Guidelines for collaboration
Purpose of collaboration.
Since this is a learning theories class, it seems appropriate to point out the theory behind the use of collaboration and cooperation for learning.Cognitive approach: Knowledge must be placed in a conceptual framework for learners to retain and comprehend it (Cooper, et al., 1997; Slavin, 1995). In the small group setting, learners have the opportunity to rehearse their understanding with others and to be exposed to other conceptual constructs.
According to the social constructivists, a social discourse must take place in order for knowledge to be internalized. It is this discourse that leads to the conceptual framework in which to relate the new knowledge (Bruffee, 1992). As MacGregor states, "Knowledge is shaped, over time, by successive conversations, and by ever-changing social and political environments" (1990).
The motivational theorists believe that cooperative learning creates an environment that is inherently motivating to learners. For example, if group and individual contributions to the project are all components of the final grade, individuals are motivated not only to learn the material but also to encourage all group members to perform at their best. This creates a driving force to foster positive interdependent relationships among group members. That is, cooperative learning creates a "One for all and all for one" attitude (Alexandre Dumas).
(Adapted from http://www.wcer.wisc.edu/nise/cl1/CL/default.asp.)
In additional to our belief that collaboration is essential for learning, we also recognize that distance learning can be a lonely experience if you do not have any interaction with your peers. We hope that providing an opportunity for both individual and group activities will contribute to an effective learning environment for you.
Your groups.
The instructors form groups based on a variety of factors. First, we try to change the group composition so that you get a chance to work with different people in the course. We also try to balance according to previous distance education experience , your background, and previous work experiences. Finally, your summer schedule availability will also be a factor.Timeframe.
You have two weeks to complete the collaborative tasks with your groups. As you may know, everything takes longer in a Web-based environment. Regular communication with your team is critical to your success. Getting started early is a good idea.Tips for the collaborative process.
Our first tip to you is that it is not usually the best approach to divide up a task, complete it individually and then put it back together. The end result produced from this method rarely hangs together as a cohesive whole. Rather you should work closely with your team members to be sure that everyone understands each part of the task, giving each other feedback along the way.Before the group begins:
1. Expect to learn, to enjoy, and to discover.
2.Set learning goals for yourself.As the group begins:
1. Introduce yourself to the team.
2. Set up group norms.Although the lifespan of your group for this project will be short, it can still worth your while to take a few minutes to establish some group norms to make your work run more smoothly. Group norms are essentially expectations that you and your teammates negotiate so that you're all on the same page. Below is a list of some things to consider and to form norms around. A few sample norms have been given; you can use them or set up your own. The most important thing about norms is that all group members agree to them and that they be recorded so the group can refer back to them in case of misunderstandings.
Situation: You send a teammate an email message with a pressing question about the project. You don't hear back from that person for a long time and start to wonder if maybe he didn't get your message. You'd like to follow up, but you also don't want to sound like you're nagging.
This bind can be avoided by setting up the expectation that every group member will check their email at least twice a day and will acknowledge messages when they receive them. So, even if your team member doesn't have time to answer right away, he should send a message saying "Got your email; I'll get back to you tomorrow morning" or something like that. Then you know what to expect. Additionally, if 24 hours goes by and you don't hear back from him, you'll be justified in sending a follow-up email. Your team can set your own norms about how often or how long to wait; these are just suggestions.
Situation: One member keeps missing chats because she lives in another time zone and gets confused about what time the meeting is scheduled for.
This problem can be addressed by determining up front what "system" you will use for communicating times. This is especially tricky because Indiana does not switch to daylight savings time. One solution is to list all the possible times (12:00 EDT/ 11:00 CDT/ 10:00 MDT). Another possibility is to always use Bloomington time (as shown in Oncourse). Your team can find what fits them best.
3. Build your understanding of how the team will work.
Do an initial review of the learning activity specifications
* Make initial decisions with your team about elements of the assignment that require you to choose a specific context, audience, topic, etc.
* What is your time frame for completion?
Start discussing group process.
* How will you communicate?
* How quickly do you expect to get responses and feedback from your teammates?
* What will you do if one member "disappears"?
* What will you do if one member refuses to take on appropriate responsibility?
* What will you do if group members disagree about content or format?
* What will you do if members feel in advance that they "won't get along"?
* What tools will you use for various tasks (see section below on technology tools.)3. Individual accountability. We cannot emphasize enough the importance of each individual to the success of the group. Everyone must participate and contribute to the group in order to be successful.
While the group is in existence:
Work at giving good feedback.
* Start with positive comments and then move to any critical feedback/ suggestions/questions
* Remember that giving good feedback can be more of a challenge in an online environment; think about how to convey tone and support in this environment.
* Get silent members involved. If you don't hear from someone, keep attempting to contact them. Don't wait - time is short.If the group gets stuck and can't resolve a problem, consult the instructor as a group.
Wrapping up the group:
1. The post-task reflections will help you summarize and review your learning from the group experience.
2. Provide final feedback to members on their contribution.
3. Celebrate!(Adapted from: Bowen, D. D., and Jackson, C. N. (1985-6). "Curing those 'ol 'Omigod-Not-Another-Group-Class' blues". Organizational Behavior Teaching Review, 10(4), 21-23.)
Technology tools.
Your groups may choose any of the communication tools available within Oncourse. These tools may be found in the IN TOUCH section. There is nothing special you need to do to document your participation in the group process unless you have substantive discussions outside of Oncourse or through Oncourse e-mail. In that case, please cc: your instructor on those discussions.It is often useful to use both synchronous and asynchronous tools to complete collaborative tasks. Some previous students have found using the synchronous chat function for group meetings very useful.
Discussion forums. We will set up forums for the whole class discussions, as well as private forums just for your group to communicate.
Chat rooms. This tool is for synchronous (real-time) communication among class members. The transcripts are automatically archived by Oncourse so that you can review the transcript later.
Oncourse Mail. Oncourse has an internal e-mail system that is different from your regular e-mail. You may choose to use e-mail to communicate, but please cc: your instructor on your messages so that everything is documented.
Role of the instructor.
While we will not always be directly facilitating your interactions, we are always available to answer questions that may arise. We see our role as supporting and guiding the learning process in this course, not necessarily leading it.The task.
Specific information about each of your collaborative tasks is available in the Units sections of this website. The Learning Activities section of each unit outlines your group's goal, the learning objectives and the assessment criteria.
Comments: joalexan@indiana.edu
