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Home/ EME6635Summer07/ Contents contributed and discussions participated by puaypeowng

Contents contributed and discussions participated by puaypeowng

puaypeowng

cscl » Methods - 0 views

  • 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.
  • 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.
  • 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.
puaypeowng

cscl » Outcomes - 0 views

  • 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'....
  • 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.
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