Assesing Collaborative Learning - Module 3 Part 2
Evaluating collaborative student learning can be difficult if not designed appropriately. It is important that assessment align with learning objectives and collaboration activities to make students satisfied with the instruction and assessment easier for the facilitator (Palloff & Pratt, 2005). If one of the objectives is to establish a solid sense of a learning community through group instructional strategy, first plan on informally meeting in a more relaxed cyber atmosphere like the Class Café Walden University utilizes. This can somewhat simulate a breaking of the tension and also give the instructor a glimpse of who the students really are, maybe even figuring out some personal and technical demographics of the student course population. These clues should help determine authentic assessment fairness, equity, and validity of all students involved (Laureate, 2008). It is thought that this can help instructors figure out more closely how each individual student has grown and compare them to the others. Not everyone is going to learn the same things, but some will definitely learn more things and this can be recognized and used for assessment value. It is important for the instructor/facilitator to stay informed of all developments of a community group so as to act decisively and quickly if necessary (Palloff & Pratt, 2007) and this could include modifying the assessment strategy even on the run if need be. One thing is for sure; there are not many near perfect evaluation strategies to take a template from when instructors assess online individuals and groups of individuals. My advice would be to try to understand the context of each individual collaboration member and the dynamics of the group altogether.
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Tim,
ReplyDeleteI liked how you mentioned that you have to consider the dynamic of the group when assessing collaborative learning. I know that every class every year is a different dynamic. it's important that we meet student where they are and bring them to the level they need to be. This idea is important in cooperative learning as well. Students all come to us with varying degrees of cooperative learning skills. It's not fair to evaluate them simply because they haven't learned how to work with others. It's our job to teach the the skill sets they need to be successful.
Tim- test
ReplyDeleteTim- Evaluating courses is already challenging enough without adding the collaboration aspect! What do you think about using discussion boards, blogs, and course cafes as evaluations of collaborative learning? Do you think they are 'effective' methods of collaboration? If not, how do you think they could be improved?
ReplyDeleteCecil Mittoo reply for Blog Module 3-Part 2
ReplyDeleteHello Timothy Weaver,
According to Dr. George Siemens [video presentation Laureate, 2008b] teaching, learning and assessment are all interrelated. Apart from the satisfaction that students will get and the convenience that instructors get from setting objectives, there will be a standard of accomplishment for academic and intellectual development.
Socializing is important for creating a comfort zone in collaborative interaction. This is a fundamental principle for distant learning. The enabling technology is of accepted standard via the internet and broad band mobile services. We will encounter technical glitches in our technology; however this must not be a barrier for trust, interdependence and continuous social networking. Technology is the vehicle of communication transfer, and like all vehicles there will be broken service similar to the pathway train or bus service that we take to get to our F2F classes.
My experience collaborating with my team members have proven satisfactory so far. However, like myself I believe that my team members meet with a sense of purpose, a sense of commitment and good spirit of flexibility in understanding one another diverse responsibility and sacrifice. This goes beyond technology and is a human social and interpersonal skill that is in our quest to succeed. This social trust and understanding adds value for co-construct of knowledge.