Dogwood Collaboration

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    14-Dec-2014
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TOLC

Transcript of Dogwood Collaboration

  • 1. Collaboration in the Online Classroom Edited by the Dogwood Group 2010
  • 2.
    • 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
  • 3.
    • 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.
  • 4.
    • Involvement of all participants
    • Shared purpose
      • Sharing information, experiences, interests, resources
    • Guidelines
      • Structure of the course, ground rules for participation and interaction
    • Technology or meeting places
    • Collaborative Learning
      • Student-to-student interaction
    • Reflection
      • To reinforce and transform the learning
  • 5.
    • 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
  • 6.
    • 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.
  • 7.
    • 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
  • 8.
    • 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
  • 9.
    • 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
  • 10.
    • Snowflakes are one of natures most fragile things, but just look what they can do when they stick together." Vesta M. Kelly