure students understand what the skill is, how to engage in the skill, and when to used teh skill by operationally defining the skill. The third step is to set up practice situations and encourage mastery of the skill. To master a skill students need to practice it again and again. The fourth step ensures that all students receive feedback on their use of the skill and reflect on how to engage in the skill more effectively in the future. Lastly, the fifth step ensures that students persevere in practicing the skill until it seems to be a natural actions. Students should continuosly improve their teamwork skills by refining, modifying, and adapting them.
    • Robert Barton
       
      (Robert Barton) Just a recommendation; instead of restating the information here from above, add the amplifying information as needed to the list above, then list the bullets as required.
  • 2. Defining the skill- Use a T-chart.- Demonstrate, model, and explain.
    • mbw03e
       
      The notion of "modeling" the desired behaviors is invaluable; maybe having a mock session in front of the students, "performed" by other students that are experienced in CL, would be something to try, especially with f2f courses. How to demonstrate for onliners....I guess a recorded session, maybe one that worked well, another that didn't...? michele wirt
    • Allan Jeong
       
      One semester, I had the class participate in an online team debate using the threaded discussion forums. And two students in the class were instructed by me (and given the go ahead) to act and behave in ways that violated some of the rules of etiquette. The remaining students were instructed to apply group management skills to respond to the violators in ways that helped to manage each situation in ways that helped to sustain (rather than block) further discussion. --Allan
    • mbw03e
       
      I'm guessing that the remaining students didn't know that the two "rabble rousers" were "acting".....!! mwirt
    • melissa wilson
       
      (Melissa Wilson) Just curious...did the group effectively apply group management skills or just let the rabble-rousers get away with it/ignore it?
  • ...19 more annotations...
  • bbproject.tripod.com/ForumManager.
    • mbw03e
       
      Why not an actual link? michele wirt
    • Sharisse Turnbull
       
      Good catch, thanks
  • 1. Select social skill(s) to observe.2. Construct obsevation sheet.3. Plan route through the classroom.4. Gather data on every group.5. Provide the data to the groups or to the class as a whole.6. Chart/graph the results
    • mbw03e
       
      A great spot for a sample diagram or graphic organizer example. michele wirt
    • Allan Jeong
       
      It would also be nice to see this series of steps re-written for instructors eaching in online environments. Or, present this guideline in more generic terms so that it applies to both F2F and online teaching.
  • Guideline 7.1 - Follow the Dick and Carey model. The flow of information will be two - way. As you create an area, you will seek feedback and evaluation. This will enable you to perfect that area and move on to the next in order to do the same.Guideline 7.2 - Use the steps from Willis' model - Define, Design, Develop, Disseminate. These stages form a never ending circle - begin at the part that is most comfortable and most applicable for your specific situation.
    • mbw03e
       
      Why not post the models' diagrams? michele wirt
    • Allan Jeong
       
      I would present the last sentence at the beginning of the guideline (instead of at the end) to firmly establish the importance and purpose of the guideline. The next guidelines, 7.2, does not appear to present a clear purpose or function.
    • heidis
       
      I tried to post the model diagram but was unable to make it work. I ended up with a big blank box so I deleted it. I also attempted to insert a link to the diagram online but again when I followed the link I ended up at a big blank box. I'm not sure why.
  • guestures
    • Kenisha Thompson
       
      Grammatical problem: "Guestures" should be spelled "gestures."
    • Allan Jeong
       
      Note: When you highlight one word (particularly a word that occurs frequently within the document), Diigo will highlight the first instance of the word in the document. Just watch out for this when you are highlighting single words.
  • misinterpretted
  • Guideline 8.1 - You can gain expertise in structuring effective collaborative learning experiences over time through a process of constant refinement of each collaborative lesson. The process requires reflection to assess the strengths and limitations of the lesson, insight and creativity to build on strengths and to devise strategies for making appropriate changes, and perseverance to keep trying to improve. In summary, transfer and maintenance are the keys to greater expertise.
    • Kenisha Thompson
       
      Place the guideline, "Transfer and maintenance are the keys to greater expertise," at the beginning of the paragraph. Placing the elaboration/explanation points at the end rather than the beginning allows readers to identify the main point of the guideline up front.
    • heidis
       
      Great suggestion. I'll do that.
  • obert's Rules for Electronic Meetings (E-meeting Rules) Conference Calls Rules 1. Meeting must be arranged at leat 48 hours in advance of the call 2. Each member should seek recognition from the chair before beginning to speak 3. Each member should identify himself or herself prior to speaking. 4. Motions will be voted on by voice vote. If the chair has a problem determining the vote, he or she may call for a roll call vote. 5. The minutes of the meeting shall be approved at the next in-person meeting. Group or E-mail List Meeting Rules 1. Start and Stop time/date for the meeting 2. Meeting should be an ongoing process According to Salmons (2005) each level of collaboration requires a new level of team work.
    • jgentile
       
      What is the relationship between this section and the sections before and after it. I notice that the items before and after are numbered Guidelines 1.5 (then the highlighted text is insterted) Guidelines 1.6. Consider rearranging these and putting the highlighted text after, unless it was here for a purpose. If so, perhpas it should be given a guildine number.
    • mnwestbrook
       
      I am the author of the highlighted section, and i must say this must have been an oversight on my part. I agree that this section should be moved to Guideline 1.7 because the last sentence highlighted beginning with "According to Salmons" does not belong here. I have a question for Dr. Jeong, when should we revise our report to reflect the comments we received from our fellow classmates?
  • 1. What social and teamwork skills are needed to work together collaboratively?
    • jgentile
       
      It may be unfair of me to say this, but it seems like this section contains an etxteremly long entry consisting of 6 guidelines that are essentially pages 57-61 of the Johnson and Johnson book. Were our guidlines limited to around 200 words. If so, should they be lengthened for cases like this where there simply is not enough space to get everything in? OR... is there a way to summarize all of this content into a briefer guildine or two?
    • mnwestbrook
       
      There seems be a lot of information in this section of the report becuase there was a lot of articles to gather information from. Interpersonal skills, constructive criticism, debates, and constructive criticism regarding debates are important social and teamwork skills we believe are necessary for collaborative learning. How would you suggest we go about simplifying this material without losing valuable informaiton?
    • heidis
       
      Dr. Jeong removed all of the word limitations from the directions for this assignment. While you are correct that this section contains a lot of information, I agree with Motorya that it would be difficult to eliminate areas without eliminating necessary elements.
  • DAT
    • jgentile
       
      Does DAT only work with Blackboard or will it analyze any type of posting forum feeds? Dr. Jeong, I suppose this is a quesiton for you if you happen to come across it.
    • mnwestbrook
       
      According to Dr. Jeong's article on Discussion Analysis Tool, the minimum software requirements for DAT is MS Excel with Macro security set at low or medium level, therefore, DAT can be used with any program that supports MS Excel.
    • login1
       
      Yes. DAT can be used to analyze any sequential data. But ForumManager is used to download Blackboard discussion forums.
  • (DAT
    • jgentile
       
      Does DAT work only with blackboard? Dr. Jeong, this is a quesiton for you if you find it. What does DAT do with text structured from other posting forums and LMS dialog diagrams?
    • mnwestbrook
       
      According to Dr. Jeong's article on Discussion Analysis Tool, the minimum software requirements for DAT is MS Excel with Macro security set at low or medium level, therefore, DAT can be used with any program that supports MS Excel.
  • Guideline 4.2 Self-assessment can be used to assess the student's understanding of content. Below are possible self-assessment techniques (Oosterhof 1994): - Self-quizzes with automatic feedback - Reflective journals - Checklist (to determine if they are mastering content) - Team member evaluation form (used as a self-check to judge their own performance as collaborators or tem members)
    • jgentile
       
      Consider rewriting as an instrucitonal guideline. For example: "Have students assess their content understanding with self assessment techniques like "Self Quizes," "Reflective Journals", "Content Mastery Checklists" and "Team member evaluation forms."
    • heidis
       
      That is a great suggestion - and a pretty easy fix. Thank you!
  • Guideline 1.1
    • Allan Jeong
       
      Thanks for adding the numbering system to the questions and guidelines! I think it makes the document much easier to browse and easier to identify the various sections and subsections. I still think, though, that we need to add indentations to clearly demark each section and subsection. Good job laying out the steps in formulating a guidelines. :-)
  • Some guidelines for constructive criticism are
    • Allan Jeong
       
      This looks like another separate guideline. Maybe you could number if Guidelines 1.1b. If so, number the guidelines above as Guidelines 1.1a?
  • Some guidelines for constructive criticism are: 1. Recognize the value of constructive critism 2. Engage in perspective talking or role reversal 3. Acknowledge criticism that focuses on your behavior 4. Listen actively 5. Work hard to avoid becoming defensive 6. Welcome criticism 7. Maintain your interpersonal power and authority to make your own decisions 8. Seek constructive changes to behavior that prompted the criticism 9. Insist on valid criticism 10. Communicate clearly how you feel and think about the criticism and receiving criticism.
    • Sya Azmeela Shariff
       
      I think that this part (guidelines for constructive criticism) is redundant with Guideline 1.2 below. I suggest that this part can be combined with Guideline 1.2 which consists of guidelines on how to prepare students in how to engage in constructive criticism.
    • mnwestbrook
       
      From the way it is written, the article is summarized first and then the guidelines are stated below the article. I agree that the report could be better organized in listing both the summary of the article and the guidelines together so that it won't be so confusing to viewers.
  • major challenges associated with the use of self assessmen
    • Sya Azmeela Shariff
       
      My comment is that the methods for assessing learning (Q4) should be separate with the challenges associated with the methods. Instead of writing the contents under Guideline 4.11, I suggest that this part of the content regarding 'the challenges associated with the use of self assessment' should be written under a new topic called 'Major challenges associated..'.
    • heidis
       
      That is a good suggestion. I think that the reason we did not separate the two is because the question directly asks that we address both the methods and challenges - we probably just thought that since the question covered both, we would respond to both in the same section. I like your suggestion though - it would be nice to not have quite so many guidelines under this question!!
  • four levels of cooperative skills listed above are: 1. Forming skills: staying with a group and not wandering around the rooms, using quiet voices, taking turns, and using each other's names. 2. Functioning skills: giving one's ideas and conclusions, providing direction to the group's work, and encouraging everyone to participate. 3. Formulating skills: explaining step-by-step one's reasoning and relating what is being studied to previous learning. 4. Fermenting skils: criticizing ideas (not people) and not changing one's minds unless logically persuaded to do so (majority rule does not promote learning).
    • puaypeowng
       
      It seems to me that these 4 levels of cooperative skills are not hierarchical in nature. Am I right to say that in order for a group to be successful, its members have to possess all 4 sets of skills? In that case, I wonder if "sets" instead of "levels" will make more sense? I know that the txtbk presented it as "levels'....
    • Sharisse Turnbull
       
      The levels are hierarchial in terms of the mental complexity of the task. The first level of skills is the least complex. For instance: It is "easier" to 'use a quiet voice', or 'take turns', than it is to 'explain step-by-step on'es reasoning'. Each level also includes a variety of skills. I will try to clarify the guideline by writing: Level 1 - Forming skills (meaning level one includes the set of forming skills). I hope this helps.
  • It is difficult for students to learn the above skills. With this in mind, it is important that the instructor to: 1. Help students to understand why they need to practice the skill. A role-play could be used to help students to see the difference between when they use the skill and when they do not. 2.Explain what is entailed in the skill. Basically, "demonstrate, model, and explain" (Johnson, Johnson, & Holubec 1994). 3. Provide students with opportunities to practice the skill. Instructors should record when the skill is used and give students cues as to when the skill as necessary. 4. Give students opportunities to reflect on using the skill and provide you with feedback. 5. "Repeat 3 & 4 frequently!” (Johnson, Johnson, & Holubec 1994). Students can learn these skills with plenty of practice and reflection!
    • puaypeowng
       
      Although I know that it is recommended for the instructor to conduct seperate series of sessions for the students to practice the skills one by one, I wonder if it is feasible for the skills to be paired up or even combined into one complete package for the students to practice all of them at the same time. Especially since forming skills seemed to be the "ground rules", it might be more meaningful if the students practice together with another level of skills.
  • Develop patterns such as reciprocity, compensation, and dominance in online conversations.
    • Sharisse Turnbull
       
      I reviewed the source of this information and the text does not provide much explanation of these patterns. She (Burgoon) included these terms at the end of a paragraph without expounding upon them. Perhaps the information can be found in earlier chapters of the text (which were not given access to). The person who posted this guideline may be able to give you more insight as to why they chose to start with this sentence.
    • melissa wilson
       
      (Melissa Wilson) Clarification would be beneficial Based on the text and Burgoon's research, the patterns of reciprocity, compensation and dominance are vital to online conversations. These terms were introduced, but an explanation and/or example would be beneficial for further understanding based on their importance.
  • Guideline 4.3 - Give groups opportunities to reflect on how they are functioning by providing Periodic and regular group processing opportunities. During this process students will be in a position to make changes to group patterns and relationships in order to be more successful. Group processing and review are mechanisms for revealing issues effecting the learning community or cooperative group.“Sharan (1990) also emphasizes the importance group management techniques and skills for the success of small cooperative learning goals” (McConnel p.135).
    • Sharisse Turnbull
       
      Thru group processing, members may reveal issues that they can resolve amongst themselves.  For example, schedules, pace, roles, and attitudes can typically be worked out amongst the members. The instructor may need to get involved in more serious issues, such as when someone is simply not cooperating and hurting the group; or, when the group cannot come to a resolution and requests a mediator.
    • melissa wilson
       
      (Melissa Wilson) Guideline 4.6 Clarification: I understand what you are saying under the guideline on group reviews, but does Sharan advise that students typically make the changes (as stated) or that instructors typically make adjustments when needed? Are these merely self-assessments or are they instructor assessments which impact grading?
    • melissa wilson
       
      (Melissa Wilson) Sharisse, Thanks for the explanation! I understand what you are saying...I was just initially thinking of larger problems that typically require complete group changes, but I see what you are saying! Thanks for the clarification!
Sharisse Turnbull

cscl » Methods - 0 views

  • Below are some popular tasks
    • login1
       
      Please indent the text below each heading/question to make the reports easier to read.
    • Allan Jeong
       
      I indented this entry myself in order to illustrate how indentations can really improve readability in this document.
    • melissa wilson
       
      (Melissa Wilson) Sorry...I need to do this with all my text! I will try to go back in and revise asap to make it easier to read-thanks!
  • Venn Diagram - allow students to compare and contrast items.
    • Robert Barton
       
      (Robert Barton) To make this diagram more effective, some amplifying text could have been inserted into each area. Also, I think the graphic could have been reduced some.
    • jgentile
       
      (Jesse Gentile) Rob, your right. There was actually one out there with text in the center of each circle and it was a little smaller. I used tihs on only becuase I had trouble getting pictures to stay on the wiki. I gave up after a while and just stuck with what I could find. I can try to find it or you are free to replace it if you can find a better one.
    • jgentile
       
      VENN DIAGRAM WAS REPLACED WITH NEW ONE.
  • According to Dr. Soller, the sequence of the words students use to communicate in cooperative groups can determine the productivity of the dialog and learning outcomes. Her study focused on seven groups and their interaction patterns. A key element in the conclusion was the usage of the system EPSILON. EPSILON monitors the communication patterns of students and can measure when students effectively share new knowledge. The most effective exchanges in the study were those where the initial speaker requested information. To be considered effective, one or more of the students must learn the newly shared knowledge, as evidenced by a difference in a pre-post test performance. These effective collaborations show that learning has occured and the decisions that are made in these groups are more likely to be more thorough and thought out.
    • Robert Barton
       
      (Robert Barton) What does EPSILON stand for? Perhaps spelling it out could lead to a startegy of some sort. Just a thought.
    • login1
       
      (Allan Jeong) Some explicit examples of the "sequences of words students use to communicate" that Soller observed in groups that demontrated better learning would be really really helpful here. For example:

      GUIDELINE: To improve group learning, encourage students to engage in the following three types of exchanges during their group discussions:
      1) RequestInfo --> ProvideExplanation-->Agree
      2) Inform--> Explain --> RequestClarification --> Clarify
      3) Explain/Ilustrate --> Motivation/Encourage
    • melissa wilson
       
      (Melissa Wilson) Robert...I have honestly looked everywhere and don't see that EPSILON stands for anything in particular. It does refer to software that monitors group's communication patterns and problem solving. There are multiple phases involved. It shows the credit for EPSILON to Soller and Lesgold (2000). But I agree-expanding on that idea might be good-thanks!
  • ...18 more annotations...
  • According to Harris (1998), there are six steps to sound decision making.
    • jgentile
       
      I completely replaced/revised the entry that was here for the following reasons: (a) Space would not allow me to just add my entry. (b) Both would be too long and unhelpful. (c) The original was not written as a instructional giudline. (d) Primarily becuase the entry simply used Harris' descriptions of the kinds of decisions we already make. It didn't give any prescriptive info that collaborative groups could use to make better decisions together. I replaced the original entry with his 6 step decision making procedure.

      If I have been to presumptuous, then the original text of the entry is pasted here.
      1) Optimizing
      Try to discover as many alternatives as possible and choose the very best. The criteria to look at:
      a. importance of the problem
      b. time available for solving it
      c. cost involved with alternative solutions
      d. availability of resources, knowledge
      e. personal psychology, values
      2) Satisficing
      This strategy suggests that the first satisfactory alternative is chosen rather than the best alternative. For example, if you are very hungry, you might choose to stop at the first decent looking restaurant in the next town rather than attempting to choose the best restaurant from among all (the optimizing strategy). The word satisficing was coined by combining satisfactory and sufficient.
      3) Maximax
      This stands for "maximize the maximums." This strategy focuses on evaluating and then choosing the alternatives based on their maximum possible payoff. This is sometimes described as the strategy of the optimist, because favorable outcomes and high potentials are the areas of concern. It is a good strategy for use when risk taking is most acceptable, when the go-for-broke philosophy is reigning freely.
      4) Maximin
      This stands for "maximize the minimums." In this strategy, that of the pe
  • A flowchart is a visual representation of a process. Flowcharts “show relationships among concepts or processes by means of spatial position, connecting lines, and intersecting figures.” (Nesbit, p.413) They have shown greater benefits, including knowledge retention, transfer and learner engagement. (434) In particular, flow charts seem to work well with cooperative and collaborative learning. In particular, they allow learners to use large enough text to be viewed by an entire group, can be enhanced with little to no reorganization and deletion, allow for editing by various group members at simultaneous times throughout the project, promote discourse, and do not take substantial course time away. (420)
    • mbw03e
       
      This could be rewritten into "guideline" format somewhat readily, for example: A flowchart is: a visual representation.......... Flowcharts show: x., y., z., etc. They have shown: a., b., c., They allow learners to: ....... michele w
    • jgentile
       
      Michelle, Consider restating your comment. The way you've written it out with spaces between the lines isn't clear. How is what you've suggested any different than what Melissa wrote? I'm confused... :) (Its a regular feeling these days).
    • Allan Jeong
       
      I would start by stating the purpose or function of the guideline (instead of stating it at the end of the guidelines). For example: "In order to allow learners to....., have students produce flowcharts that represent....etc.etc.
    • mbw03e
       
      Hi Jesse- I guess I was trying to save space doing that-- I meant putting a colon after the verbs, then listing or bulleting the rest. I.E. Flow Charts allow: -large text -ease of enhancement -simultaneous editing -promotion of discourse michele w.
    • melissa wilson
       
      (Melissa Wilson) Hey guys! I completely agree with making this into a guideline as Dr. Jeong indicated. I believe I misunderstood exactly what I was supposed to be doing, and how this all was supposed to flow, but better understand now-thanks for the advice!
    • jgentile
       
      (Jesse Gentile) Allen, I agree 100%. They are definitely concept maps. But these were the diagrams in the documents you linked with this question so I was a bit confused. Why is this question separate from the one that follows it about flow charting? They seem fairly similar.
    • jgentile
       
      (Jesse Gentile) I created several diagrams to illustarte collaborative learing. I may create more as I have time.
  • According to Harris (1998), there are six steps to sound decision making.
  • In addition to the levels of collaboration and necessary skills at each level,
    • jgentile
       
      (Jesse Gentile) I re-wrote much of this section entirely as a instructional guideline. Much of what was here was really just descriptive information about the kinds of skills students need but did not give any guidelines for instructors: The original is pasted here: * In addition to the levels of collaboration and necessary skills at each level, chapter 8 in the Johnson, Johnson & Holubec outlined the following guidelines for the skills students should possess: 1) Teachers must keep in mind the fact that they have to teach students the skills they need for effective and productive collaboration. They must not assume that students possess these skills. 2) There are four levels of cooperative skills that students use as they divide roles in collaborative learning: * Forming Skills - Skills needed to establish a cooperative learning group * Functioning Skills - Skills needed to manage the group's activities and maintain working relationship among members * Formulating Skills - Skills needed to increase student understanding of material being studied, stimulate the use of higher-quality reasoning strategies, and maximize mastery and retention of material * Fermenting Skills - Skills needed to stimulate reconceptualization of the material being studied, cognitive conflict, the search for more information, and the communication of the rationale behind one's conclusions. 3) There are five steps in teaching teamwork skills: * Establish the need for the skill * Define the skill * Guide practice of the skill * Guide feedback and reflection * Repeat steps 3 & 4 frequently
    • Kenisha Thompson
       
      (Kenisha Thompson) Thank you for your willingness to re-write the section as a guideline. As a matter of semantics, my problem was with creating guidelines because I was submitting principles that instructors must follow based on the articles. Also, I thought our instructions were to bring across the main points of the articles to those who were in other groups. Sorry about the confusion.
  • Use of interpersonal and communication skills Respect for others’ perspectives Focus on key points that support the activity Collaborative decision making Encourage all to participate
    • Allan Jeong
       
      I would delete the bold font in these bullet points. Same below.
  • Guidelines
    • Allan Jeong
       
      This is much better, Jesse. Thank you! If you could, please indent and align the remaining block of text.
  • Techniques that can be considered to promote convergence as proposed by Hewitt (2001) are
    • Allan Jeong
       
      What you have here are the beginning of what could be a potentially useful guideline. Perhaps you can start by saying something like this: "GUIDELINE#XX: One of the limitations of asynchronous discussions is that conversations often diverge and branch into multiple topics, and ideas raised in the conversations are rarely summarized and brought to closure or consensus. To promote convergence (define it here), one can do the following: ......" Also, the ideas presented in the bullets are a bit vague and may need more explanation.
  • Level 1) Dialogue
    • heidis
       
      Levels 1 - 5 look very similar to the way they appear in the Salmons text. This is all very helpful information and I understand why you would want to include it in the wiki document. One recommendation is to change it into a guideline by saying something like "In order to encourage true collaboration in the dialogue stage, be sure to model and explain the following skills: (then list the skills). Something similar could be done for the other 4 levels as well. Another idea is to post a few examples of how one might model and explain these behaviors for students. (Activities that could be done in the classroom to help students practice the skills).
    • Kenisha Thompson
       
      (Kenisha Thompson) Thank you for the feedback, Heidi. This was one of my first contributions and I think I leaned more towards summarizing the articles and submitting principles rather than guidelines.  Also, your suggestions were very good.  I'll incorporate them for my final submissions.
  • What are the specific affordances AND limitations of CSCL technologies?
    • heidis
       
      This question does not seem "guideline friendly". It would be difficult to answer the question and post guidelines at the same time so I understand why there are not specific guidelines here. It would be nice to have the following affordances and limitations grouped so that all of the affordances are together and all of the limitations are together. I think it would be easier for the reader if it were organized in that way.
    • Kenisha Thompson
       
      (Kenisha Thompson) Heidi, you bring up a good point. If a person is looking to answer these questions, then they are not going to come up with a guideline, but rather an answer or solution. The instructions tell us to organize the guidelines around the questions, but that can be confusing.
    • Sya Azmeela Shariff
       
      Thanks for the comment Heidi. I will try to rearrange the contents and make sure that it is placed under a specific heading as to provide a better guideline.
  • Make sure to compel students to practice the skill again and again
    • puaypeowng
       
      When I read this, I find it somewhat 'distasteful'. While I agree that it is important that practice will facilitate the students to be competent in the skills instructed, I find it unnecessary and more importantly, wrong to make sure that they are compelled to do so. In fact, I am very skeptical about the effectiveness of if the students need to be compelled into practising the skills. I think the onus is on the instructors to ensure that the students are willing to practice the skills over and over again through measures such as incentives' systems, etc.
    • mbw03e
       
      Dave, The operative word as you suggest here is "willing"--instructors ensure students are willing....you mean by reward? the reward thing would tend to "compel" students also. michele w.
    • jgentile
       
      (Jesse Gentile) I think it was late when I wrote that out. Compell doesn't have to be the operative word here. Ensure, encourage, motivate... students to repatedly practice the skills until they become natural. I will say this though. Any of you who have taught in public school will know that sometimes it becomes an absolute mystery as to what would "motivate" students to do certain things. Adult learners in online settings will probably be far more cooperative than kids form socially unbalanced communities, but even adutls can be stubborn if they just don't want to do something. As all of us move back out into the 24/7 world I want to encourage all us as classmates to be ready for things to NOT work like the research says they will. A great discouragement for me as a public school teacher was constantly hearing people OUTSIDE the classroom saying "If you only did this, if you only did that... then everyhting would be alright. Everyone certainly does and will put the onus of responsibility on the teacher to make anything and everything happen in the classroom. What we don't realize though is that teachers reach a point of exhaustion where they simply can not do all and be all that everyone is calling them to do. In a 2006 article by washingtonpost.com I read the popular statistic that 50% of teachers quit in the first 5 yeras of that career. I realize this post is not about public school teachers, but I couldn't help throwing in this personal conviciton . I agree with Dave, but I remember all my undergrad college professors saying, "If you do this, if you do that.. .then this will happen."
  • Greater using CSCL Less than CSCL
    • puaypeowng
       
      I am curious to know how it is determined that Computer-Supported Collaborative Learning (CSCL) will derive a greated total effort of group as compared to face-to-face learning. I will think that it depends largely on whether the activities conducted in the face-to-face learning sessions promote collaboration amongst the learners. If they do, I will think that we human beings as social animals may not fare too badly in the total effort of group as compared to CSCL learning.
    • mbw03e
       
      Dave, I think some of the research suggests that since all the non-verbal ques of things like gender, personality, and learning style are absent online, there is a more "level playing field", and less tendency to capitalize on/exploit/discriminate, etc. than in f2f environments. My hope is that there will always be human activities that necessitate f2f, while other things may be better suited for online. michele wirt
    • Sya Azmeela Shariff
       
      I think this is a subjective matter and some people would prefer CSCL over f2f activities. I would think that the author (McConnell) would provide this information based on previous research results. In my opinion, the number one reason for why group effort is much better in CSCL is because of the flexibility of time. People are more comfortable and contribute better ideas if they have they are able to work at their own time and pace.
    • melissa wilson
       
      (Melissa Wilson) I agree and also believe this is a very subjective matter-a lot is going to be based upon the learners involved. However, this particular aspect is referring to the "total effort of the group" and I think this would often be greater in a computer-supported environment. Evidence shows that learners who participate in distance learning are often motivated individuals. These are learners who often work in CSCL. There is often a greater flexibility of time, resulting in less frustration. Tasks can be divided up amongst group members and accountability factors can remain in place to promote participation and effort.
  • Student can multi task Depth of analysis is often increased online. Discussion can get long and overwhelming. Can be stopped and picked up later. Work on one thing at a time according to agenda. Analysis depth depends on time available. Little time for reflection during meetings. Members unlikely to loose their place in the conversation.Little group contact between meetings.
    • puaypeowng
       
      I somewhat felt quite differently in this aspect. While I agree that students are able to multi-task, I am not sure if the depth of analysis will increase likewise. Afterall, if I made a comment and there is no reply/ response from my classmates/ instructor until 2-3 days later, I may have already forgotten the key ideas/ rationale that prompted me to submit the posting in the 1st place. On the other hand, I will think that face-to-face learning sessions will allow the students to engage in in-depth discussions as long as time is permissible. Nonetheless, I do agree that TIME is a premium but I believe it is a constraint that learners in both CSCL and face-to-face settings will experience anyhow. Somehow, I find it hard to believe if someone tells me that a CSCL learner has more time than a face-to-face learner. I will agree that CSCL has more flexibility in time management though.
    • mbw03e
       
      Dave, But then, in f2f environments, the school day/period ends, sometimes with a day or even a week in between in higher ed. Online, there is more of a sense of flux as you suggest. As for "forgetting", I think you may have a point in that it may be more diffucult to forget when you don't have all your senses with their associations working together like you do in f2f. mwirt
    • Kenisha Thompson
       
      (Kenisha Thompson) Also, regarding multi-tasking, you have the option of having multiple windows open and collaborating ideas from several different sources. For instance, if you read something online, you can go out to other sites and do more research and post about it to the discussion board. In a f2f class, the conversation is less scattered and is restricted to what the instructor or students want to present.
    • Sya Azmeela Shariff
       
      Thanks for your comments. I'll try to include them in the final report.
    • melissa wilson
       
      (Melissa Wilson) So... you could say that learners will remain on task more in a f2f environment because the "conversation is less scattered." Learners in a CSCL environment have a greater flexibility to multi-task and may tend to get off task during this. I am a learner who remains more on task through distance learning than I did in a traditional f2f classroom. I think this entire chart is difficult honestly...because each depends on the learners and environment involved. As far as time, I think like Dave said, it depends on the class and how often the meetings occur.
  • Web Networks - allow for easy visualization of concepts and supporting details.
    • Sharisse Turnbull
       
      %&%nbsp;Is this the same as a web diagram (see the following links for examples)? http://exchange.ucop.edu/__Help/Web Help/00011EFD-80000002/00011EFE-80000002/Project Resources - Edu/Graphic Organizers - Edu/F1043 http://www.edu.gov.on.ca/eng/document/curricul/bbtech/bbeng34.pdf
    • Sharisse Turnbull
       
      Formatting: You may want to bullet these items to match your previous postings :-)
    • Sya Azmeela Shariff
       
      Thanks Sharisse, I'll try to reorganize the contents and include the bullets before the final submission of this report.
    • melissa wilson
       
      (Melissa Wilson) Sharisse or Sya, You're just referring to the author title here, correct?
  • Affordances:
  • Affordances:
  • Limitations:
melissa wilson

http://cscl.wikispaces.com/Input+and+Conditions - 0 views

  • Give individual group members access to resources that other group members will not have. This will "oblige" the group to work together.Example:
    • mbw03e
       
      Nice graphic to accompany this text, and The Poseidon Adventure (the first Poseidon) is a great example--it might however be useful to have one or two other examples that are more perhaps "true to life"... michele wirt
    • Allan Jeong
       
      To breakdown the Jigsaw method into more detailed series of steps for establishing "resource inter-dependence", see page 19 in the Johnson, Johnson & Holubec. The first three steps described by JJ&H seem most applicable to establishing resource interdependence in group projects. The first three steps are: 1) Distribute a set of materials to each group and set needs to be dividisible by the number of members ofthe group. Give each member one part of the set of materials. 2) Assign student the cooperative task of meeting with a classmate in another learning group who has the same section of the material to complete two tasks - learning and becoming an expert on their matieral, and planning how to teach the material to the other members of their groups. 3) Assign students the cooperative task of meeting with a classmate in another group who has learned the same material to share ideas about how the material might best be taught. The best ideas from each pair member are incorporated into each member's presentation.
    • puaypeowng
       
      Perhaps I can share one real life example in addition to the Poseidon example I have given earlier. In the Army, we have different types of fighting units namely: (1) Infantry - soldiers who are fight on foot to hold ground; (2) Armor - soldiers who fight in armored vehicles and tanks to smash through the enemy lines; (3) Artillery - soldiers who fire huge artillery guns to destroy the enemy positions; (4) Signals - soldiers who ensure the communications between the soldiers; (5) Engineers - solidiers who build/destroy bridges/obstacles; (6) Commando - special forces who raid key enemy installation, etc. In order for the Army to be effective, all the different types of units that have been described above will have to work together as they all have access to different resources.
  • 1) Rewards/ Celebration Interdependence - Instructors should:Have group members celebrate their joint success or give each group a tangible reward for successfully working together to complete a task.
    • mbw03e
       
      I had a teacher friend who used to give out stickers and/or candy to community college students for rewards, and she said they loved it. What other kinds of rewards should there be, other than extra credit? michele wirt
    • puaypeowng
       
      In my opinion, there are numerous kinds of rewards that the teacher can use to "motivate" his/ her students. These include 'off' days; shorter class periods; class outings; cancellation of assessments; etc. However, the effectiveness of all these 'rewards' varies from individual to indivdual and I will think that it is more important that the teacher do a 'learner analysis' of his/ her students before even deciding if 'rewards' should even be used and if yes, which one(s) will be most effective.
  • Another definition of positive interdependence is:The belief by each individual that there is value in working with other students and that both individual learning and work products will be better as a result of collaboration.
    • mbw03e
       
      How do we foster this belief? Should students be shown examples of this prior to participating in it, such as before and after, or with and without to compare?
    • puaypeowng
       
      I will think that in order to foster this belief of positive interdependence, the instuctors will have to do it "through and through". Therefore, while it may be useful to show examples to students prior to the activities, it is even more important to let them experience it first-hand what it means to collaborate and how useful it is over individual learning.
  • ...19 more annotations...
  • 8) Employ one of the 5 methods of random assignment: The Math Method; States and Capitals; Historical Figures; Literary Characters; Personal Preferences
    • mbw03e
       
      These sound really thought provoking-might do well to give a brief description or example, or even a Diigo comment. michele wirt
    • puaypeowng
       
      Well, I agree that they are not very self-explanatory :) although I will want to think that the 'audience' will exercise their "creativity" in interpreting these 5 different methods of random assignment. Nonetheless, I think a brief description or example will be helpful to facilitate the understanding. 1. The Math Method - ask students to (a) solve the problem; (b) find the students with same answer; and (c) form the group 2. States and Capitals - (a) divide the class into 2 groups; (b) write down the names of the states and their capitals on cards; (c) students with matching cards will be paired together 3. Historical Figures - (a) write names of historical figures on cards; (b) distribute cards to students; (c) form groups by matching the same historical period they lived 4. Literary Characters - (a) distribute cards with names of characters from literature the students recently read; (b) form groups by matching to the same story, play or poem 5. Personal Preferences - (a) get students to write their favorite sport/ food/ celebrity/ skill/ car/ etc; (b) form groups by matching similar preferences.
  • Advantages of Role Interdependence:1) Reduces the chances of certain students making too little/ no contribution or dominate the group;2) Ensures that the vital group skills are used by the group and that the group members will learn the targeted skills;3) Creates interdependence among the group members, especially when the group members are assigned compementary and inter-connected roles.Refer to Johnson, Johnson, & Holubec Chapter 5
    • Kenisha Thompson
       
      Is this section an elaboration of item 4c listed above? If not, which/where is the guideline for this section?
    • Allan Jeong
       
      Somewhere here, we need to define the term "Role interdependence.
  • Goldberg’s Personality Trait IndexGoldberg’s 151 page document provides lists of assessment questions to determine a respondent’s personality traits such as: poise, timidity, forcefulness. When other student’s can learn about other student’s traits, it could possibly help in collaboration.
    • Kenisha Thompson
       
      Is this referring to work done by L. R. Goldberg? A link to information about Goldberg's Personality Trait Index would be appropriate here.
    • Robert Barton
       
      (Robert Barton) The link has been added. Thank you for noting our omission. This reference is accessed through the course website under "Documents".
  • 1) Individual assessments--Instructors can:
    • jgentile
       
      To re-write this as an instructional objective, you could start with something like: "Some of the things you could to to make sure students take personal responsibility for their groups tasks and outcomes (what we call individual accountability) include..."
  • Learning Styles--Instructors should be aware that:
    • jgentile
       
      I find the possibility of turning this kind of info into an instructional guideline both challening and limiting. None the less, perhaps this entry and the one below it could be re-written as an instructional guidline (alhtough much detail would be lost) in the following manner: As an instructors or designer you need to take concrete steps to find out the communiction and learning styles of your learners. Are they (1) convergent thinkers (2) Divergent thinkers (3) Assimilators or (4) Accomodators? (Charactersitics of each can be found here-- CLICK HERE) Conisder using the following tools to find out the above characteristics of your students: (1) Felder and Silverman's index of leairng styles questionaire (2) Hay Group Assessments (3) Goldberg's Personality Trait Index assessment, or the (4) Learning and Study Strategy Inventory (LASSI). Details about each of these tools can be found here (CLICK HERE)
  • evaluate each other's contributions to an assignment
  • When assigning students to groups, an instructor should:
  • What is positive interdependence and what are the methods for establishing it?
    • mnwestbrook
       
      Of the three articles that were required for this section, was there more information available for methods used to establish positive interdependence? For instance, could you elaborate more on the definition of positive interdependence, for those who may be reading the report and cannot fully grasp the concept of what positive interdependence is.
    • Robert Barton
       
      (Robert Barton) Per Johnson, Johnson, & Holubec, the element of positive interdependence is one of five required elements for cooperative learning to occur. Positive interdependence is informing the group that they must work together to accomplish an assigned task. These group member's must realize that each person's efforts not only benefit the individual, but the team as well. Positive interdependence creates a committment to the success of others, and individually. Without positive interdependence, there is no cooperation (p. 9).
    • mnwestbrook
       
      Error on link. May want to correct for the final wiki report
    • Robert Barton
       
      (Robert Barton) Thanks for the information. This link was working fine when I posted it. I'll research it and try to find another one.
  • Group Learning Contracts are:
    • mnwestbrook
       
      Who prepares the group contract? The members of the group or the professor? Who assures that the items established in the contract are executed? What would be an example of a group contract?
    • Robert Barton
       
      (Robert Barton) Group contracts are written by the group members. Items to be included are showing up to class, being prepared, contributing to all aspects of the assignment, etc. The group takes it upon themselves to execute all items in the contract, as a form of ownership. If there are any conflicts thoughout the learning process, the instructor will step in and resolve them.
  • learnign
    • mnwestbrook
       
      learning
  • The employment of this procedure will enable the instructor to: assign students to the collaborative learning groups whereby they will reap the maximum learning benefits.
    • mnwestbrook
       
      How do you determine which students should be assigned to which group whereby they'll reap the maximum learning benefits? What is the determing factor? Is the the number of group members or level of education or etc.?
  • By assigning roles to each member and detailing what is expected of them helps maximize student learning.
    • heidis
       
      There is something a bit wrong grammatically with this statement - I think you could either take off the word "By" or move "Help maximize student learning" to the beginning of the sentence.
  • Roles are asigned based on the groups function--these functions include:1) helping the group form,2) helping the group function,3) helping students formulate what they know,4) and helping students practice critical thinking skills.
    • heidis
       
      Are you referring to student or instructor functions here? If these are student functions, examples of roles (team leader, record keeper, secretary, etc.) could be helpful as examples of how these functions transfer into roles.
    • Sharisse Turnbull
       
      Were suggestions given on how the students should perform these functions? For instance, would the student be given guidance on how to get group members to practice critical thinking skills?
    • Sharisse Turnbull
       
      Should the numbering of the following entries be continued from above? Furthermore, group contracts are discussed just above this entry. Is there a way to incorporate the two so that the info about group contracts is centrally located?
  • Group contracts
  • GUIDELINE 1.8 - Implied Responsibilities for Group InterdedpendenceWith a collaborative event, instructors should tell the group(s) three things: (Johnson & Houlbec, 1994):
    • melissa wilson
       
      (Melissa Wilson) Contradictory The guideline indicates implied responsibilities, meaning those responsibilities that are understood without explicitly being stated...but then below the guideline, is the indication of things the instructors should tell the groups
  • Students may tend to post more responses when they are: more independent, less adaptive, less extraverted.
    • Robert Barton
       
      (Robert Barton). Interesting point of view. I read the article again and based on Dr. Jeong's research, these statements are correct. But I'm in agreement with you. One would assume that students that are more outgoing wouldn't necessarily be timid in their postings.
    • melissa wilson
       
      (Melissa Wilson) Sorry...I may be misreading-clarification needed: Per the article, students post more responses when they are less outgoing (less extraverted)? It just seems as if those whose personalities are unreserved would be more likely to post responses than those who are reserved, as they wouldn't be afraid to share their feelings or thoughts and wouldn't be afraid to be challenged on those. Am I misinterpreting? Thanks!
mnwestbrook

http://www.diigo.com/main/done.jsp - 0 views

shared by mnwestbrook on 06 Jun 07 - Cached
  • right-click menu. Learn more»
1 - 17 of 17
Showing 20 items per page