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anonymous

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  • anonymous on 15 Nov 07
     
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melissa wilson

cscl » Outcomes - 0 views

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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!
melissa wilson

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

cscl.wikispaces.com/Input+and+Conditions

shared by melissa wilson on 01 Jun 07 - No Cached
  • Give individual group members access to resources that other group members will not have. This will "oblige" the group to work together.Example:
    • mbw03e
      mbw03e on 05 Jun 07
       
      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
      Allan Jeong on 06 Jun 07
       
      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
      puaypeowng on 10 Jun 07
       
      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
      mbw03e on 05 Jun 07
       
      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
      puaypeowng on 06 Jun 07
       
      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
      mbw03e on 05 Jun 07
       
      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
      puaypeowng on 10 Jun 07
       
      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
      mbw03e on 05 Jun 07
       
      These sound really thought provoking-might do well to give a brief description or example, or even a Diigo comment. michele wirt
    • puaypeowng
      puaypeowng on 10 Jun 07
       
      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
      Kenisha Thompson on 05 Jun 07
       
      Is this section an elaboration of item 4c listed above? If not, which/where is the guideline for this section?
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      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
      Kenisha Thompson on 05 Jun 07
       
      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 on 06 Jun 07
       
      (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
      jgentile on 05 Jun 07
       
      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
      jgentile on 05 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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 on 06 Jun 07
       
      (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
      mnwestbrook on 06 Jun 07
       
      Error on link. May want to correct for the final wiki report
    • Robert Barton
      Robert Barton on 06 Jun 07
       
      (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
      mnwestbrook on 06 Jun 07
       
      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 on 06 Jun 07
       
      (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
      mnwestbrook on 06 Jun 07
       
      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
      mnwestbrook on 06 Jun 07
       
      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
      heidis on 06 Jun 07
       
      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
      heidis on 06 Jun 07
       
      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
      Sharisse Turnbull on 07 Jun 07
       
      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
      Sharisse Turnbull on 07 Jun 07
       
      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 on 10 Jun 07
       
      (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 on 08 Jun 07
       
      (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 on 10 Jun 07
       
      (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!
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