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anonymous

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  • anonymous on 15 Nov 07
     
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  • stevesmith7476 on 15 Nov 17
     
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Allan Jeong

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

cscl.wikispaces.com/Summary+of+Weaknesses

shared by Allan Jeong on 20 Sep 07 - No Cached
  • Weaknesses in the debate
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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.
melissa wilson

cscl » Outcomes - 0 views

cscl.wikispaces.com/Outcomes

clarification

shared by melissa wilson on 01 Jun 07 - No Cached
  • 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 on 04 Jun 07
       
      (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 on 04 Jun 07
       
      (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
      mbw03e on 05 Jun 07
       
      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
      Allan Jeong on 06 Jun 07
       
      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
      mbw03e on 08 Jun 07
       
      I'm guessing that the remaining students didn't know that the two "rabble rousers" were "acting".....!! mwirt
    • melissa wilson
      melissa wilson on 10 Jun 07
       
      (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
      mbw03e on 05 Jun 07
       
      Why not an actual link? michele wirt
    • Sharisse Turnbull
      Sharisse Turnbull on 07 Jun 07
       
      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
      mbw03e on 05 Jun 07
       
      A great spot for a sample diagram or graphic organizer example. michele wirt
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      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
      mbw03e on 05 Jun 07
       
      Why not post the models' diagrams? michele wirt
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      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
      heidis on 06 Jun 07
       
      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
      Kenisha Thompson on 05 Jun 07
       
      Grammatical problem: "Guestures" should be spelled "gestures."
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      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
      Kenisha Thompson on 05 Jun 07
       
      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
      heidis on 06 Jun 07
       
      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
      jgentile on 05 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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
      jgentile on 05 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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
      heidis on 06 Jun 07
       
      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
      jgentile on 05 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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
      login1 on 09 Jun 07
       
      Yes. DAT can be used to analyze any sequential data. But ForumManager is used to download Blackboard discussion forums.
  • (DAT
    • jgentile
      jgentile on 05 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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
      jgentile on 05 Jun 07
       
      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
      heidis on 06 Jun 07
       
      That is a great suggestion - and a pretty easy fix. Thank you!
  • Guideline 1.1
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      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
      Allan Jeong on 06 Jun 07
       
      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
      Sya Azmeela Shariff on 06 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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
      Sya Azmeela Shariff on 06 Jun 07
       
      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
      heidis on 06 Jun 07
       
      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
      puaypeowng on 06 Jun 07
       
      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
      Sharisse Turnbull on 10 Jun 07
       
      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
      puaypeowng on 06 Jun 07
       
      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
      Sharisse Turnbull on 10 Jun 07
       
      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 on 10 Jun 07
       
      (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
      Sharisse Turnbull on 10 Jun 07
       
      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 on 10 Jun 07
       
      (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 on 10 Jun 07
       
      (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!
stevesmith7476

Use Dell Support +1-855-635-8524 for laptop optimization - 0 views

albany.locanto.com/...4-for-laptop-optimization.html

Dell Support Laptop Number Techical

shared by stevesmith7476 on 09 Nov 17 - No Cached
  • stevesmith7476 on 09 Nov 17
     
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Allan Jeong

eme6635fall07 » PositiveInterdependence - 0 views

eme6635fall07.wikispaces.com/PositiveInterdependence

shared by Allan Jeong on 20 Sep 07 - No Cached
  • seek further information
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      This sounds like a pretty good idea, Mark.
  • 1) Resource Interdependence
    • Allan Jeong
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 20 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      Just a Point of information: There are a total of four debates in EME5457, dispersed over the 16 week semester.
  • formulate arguments
    • Allan Jeong
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      Note that this one is the same concept as that proposed in method #4 "Teammanship Ratings"
  • 12) SCAFFOLDING COLLABORATIVE ARGUMENTATION IN DISCUSSIONS
    • Allan Jeong
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 23 Sep 07
       
      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
      Allan Jeong on 25 Sep 07
       
      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
      Allan Jeong on 25 Sep 07
       
      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.
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