Dogwood Collaboration
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Transcript of Dogwood Collaboration
Developng Community for Effective Collaboration
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CollaborationCollaboration
in thein the
Online ClassroomOnline Classroom
Edited by the Dogwood Edited by the Dogwood Group 2010Group 2010
Developng Community for Effective Collaboration
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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
Developng Community for Effective Collaboration
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.
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Developng Community for Effective Collaboration
Involvement of all participants Shared purpose• Sharing information, experiences, interests,
resourcesGuidelines• Structure of the course, ground rules for
participation and interactionTechnology or meeting placesCollaborative Learning• Student-to-student interactionReflection• To reinforce and transform the learning
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Developng Community for Effective Collaboration
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
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Developng Community for Effective Collaboration
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 don’t 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.
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Developng Community for Effective Collaboration
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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
Developng Community for Effective Collaboration
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 8
Developng Community for Effective Collaboration
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 9
Developng Community for Effective Collaboration
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“Snowflakes are one of nature’s most fragile things, but just look what they can do when they stick together." Vesta M. Kelly