Collaborative learning should be assessed through multiple channels and resources. According to George Siemens’ video, assessing collaborative learning should not only be assessed by the instructor, but also it should be conducted by the students. Through open communities and peer feedback as well as student contribution collaborati9ve learning should be fair and direct, based on stated outcomes, and equitable (2008).
Varying skill levels of student’s skills and knowledge affects the instructor’s ability for fair and equitable grading assessment because it is impossible for any two students to come into any given class with the same skill level or knowledge. In his video George Siemens stated that it is very difficult to have equitable assessment (2008) because just because one student worked on a project for five hours and another student worked on the same project for five minutes doesn’t mean that they both did not learn something. Equitable grading is more about knowing your students and making sure that there is a high degree of learning taking place.
According to David Fionda’s e-learning blog the reality was that using e-learning alone is not enough collaboration is needed to make distance learning successful. However, if a student does not want to participate in online collaboration that is their right, but they have to understand that it could have negative consequences on their educational experience. But, if the student has already been place in a learning community the team should have established a team charter that details the possible consequences. If the rest of the group cannot relieve the situation the instructor needs to be informed and the group member needs to be removed from the group.
The instructor should serve as an overseer not a doer, the group needs to take control for their own learning especially at the higher level. The instructor should only become involved if the group cannot work things out on their own. According to Hurst and Thomas, “An online coach pops up within the stimulated environment to provide positive and negative feedback, depending on the learner’s discussion.”
I believe that if a student chooses to go against the norms of a classroom community they also need to take responsibility for the differences in how they will be graded. I believe that the assessment plan should be developed by the student and okayed by the instructor. If any revisions need to be made the student will need to make those necessary revisions.
Resources:
Hurst, D & Thomas, J. (2008).Developing team skills and accomplishing team projects online. In T. Anderson (Ed.) The Theory and Practice of Online Learning (2nd ed., pp. 440-469). Edmonton, AB: AU Press.
Siemens, G. (2008). Assessment of collaborative learning [DVD]. Laureate Education, Inc.
http://blog.candeos.com/
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Kassidy,
ReplyDeleteWhat recommendations would you offer to a group with inactive members? How should the group be refocused to the goals of the course? How should the active members approach the inactive ones, and what if they continue to not respond?
Angela
Kassidy and Angela,
ReplyDeleteI think the key to collaborative learning is going to have to be that team charter and a rubric that recognizes individual contributions within the team. If one student is inactive and refuses to do anything about it or asserts his right to withdraw from any group participation, there is very little the instructor can do except penalize him in that grading category.
I think that is one thing that would need to be addressed before a student began the online program. Even in the traditional classroom, in adult studies, particularly my master's degree program, we were required to participate and present projects in a learning team. We had to physically meet at least once each week and we had to create and sign a charter, weekly attendance sheet, and other forms of documentation. It was understood when we began the master's program that participation was mandatory and I know that if it was not handled properly, it would affect the college's accreditation.
Possibly, stressing these concerns to the student would help them understand the necessity of participating. Also, providing clear expectations of the program participation and its effect on the college, before the student enrolls, would be a good thing to have in place.
I am reluctant to branch out and participate. It sometimes takes us outside our comfort zone; however, I have made many friends from groups that I have worked with over the years.
Cynthia