Collaboration finalc

Carolina Cooperative Lateral Entry

1Collaboration in the Online ClassroomJuliana Porter, Timothy Walker, Kevin Feaster, Ginger Jantz

Carolina Lateral EntryDeveloping Community for Effective Collaboration

1Taking time to build community will serve to enrich the learning experience and will facilitate better group interactionPromotes and strengthens active learner engagement

2Why Collaborate?Promotes deeper levels of knowledgePromotes active learningPromotes initiative, creativity and development of critical thinking skillsPromotes Co-creation of knowledge and peer to peer feedbackPromotes the use of written communication, professionalism and tonePromotes ReflectionPromotes the use of new technology for online communication (Web 2.0)


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3Building Community

A sense of community must exist for collaboration to occurWhy?A sense of community makes online learning more meaningful and pleasant (Online Pedagogy and Learning Community, Learn NC)You learn from communicating with others- Connecting with others decreases isolation and allows for students to share new ideas and perspectivesConnecting with others supports intrinsic motivation, improves learning, and increases student satisfaction, which also results in higher rates of retention and course completion (Online Pedagogy and Learning Community, Learn NC)When students are comfortable, they are better able to encourage each other and provide feedback and support


3Avoid isolation: social presence, communication, interaction more satisfaction. New ideas generated.

4Elements of CommunityBe sure all of the participants stay actively involved. Shared purposeSharing information, experiences, interests, resources, etc.GuidelinesStructure of the course, ground rules for participation and interactionTechnology or Meeting Places established.Be sure everyone has the same technological software, equipment, and experience to be effective. Collaborative LearningStudent-to-student interaction and instructor to student when needed. ReflectionTo reinforce and transform the learning for an enhanced experience.


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5Why Do People Need to Learn to Work Together?

People need to learn to work together because society today requires collaboration. Learners would definitely benefit by learning to communicate effectively with each other. I think it would also help them with how the workplace is operating more and more today. Technology has the ability to enhance ideas and innovations. Being able to collaborate in a small group in real-time can open and allow people to work faster and more efficiently.


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Many people in the workplace work together more now than ever because of the diversity of experiences. People combine their abilities and strengths to create, enhance and develop new goods and services that can help improve the quality of life.

6How Does Working Together Prepare Learners for the Workplace?


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7When Groups Work and Dont WorkMy best group experience was in a Differentiated Instruction Training. We used something called Flower Petals, each group had a petal and each group presented our info by putting it on a large Flower with Petals.

Professional learning Teams, and it was the worst, we didn't have a clear understanding of what we were supposed to do. I would like group assignments if the expectations are clear.Kevin Feaster


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8When Groups Work and Dont WorkMy best group experiences have been those in which I was able to choose my group, and I knew who I was working with and we were able to work cohesively. This most likely works because you know and feel comfortable in the group and most people choose others at their skill level. I experienced this in a graduate class I took at UNCC that included undergraduate students as well. Not to say that they aren't "serious" students, but the age and maturity I believe had a factor in how much time and effort they put into working on the project.Juliana Porter


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9When Groups Work and Dont WorkThe worst experience was in a teacher class" in college. In the first class, instructors put us in groups and told us to film each other while we were interviewed about our-selves. People were uncomfortable with the technology, as well as the personal questions. Participants were guarded, revealing only superficial information.In contrast was a film class. These instructors, too, put cameras in our hands and directed us to make a film. However, this film was not ABOUT us, though we would have to be in it. The topic allowed creativity and humor. We learned about each other indirectly by working together.Ginger Jantz


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10When Groups Work and Dont WorkProfessional Learning Community (PLC). We knew how each other thought because we knew each other. Another characteristic was that everyone wanted to succeed and do well. Everyone accepted and understood their role and followed through with their responsibility.

Project in graduate school. This group was dysfunctional because of lack of communication between members. Another characteristic of this group was that everyone had individual goals and not on the same page with what we were doing as a whole. Timothy Walker


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11Stages of Group DevelopmentForming: when groups get to know one anotherNorming: when groups figure out how to work togetherStorming: Problem-solving where there will be disagreement and/or conflictNecessary for the growth of the group. By resolving your differences , members will be able to participate with one another more comfortably and develop to the next stage.Performing: when groups work to complete the taskAdjourning: when groups end the work and disband or regroup for other tasks


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12Im the instructor! What do I do?


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13First, Set the Stage

Set clear standards:clear, well-organized syllabus

course rationale/objectivesassignments- timeline, formatrequired materialsgrading standardscommunication guidelines how/when to contact instructorexpectations for peer discussionturn-around time/feedback for assignments


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14Next, Create the EnvironmentDevelop community:welcome participantspre-course contactinstructor introductiontechnology orientationicebreaker/student introductionsencourage interaction offer venues for discussionprovide opportunities for collaborationbuild peer interaction into course requirements

TEAMWORK!


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15Then, Model the ProcessDemonstrate:listen & show understandingrephrase or summarize student postsprovide timely feedbackaugment student questionspractice netiquette facilitate participation pose open-ended questionsaddress/engage reluctant participantsinvolve students in problem-solvingmaintain focus on course content


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16Continually, Guide the ProcessRemain involved:strengthen the frameworkensure reasonable group sizestructure group challenges- time and taskrequire active discovery of information (v. passive learning)expect peer-to-peer feedback maintain a presence monitor discussionstroubleshoot interpersonal problemsperiodically respond or summarizereassure anxious learners


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17Finally, Evaluate the ProcessGather and assess:formative inputafter units or modulesshort polls or surveysstudent reflections- ease and efficacy of learning tasksinstructor reflections- effectiveness of lesson design summative input big questions- course goal attainment, quality of learningformal- short, specific, within realm of students experience

student reflections- perceptions and experiencesinstructor reflections- ideas for future course adjustments


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18 Successful CollaborationRemember:follow the stepsset the stagecreate the environmentmodel the processguide the processevaluate the process support the process provide sufficient time- team formation, task completionallow team autonomyencourage multiple viewpointspromote healthy conflict resolution


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Collaboration finalc

Education

Transcript of Collaboration finalc