Group items tagged

I like the 4 phase model of this book.

Hi Rick I do love this book and I have been using it since last year. My Assistive Techonolgy program is using this book too. Yoosun, one of the AT faculty, demonstrated the first phase from the book and did reflection. Joe D. recorded that session and I think it might be useful for other faculty to use the book. Thank you for sharing the article - I will attach and share with AT!

"Main | My Life As An Annoying Sociologist or How I learned to Love Talking About Race » Grading Group Work Effectively DateSunday, December 11, 2011 at 8:23PM Students hate group projects because… wait for it… students hate students. That's right, students hate one another, but only when their fates are intertwined. Weak excuses, blown meetings, unrealistic expectations, and ridiculous requests for hand holding from students[1], these are the things that we as teachers deal with on a regular basis, but students are not accustomed to this side of their compatriots. But here's the strange part, while students may hate group work and freeloading students, they will almost never do anything about it. For the longest time I'd have my students evaluate one another after a project using a 1 to 10 point rating scale. Then after a few semesters of getting nearly all 10s most of the time I came to my senses. I mean, even students who passionately complained about their group mates, would give straight 10s to their freeloading peers. To negatively impact a classmate's grade is apparently akin to snitching for many students. So how do you hold students accountable for their contributions and promote a good collaborative process? A well designed assessment helps. Below I describe the assessment I use in my classes which you can download here. 1. Rank Your Peers Asking students to rate each other doesn't work because giving a 10 to a freeloading student doesn't harm anyone. However, if you ask students to rank each group member in order of their contribution you can force students to be more honest. I've found students struggle with ranking students in the middle (i.e. who should be 3rd and who should be 4th), but ranking the most valueable contribtuion and the least is relatively easy. So keep that in mind when reviewing student's assessments 2. I Statements Sometimes the distance between the greatest contribution and the smallest is really not that va

"If you have a priori misgivings about the quality of online and hybrid courses, perhaps the following illustrative (not exhaustive) list will be a useful starting place as you seek evidence: BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.98.6506&rep=rep1&type=pdf Analysis of Large Web-Based Courses at the University of Central Florida http://www.editlib.org/?fuseaction=Reader.ViewFullText&paper_id=16884 Supporting the Hybrid Learning Model: A New Proposition http://k55.nu.edu/resources/SPL/collateral/uploadedFiles/Supporting_the_Hybrid_Learning_Model.pdf Using Quality Assurance Strategies for Online Programs https://www.aace.org/pubs/etr/issue3/Lee.pdf"

Good Chronice article tweeted by spitt w/ a good comments discussion and some links to evidence on quality in online learning.

Good find! The co-construction point is key for me. Several other good tips/reminders.

"Design is not just what it looks like and feels like. Design is how it works." - Steve Jobs As an online instructor, you may find yourself involved in numerous roles related to online course design.

Instructions to turn on captions and audio description in media players

Special Issue on the Community of Inquiry Framework: 10 Years Later

This link comes through the Mason Univ Libraries and so should provide full access to all the articles in this special Special Issue on the Community of Inquiry Framework:

The links at the end may be the most useful part of this.

an antidote to "fake news" but much much more.

Research oriented articles.