My experience collaborating in groups online has been mixed. I love taking classes and see working in groups as an opportunity but not without its challenges. Working with others creates an environment to learn from others. Each of us has something to contribute because of our knowledge and experiences. I will admit it is easier to work alone but not nearly as interesting. Often members of groups do not want to contribute for various reasons and this leaves the rest of the group questioning the finished project of the collaboration. As Seimans states, a collaborative learning community is essentially all working together. When one member of the collaboration is not contributing, a prompt by the leader is sometimes warranted to add to the collaboration. I was interested to hear Seimans use blogging as a way to collaborate but maintain a social autonomy. I love blogging and have since created two other blogs and I think because I am in control of the blog and my own destiny, I am more comfortable collaborating.
Assessing collaborative learning is not as difficult as one might believe. We do a very good job assessing our own work and work of others when it comes to collaboration. Feedback builds the scaffolding needed for the base of knowledge and this comes from feedback. As an educator that uses online educational software, I do not find the need to look critically at a student’s time spent on the assignments or the time used to take a test; the outcome is that they are learning. Assessment on the knowledge does not have to be validated in a traditional grading format but proof of knowledge can be seen as a higher level of thinking.
Laureate Education, Inc. (Producer). (2008). Learning Communities [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930712&Survey=1&47=8482003&ClientNodeID=984645&coursenav=1&bhcp=1
Sherri,
ReplyDeleteI am glad you talked about Seimens' view on blogging and how people are reluctant to contribute because of the way we were educated; in such an individual way. Why do you feel it is not important to examine the amount of time a student spends on their work---only the outcome? Today I was administering a test, and some students took an hour to complete all the work and others finished in 2 minutes- Their outcomes may be the same in the end how do we assess them? Is it only through test scoring?
Hello RaKinah and Sherri
ReplyDeleteI get very concerned when students take so little time to complete tests. Are they really able to apply the content to their work? I have always found this to be an issue with multiple choice tests how much of this is guesswork? I much prefer to give them a scenario and have them apply the material to that. We use a outdated simulation lab for situations such as this and while there is no pass or fail the participants have to explain their rational for their actions.
Have a great day
Helen
As an instructor, do you not feel the added push to collaborate within your department? I know when I was teaching, it was something that was being strongly pushed throughout the district.
ReplyDeleteJason
I hate it when I feel that the collaboration is forced. It should be a natural extension of the work that we are doing. Orginally, I did not want to have to Blog but now I love it!! I have created two other Blogs on other things not related to school and find it a great way to communicate. Now if I could just use Wiki the same way!
ReplyDeleteHave you visited Seimans web site and blog?
ReplyDeleteHelen
Hi Sherri,
ReplyDeleteAs both an educator and a student, I completely understand your "mixed" feelings about collaborative activities - and assessment. In Siemen's video on assessment, he did point out the fact that so much of what learners in school do ends up reflected in an individual mark on an individual transcript. Education has typically been viewed as an individual activity. From my own perspective, I think educators need to think more carefully on the purpose of including collaboration in their classrooms. Here are two questions I would propose:
1. Do I want my students to collaborate? and why?
2. What do I view as more important through the activity: content knowledge? Or collaboration skills?
If the answer to the first question is no, then I really think educators should not waste their (or their learners’) time on an activity. From my experience this is where a lot of frustration can come about.
As to the second question, I have come to the conclusion in my high school practice that teaching the collaborative skills is the most essential part of the activity. I will position the collaborative task after the main content learning. For example, after reading a play and writing an individual research paper, I have my students work together to create a webpage for the text. In this way, the objective of the activity is on working together and introducing some basic technology skills – not the content of the unit.
A well designed collaborative activity can go a long way in making the experience more meaningful for all of the participants.
Cheers,
Margaret
Sherri,
ReplyDeleteI do agree that I find it easier to work independently. At least now. In the alternative, participating in Walden has really helped me appreciate the communication. Time constraints only multiply as we work, family, socialize, and learn, that is one reason indepent work is easier. I don't want to let others down. But, I have had some great wow moments through the comments of peers. A different perspective that turns the view of an original stance.
Thanks Debi
Sherri,
ReplyDeleteI like your organizer. I really wanted to use the idea of a venn diagram or interlapping circles, but I could not type in the middle space. The middle space sets the foundation, not being able to express an idea there changed the dynamics of the organizer.
Thanks Debi