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This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills. This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
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Collaborative Learning & Technology: Scaffolding for Group Work in Online Courses
With Dr. Julia Parra
+Hello
This is me - Julia aka Julia Wiggins (Second Life) aka @desertjul and more…LOL, I have so many identities, I'm not sure I remember them all. Could this be a problem? InterWeb Identity Crisis?
+WIIFY?Do we really need group work in online
courses? Aren’t there lots of challenges?What about collaboration tools?Existing Models that ROCK!An Emerging Process/Model to Support
Group WorkThe Master Plan aka Research PlanResources
+Do we really need group work?
+Do we really need group work?
“Bruner, Vygotsky, and Piaget all embraced the philosophy that humans do not learn in a vacuum but rather through interaction.”
Conrad, R.M., & Donaldson, A. (2004). Engaging the online Learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.
+Do we really need group work? “A process that involves inquiry confronts the
unknown and relies on personal or collective resources to resolve questions. The online environment in which inquiry can flourish is gradually built by collaborative and collective contributions. Such collaboration efforts are likely to result in better outcomes, designs, practices, or products” (p. 30).
Collison, G., Elbaum, B., Haavind, S. & Tinker, R. (2000). Facilitating Online Learning. Madison: Atwood Publishing.
+Do we really need group work? “By learning together in a learning community,
students have the opportunity to extend and deepen their learning experience, test out new ideas by sharing them with a supportive group, and receive critical and constructive feedback. The likelihood of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement.”
Palloff, R., & Pratt, K. (2005). Learning together in community: collaboration online. Proceedings 20th Annual Conference on Distance and Teaching and Learning. University of Wisconsin, Madison, Wisconsin, August, 2005. Retrieved April 20, 2011 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/04_1127.pdf
+Do we really need group work?
“Collaboration has often been defined as the ‘heart and soul’ of an online course or, for that matter an course that bases its theoretical foundation in constructivism.”
Palloff, R., & Pratt, K. (2005).Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
+Aren’t there lots of challenges?
+Aren’t there lots of challenges? “Some of the literature related to online learning
indicates that groupwork in online classes is beneficial (Conrad & Donaldson, 2004; Palloff & Pratt, 2005). However, others have indicated that online groupwork may be perceived as more challenging than groupwork in face-to-face settings (Kim, Liu, & Bonk, 2005; Koh & Hill, 2006).”
Barbour, M. (n.d.). Strategies for students and instructors how to improve online groupwork. Retrieved April 20, 2011 from http://www.michaelbarbour.com/research/pubs/el08-koh.pdf
+What about collaboration tools? “Collaborative distance learning involves the use of
online synchronous and asynchronous tools by classrooms, groups, and individuals for the purpose of creating, communicating, and organizing projects and information. Students can now work online with other students on a classroom, local, national, and/or international level. This can be accomplished through the use of such tools as wikis, blogs, micro-blogs, social media websites, shared and editable documents, video-conferencing rooms, and online classroom discussion boards. Technology has afforded students the opportunity to collaborate not only in real time (synchronously), but on their own time (asynchronously) as well.”
Written by one of my awesome students, Sam Stichter!
+Existing Models that ROCK!Gilly Salmon’s 5-Stage Model for
supporting students in developing technical skillshttp://www.atimod.com/e-moderating/5stage.shtml
+Existing Models that ROCK!Conrad & Donaldson’s Phases of
Engagement Modelhttp://phases.wetpaint.com/page/Phases+of+Engagement+Model
Conrad & Donaldson note instructor roles as Social Negotiator, Structural Engineer, Collaborator, Initiator, Partner
+Existing Models that ROCK!Michael Barbour discusses online group
work strategies for students and instructors:http://www.michaelbarbour.com/research/pubs/el08-koh.pdf
Instructor roles are noted by Barbour as Facilitator, Motivator, Guide, Coordinator
+Un Pocito Milagro for ScaffoldingTwo types of scaffolds – content and
metacognitiveContent scaffolds – warm up sheet, note-
taking sheet, project templateMetacognitive scaffolds – project
planning sheet, information collection log, project reflection sheet.
Su, Y. & Klein, J.D. (2010). Using scaffolds in problem-based hypermedia. Journal of Educational Multimedia and Hypermedia, 19(3), 327-347.
+An Emerging Process/Model to Support Group WorkEDLT 528/628 Designing Educational
Resources on the InternetFully online, 6 units of content4 Phases – Getting Started with
Groupwork, Practicing Groupwork, Conducting Groupwork, Celebrating Groupwork
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+The Master Plan aka Research PlanResearch Method This qualitative inquiry is a case study and is
designed to answer the overarching question - how does a process of scaffolding both student use of technology and development of student skills for collaborative group work impact student satisfaction, learning effectiveness and student success. The population for this survey will be a graduate-level college class.
+The Master Plan aka Research PlanResearch Procedures The data collection strategies for this study will
include (a) a survey and (b) focus group interview where all participants will be invited to participate. It is desirable to use an interviewer other than the researcher due to the researcher’s role in the professional development being addressed. Data analysis will be conducted based on a qualitative approach, with use of survey analysis, pod and transcript analysis, and case study development.
+The Master Plan aka Research PlanStudy Timeline March 2011 - Develop Survey and Interview protocols April 2011 – Complete and submit IRB documentation End of May 2011 - Conduct survey and identify
interviewees June - Conduct Focus Group Interview in Adobe Connect,
use pods to gather written data, and complete transcription of interview if needed
June - Complete data analysis and case study development
July 1 – Deadline to submit proceedings
+Resources The Model/Process Handout Groupwork Survey Questions (done in Google Forms) Course Documentation with Integrate Groupwork
Directions
+So you want more?
Contact me at:[email protected]: princessjulz
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