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Contents contributed and discussions participated by jgentile

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jgentile

Blackboard Academic Suite - 0 views

campus.fsu.edu/...frameset.jsp

shared by jgentile on 04 Jun 07 - No Cached
  • According to Harris (1998), there are six steps to sound decision making.
    • jgentile
      jgentile on 04 Jun 07
       
      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
      jgentile on 11 Jun 07
       
      (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)
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  • says little about the need for clear instructions
    • jgentile
      jgentile on 11 Jun 07
       
      (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
      jgentile on 11 Jun 07
       
      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
      jgentile on 11 Jun 07
       
      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
jgentile

cscl » Methods - 0 views

cscl.wikispaces.com/Methods

shared by jgentile on 01 Jun 07 - No Cached
  • According to Harris (1998), there are six steps to sound decision making.
    • jgentile
      jgentile on 04 Jun 07
       
      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
    • jgentile
      jgentile on 09 Jun 07
       
      (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
      jgentile on 09 Jun 07
       
      (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.
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  • In addition to the levels of collaboration and necessary skills at each level,
    • jgentile
      jgentile on 09 Jun 07
       
      (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
jgentile

cscl » Outcomes - 0 views

cscl.wikispaces.com/Outcomes

clarification

shared by jgentile on 01 Jun 07 - No Cached
  • 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.
  • 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?
  • 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.
  • ...2 more annotations...
  • (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?
  • 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."
jgentile

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

cscl.wikispaces.com/Input+and+Conditions

shared by jgentile on 01 Jun 07 - No Cached
  • 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)
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