Group items tagged

Martinez (2001) has documented some key design considerations for personalized learning on the web. Martinez makes the following suggestions: “For transforming learners, design environments that are sophisticated, discovery-oriented, mentoring environments where learners who want to be assertive, challenged by complex problem solving situations, and able to self-manage learning and self-monitor progress can attain higher standard, long-term goals. For performing learners, design environments that are project- or task-oriented, energizing, competitive, interactive (hands on) environments, which use coaching, practice, and feedback to encourage self-motivation, holistic thinking, problem solving, self-monitoring progress, and task sequencing, while minimizing the need for extra effort and difficult standards. For conforming learners, design environments that are simple, scaffolded, structured, non-risk environments that use explicit, careful guidance. They should help individuals learn comfortably in an easy, step-wise fashion. These environments should also encourage learners to take assertive, challenging steps towards more independent, self-motivated achievement.”

. Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”

In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.

peer pressure

endency to award everyone the same mark.

feel ill equipped