Assessing
Collaborative Efforts
Proper
structure of an online learning environment will address certain aspects of
collaboration that would commonly take place in a face to face setting.
Participants should be made aware of guidelines and expectations at the start
of their course. The layout is important in holding participants accountable
for their learning. This is what Palloff and Pratt refer to as setting the
stage (2005). Regardless of where collaborative learning occurs, assessment of
participation is necessary. Participation in a collaborative learning community
should be assessed collaboratively. Among instructors and students, a serious
complaint about collaborative work is the uneven participation of group members
(Palloff & Pratt, 2005). Learners may not wish to network or collaborate
which is another reason why it is important for the expectations to be defined
by the instructor at the beginning of the course. In addition, when groups
establish a team charter, the responsibilities are shared and agreed upon by
all members. It creates a system of checks and balances within the group. With
careful planning of learner-centered assessments and opportunities for students
to self-reflect on the activity and their participation, it can be an
encouragement for individuals to improve their participation within the group
(Palloff & Pratt, 2005).
As
noted by George Siemens in a taped interview (Laureate, 2008) much of our
learning is based on collaboration therefore, education means
participation. He also states that
methods of assessment have evolved.
Despite the varying levels of skill and knowledge of the students,
instructors can avoid bias of assessment, dissatisfaction by students, or grade
appeals if they stick to using rubrics for assignments. Rubrics should be designed to reflect the
objectives of the course and the expected outcome that will demonstrate the
learner has gained knowledge. As part of
setting the stage, learners will already be aware of how they will be assessed
and will have opportunities along the way to communicate uncertainties (Palloff
& Pratt, 2005).
References
Laureate Education, Inc. (2008). Siements, G. Learning Communities [Video webcast].
Baltimore, MD.
Palloff,
R. & Pratt, K. (2005). Collaborating
online: Learning together in
community. San Francisco: Jossey-Bass
Below
is a link to an article with additional information about collaborative
assessment.
http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-toolsComments posted on
http://dsprings2004.blogspot.com/
http://rogerwilliamsgms.blogspot.com/
Good post Marie,
ReplyDeleteIn a number of my post I have spoken of setting the stage. I believe this is a key element in the design of a good DE program. I actually believe that the infrastructure should be a little more in depth. In my post I have discussed the need for the school(institution of higher learning) to implement their on tools of innovation that mirror programs like FaceBook, Skype, wikis/blogs and Instant Messages. I believe utilizing a uniformed set of tools enables the learner to be concise in their efforts to do do their assignments as opposed to looking for who and where to post. This has been a frustrating factor for me during this qtr. because i have spent a wealth of time trying to find people and amend tools that others cannot access.
Marie, I agree with your mentioning of collaboration, participation, and assessment. I think regardless of where you are collaborating....participation is important when if a grade is not necessarily a part of the assessment. I have a link to an article on online communication in the corporate setting that I think addresses that important point.
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