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Transcript of Dogwood Collaboration
- 1. Collaboration in the Online Classroom Edited by the Dogwood Group 2010
- Promotes deeper levels of knowledge through active involvement and problem-solving
- Promotes initiative, creativity and development of critical thinking skills
- Promotes co-creation of knowledge
- Promotes a sense of responsibility and achievement
- Promotes reflection
- Promotes a sense of belonging/community
- A sense of community must exist for collaboration to occur.
- A rapport needs to be established among the students in order for them to communicate freely, particularly when they are not able to meet face-to-face.
- The students are dependent upon one another for the satisfactory completion of their project, so they must trust one another.
- The free exchange of ideas enriches each group member.
- Involvement of all participants
- Shared purpose
- Sharing information, experiences, interests, resources
- Structure of the course, ground rules for participation and interaction
- Technology or meeting places
- Collaborative Learning
- Student-to-student interaction
- To reinforce and transform the learning
- To share different perspectives and experiences in order to perform optimally on work tasks
- To meet the workplace demand to be able to function in teams and in a virtual environment
- Groups that work:
- All members have a common goal and know how best to achieve it.
- All members have something to contribute and are willing to do so.
- Tasks are assigned and/or chosen based on individual strengths or preferences.
- Deadlines are honored.
- Feedback is timely and constructive.
- Groups that dont work:
- Goals are unclear and/or unimportant to some group members.
- Members are arbitrarily assigned tasks and deadlines with no consideration to personal interests or time conflicts.
- There is little or no communication between group members.
- Forming: When groups get to know one another
- Norming: When groups figure out how to work together
- Storming: Problem-solving where there will be
- disagreement and/or conflict
- Healthy conflict results in a higher quality product and greater success.
- Performing: When groups work to complete the task
- Adjourning: When groups end the work and disband or
- regroup for other tasks
- Build collaboration into the syllabus starting with an icebreaker requiring collaboration
- Highlight collaboration and create community in the introduction and student welcome
- Create an early activity requiring collaboration that generates discussion among participants and instructor
- Create an early collaborative activity with facilitation by the instructor
- Evaluate collaboration through student feedback and reflection
- Require participation as part of the course
- Provide for a self-organizing element through the use of the Learning Group Agreement
- Include well-defined goals, meaningful tasks, procedures for involvement and instructions/tips for using the wiki
- Follow up with students who don't participate
- Respond periodically to posts or provide summaries to verify participation
- Provide for reflection and self-evaluation according to a rubric
- Snowflakes are one of natures most fragile things, but just look what they can do when they stick together." Vesta M. Kelly