Assessing
Collaborative Efforts * Blog Post #3
Facilitators
are able to use different methods to assess student participation within a
collaborative learning community. Educators that utilize a learning management
system can assess their students on (a) how many times their students logon,
(b) how many hours their students spend online, (c) how many times their
students spend on the group – related activities, and (d) how many posts their
students contribute within a learning discussion or activity (Laureate
Education, 2008). George Siemens (Laureate Education, 2008) says assessment is
to be fair, equitable, direct, and relating to student outcomes. One of the
best ways to support student participation within a collaborative learning
community is to have the facilitator change their assessment model. An example
is to have learners’ role – play participating within their high – functioning learning
community (Laureate Education, 2008). Designers
look towards creating both individual and community relating activities.
If
a student does not want to network or collaborate in a learning community for
an online course, there is potential for a systemic breakdown. It will be
necessary for members of the learning community to understand their role within
the online learning community. Cooperation among group members is critical for
the purpose of completing tasks (Laureate Education, 2008). Group members
establish guidelines, expectations and establish agreements within their
organization. Facilitators can support a successful collaborative online
environment by (a) showing competence, (b) communicating clearly with learners,
(c) creating a safe container for the group, (d) connecting and relating with
learners, and (e) promoting self – organization and empowerment (Palloff &
Pratt, 2005, p. 17). Siemens (Laureate Education, 2008) says a successful
collaborative online environment has several characteristics. Collaborative
online environments have a high level of trust. Collaborative online environments provide information sources. Collaborative online environments allow learners to engage in relationships with tightly knit groups (Laureate Education, 2008).
References
Laureate Education,
Inc. (2008). Principles of Distance Education. Baltimore, MD: Author.
Palloff,
R. M., & Pratt, K. (2005). Collaborating online: Learning together in
community.
SanFrancisco, CA: Jossey-Bass.
SanFrancisco, CA: Jossey-Bass.
Great evaluation. Despite the various means instructors might use for assessment, in an online environment, I realize teachers face the problem of updating or creating courses. In some courses students and teachers detects some design problems. However, all courses have to go through an approval process before they can be changed (Lawrence & Lentle-Keenan, 2013). This process means that teachers have limited scope to make substantial changes to course design, particularly with print or Web-enhanced courses. What are your thoughts?
ReplyDeleteReference
Lawrence, B., & Lentle-Keenan, S. (2013). Teaching beliefs and practice, institutional context, and the uptake of Web-based technology. Distance Education, 34(1), 4-20. doi:10.1080/01587919.2013.770432
Hi Segla - Thank you for your comments! As a school administrator, I do support processes for making change. However, wait - time in getting approval for a substantial change may slow down progress. In a way, pursuing a degree in educational technology - conflicts policy implementation. I suspect the challenge of going through an approval process, can be challenging for DE facilitators. However, I wonder if DE facilitators collaborate as a department and work with the college administrators to "speed - up" the substantial change approval process?
ReplyDelete