Instructional Technology Series:Enhancing Learning and Teamwork Skills

in Moodle

Mariel Miller

Allyson HadwinUniversity of Victoria, BC, Canada

University of Victoria Technology Integration & Evaluation Research Lab

Research funded by a SSHRC Standard Research Grant 410-2008-0700 (A. Hadwin) and SSHRC Doctoral Fellowship (M. Miller)

1

Overview

1. Collaboration as a 21st century skill2. About the ED-D 101 Collaborative

Challenge3. Demonstration of the Challenge4. Preliminary Outcomes5. Questions and Discussion

Collaboration Coordinated and mutually interdependent work Shared goal in a joint task Leveraging distributed knowledge & expertise Beyond what any individual could achieve alone

Critical 21st century skill Enhanced learning outcomes Does not happen automatically

(Dillenbourg, 1999; Johnson & Johnson, 1989; Kreijns et al., 2003; Phielix, et al., 2011; Rochelle & Teasley, 1995)

Collaboration

Learning that is: Active & Engaged

Planful & goal directed

Motivated & confident

Strategic & adaptive

Reflective & Responsive

Successful Collaboration Requires Regulation

Involves Metacognition

Awareness of learning strengths and weaknesses

Ability to analyze the demands of tasks/activities

Use of effective thinking and problem solving strategies to cope with the challenges tasks present

What I knowWhat I don’t know

What I need to know

Involves Motivation

Genuine interest in learning

Focus on progress

Belief that ability is incremental

Willingness to try challenging tasks

View that errors present opportunities to learn

Belief that effort and effective strategy use will lead to success

Involves Strategic Engagement

Choosing strategies best suited to the learning situation from a larger repertoire

Applying strategies effectively and efficiently

8

Regulation at the Individual and Group Level

SRL

SRL

SSRLSSRL

CoRL

CoRL

Self-Regulated Learning (SRL)

Each team member regulates his/her

strategic engagement

Socially Shared Regulation (SSRL)Interdependent or

collective regulation of group processes

and successful coordination of

strategies

Hadwin, Järvelä, Miller, 2011

Co-Regulated Learning (CoRL)

Supporting one another to regulate in the task

Lack of monitoring

or inaccurate evaluation

task perceptions misaligned with each

other & the instructor

Different Goals/Plans - little

precision or commitment

Failure to adapt or turn challenge into

opportunity

Weak strategies, Different ideas

about what to do

Regulation is Challenging

Where we usually intervene

Planning

Challenges Encountered During Collaboration

Planning challenges are commonly reported by students different understanding of what to do different goals or standards

Pro

port

ion

of

tota

l ch

alle

ng

es

rep

ort

ed

Challenges (N=150) reported by Environmental Science students across 3 collaborative assignments

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

Strategic Plan-ning ChallengesTeam Coordina-tion ChallengesSoft Skills Chal-lenges

(McCardle, Helm, Hadwin, Shaw, 2011)

In a recent case study, most group members reported high consensus in shared plans despite describing different ideas about task purpose & goals in individual plans

Group Member Task Purpose Consensus

Jay Completely agreed

Aaron Completely agreed

Michael Mostly agreed

Kelsey Somewhat agreed

Collaborative Planning

Green = ideas mentioned by individuals and the group

Red = ideas mentioned by individuals but not the group

(Miller & Hadwin, 2012)

ED-D 101: Strategies for University Success 1st year undergraduate course Supporting students in becoming self-regulated learners Coursework includes 2 Collaborative Challenge

Assignments

ED-D 101 Collaborative Challenge

Dual Goals of Collaborative Assignments Provide opportunities to enhance domain learning

through collaboration Support students in learning to regulate

collaboration Leverage Moodle to provide opportunities to develop collaborative

skills Use scripting & data visualization to provide students with

opportunities to engage metacognitively and reflectively in collaboration

Goals of the ED-D 101 Collaborative Challenge

Collaborative Assignment

1. Domain Expertise Activity

• Each member is “group expert” on 1 of the 4 topics covered

• Each constructed a “crib sheet” on expert topic to cue memory of critical information during the challenge

(O’Donnell, 2011)

ED-D 101 Collaborativ

e Assignment

Mastering Expertise

Solo Planning

In-ClassCollaborative Planning

In-Class Collaborative Challenge

Solo Reflection

Collaborative Assignment

2. Individual Planning

• Scripted individuals to construct task perceptions, goals, and plans for the assignment

ED-D 101 Collaborativ

e Assignment

Mastering Expertise

Solo Planning

In-ClassCollaborative Planning

In-Class Collaborative Challenge

Solo Reflection

Collaborative Assignment

3. Group Planning

• Scripted groups to co-construct task perceptions, goals, and plans for the assignment

• Provided data visualization of individual plans to the group

ED-D 101 Collaborativ

e Assignment

Mastering Expertise

Solo Planning

In-ClassCollaborative Planning

In-Class Collaborative Challenge

Solo Reflection

Collaborative Assignment

4. In-Class Assignment

• Groups described & Identified problems

• Generated and justified a solution

ED-D 101 Collaborativ

e Assignment

Mastering Expertise

Solo Planning

In-ClassCollaborative Planning

In-Class Collaborative Challenge

Solo Reflection

ED-D 101 Collaborativ

e Assignment

Mastering Expertise

Solo Planning

In-ClassCollaborative Planning

In-Class Collaborative Challenge

Solo Reflection

Collaborative Assignment

5. Individual Reflection• Scripted individuals to

reflect on collaboration and identify areas for improvement

Implementing the Collaborative Challenge in Moodle

Assigned students to groups

Types of Moodle Activities

2 Individual Activity Tools Feedback for Solo Planning Quiz for Solo Reflections

3 Group Activity Tools Forum for Cheat sheets Chat OU Wiki for Challenge Activities

Collaborative AssignmentDemonstration

moodle.uvic.ca Open “Enhancing Learning and Teamwork Skills” Demo Firefox Only

View assignment materials Instructions Preparation Activities Challenge Activity Reflection Activity

Collaborative AssignmentDemonstration

1. Coordinate & Create Cheat Sheets (Moodle Forum)

Collaborative AssignmentDemonstration

2. Individual Planning (Feedback activity)

Collaborative AssignmentDemonstration

Open the Collaborative Challenge (OU Wiki)

Solo Check-In Connect with group

• Enter your first name• Resize your windows• Mute chat (speaker

icon)

Collaborative AssignmentDemonstration

3. Group Planning (OU Wiki)

Assign an editor (Only 1 person can edit at a time)

• Editor: Save changes after every question

• Others: refresh to see saved changes

Collaborative AssignmentDemonstration

3. Group Problem Solving

Part A: Analyze Lisa’s Studying (Ou Wiki)

Midpoint Check-In (Quiz Tool)

Part B: Suggest a Solution (Ou Wiki)

Solo Check-Out (Quiz Tool)

Collaborative Assignment 2

5. Individual Reflection Moodle Quiz Activity Cloze items

Challenge Performance

Collaborative Challenge 1 Collaborative Challenge 20

1

2

3

4

5

6

7

8

Gro

up

Pro

du

ct G

rad

e (

10

)

Mean group product grade on Assignment 1 and 2

Biggest Challenge Students Reported Encountering

Checking Progress

Doing the Task

Group work Planning None0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

Collaborative Challenge 1Collaborative Challenge 2

(n = 241)

(n = 236)

Pro

port

ion

Satisfaction with Group Work

Extre

mel

y Sa

tisfie

d

Very

Satis

fied

Moder

atel

y Sa

tisfie

d

Not V

ery

Satis

fied

Not A

t All

Satis

fied

0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45

Students most often reported being extremely satisfied or very satisfied how things went across both collaborative assignments

N=477

Pro

port

ion

Feelings about Collaboration

Confid

ent

Happy

Excit

ed

Optim

istic

Focu

sed

Calm

Anxio

us

Disapp

oint

ed

Doubt

ful

Stre

ssed

Wor

ried

Frus

trate

d/Ang

ry

Other

0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

Students most often reported positive emotions about how things went across both collaborative assignments

Pro

port

ion

N=477

Challenges & Opportunities

When does scripting become other regulation?

Who is doing the regulating (learner, computer, other person)?

Adapting in the face of new challenges vs. adopting prescribed scripts

Scripting adaptive habits in learning and collaboration

Helping adapt within and across collaborative experiences

Adaptive regulation is a lifelong learning skill – not just for academic success

Shift to view challenges and errors opportunities to learn to regulate

33

Mariel Miller (fgage@uvic.ca)

Allyson Hadwin (hadwin@uvic.ca)