Walden University Tracy Snow.  Best practices  Interaction  Interactivity  Development of critical thinking skills  Co-creation of knowledge 

Slides:

Advertisements

Similar presentations

1. Creativity and Innovation 2. Communication and Collaboration

Advertisements

Developing a Positive Identity

Promoting Student Collaboration Using an Online Discussion Board Professor Candice Kaup-Scioscia Dr. Roseann Torsiello Berkeley College "What Do You Think?”

BLENDED LEARNING An investigation of an ACTIVE learning approach with a focus on…….

International Baccalaureate Middle Years Program Sutton Middle School August, 2009.

Vision San Dimas High School is a community of learners in an environment characterized by respect, harmony and security who actively seek learning opportunities.

INDEPENDENT LEARNER.

A Module of Purdue University’s LeadingEdge Program

Chapter 18 Leading Teams.

Virtual History 2008 Laptop Institute John Swanson, TIE June Preszler, TIE.

Portfolio Research Project Is there are difference between learning how to use (combined with other tools already learned) in a Cooperative Learning.

QUESTIONS TO PROMOTE SELF-DIRECTED LEARNING SAMANTHA RONSICK AET/531 DECEMBER 8, 2014 DANENE MIMS, INSTRUCTOR.

Betty Collis University of Twente, The Netherlands Copyright Betty Collis This work is the intellectual property of the author. Permission is granted.

Walden University Tracy Snow.  Best practices  Interaction  Interactivity  Development of critical thinking skills  Co-creation of knowledge 

Lesson 2 Some of the elements that contribute to your personal identity NAME ROLE TALENTS HOBBIES Developing a Positive Identity.

E-Learning: Education Anytime, Anywhere Randy Rodgers Walden University.

Year Seven Netbook Project. Aims of the Project To evaluate the impact on learning and teaching of using portable technologies both within and outside.

“Using the Developmental Classroom to Teach and Assess Student Services” Amy Garcia, Suzanne Hill, Marty Brooks, Michelle Guzman-Armijo, & Elizabeth.

Online Community and Teambuilding. What is our definition of “learning community”? Definition of “Community”

Communication Degree Program Outcomes

Asynchronous Discussions and Assessment in Online Learning Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous Discussions and Assessment in.

How can technology be used to transform learning for stakeholders associated with the Local Plan for the Education of the Gifted?

How can technology be used to transform learning for stakeholders associated with the Local Plan for the Education of the Gifted?

Collaborative Learning In Your Classroom Cheryl M. Miller Clara Spenny Team B.

SENIOR SEMINAR IN PHYSICAL EDUCATION What am I responsible for?

Thomas College Name Major Expected date of graduation address

The Center Collaborators:. Focusing on: Ecosystem Health Climate Change and the Ocean The Land-Sea Interaction Fisheries and Ocean Education.

Review of Mathematics Curriculum Ministry of Education.

Susan Schmitt Assignment #2 Online Learning Communities.

NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET LEARNER: THOMAS E. LAMBRIGHT, JR. ELT DR. GATIN ASSIGNMENT # 4 HELLO DR. GATIN, THIS PARTICULAR ASSIGNMENT.

Inquiry and Investigation. What was the TOPIC? PROBLEM? CIVIC INQUIRY?

Chapter 18 Teamwork.

Unit Portfolio Presentation Jeanie Ward Hicks Fairy Tales on Trial.

Who Own’s the Learning? Coaching and Leading the Learner Led Environment Pomaria Primary School 2013 Chic Foote Helix consulting

DIFFUSION OF MOODLE Tiffany Harrell Walden University EDUC

GEOGRAPHY AND THE SOCIAL STUDIES Steve Jennings Associate Professor University of Colorado Colorado Springs.

Is your leadership style blocking the ability of your organization to change?

Our Community: THINGS ARE JUST NOT THE SAME!. UNIT SUMMARY: Children are often under the impression that the way things are in their world is the way.

Project-Based Learning (PBL) Vivene Robinson.

School ICT Learning programmes Module 3 Workshop 3.

Ulster.ac.uk Learning at Ulster Student Learning Experience Principles.

E-Learning Webinar for Instructors, Facilitators, & Coaches Deanne Davis (DavisDEL7001-8)

Kimberly Hoyt Walden University EDUC 8841 July 1, 2011.

Creative ways in the classroom that inspire students towards a science career Tatiana Marandici President of Asociatia Pro Educatie si Formare and Physics.

Assessment Formats Charlotte Kotopoulous Regis University EDEL_450 Assessment of Learning.

Presented by Julie Mathiesen, TIE Deputy Director.

Relating to others taking different roles in different situations interacting with diverse others in a range of learning contexts knowing when it is appropriate.

21 st Century Skills and Content Paisley IB Magnet School Staff Development October 15, 2010.

Walden University Tracy Snow  Best practices  Interaction  Interactivity  Development of critical thinking skills  Co-creation of knowledge 

Culture and Tourism, UDG. From idea to realization  The first conversation started – idea about double degree.  Curriculum School.

EDUC 7101 Walden University November, 2009 By Carol Lee.

To define collaboration To experiment with working collaboratively To reflect on these first experience(s) But first…

SENIOR SEMINAR IN PHYSICAL EDUCATION What am I responsible for?

MY TIME, OUR PLACE Framework for School Age Care In Australia Prepared by: Children’s Services Central April 2012 Team Meeting Package.

Professional Learning Communities Creating powerful and effective learning for teachers and students.

Charlotte Nirmalani Gunawardena, Regents’ Professor, University of New Mexico, USA PARADIGM SHIFT TO ONLINE LEARNING: FACILITATING A LEARNING COMMUNITY.

Professional Learning Communities Creating powerful and effective learning for teachers and students.

1 Embracing Math Standards: Our Journey and Beyond 2008.

National Educational Technology Standards For Students.

Community Collaboration Module 1 – Section 4. Purpose To provide trainees with an opportunity to understand and experience the importance of including.

GATE (Gifted and Talented Education) Curriculum

Science 7-Scientific Explanations—Lesson 1

Science 8--Nature of Science—Scientific Problem Solving

Science 7-Scientific Explanations—Lesson 1

Distance Learning Facilitator Skills

FRAMEWORK OF EVALUATION QUESTIONS

Overview of Collaboration in the Online Classroom

Professional Learning for the e-Learning Context

Leadership for Safety Through the Case Method

SOCIAL LEARNING analytics

Presentation transcript:

Walden University Tracy Snow

 Best practices  Interaction  Interactivity  Development of critical thinking skills  Co-creation of knowledge  Reflection  Transformative learning Palloff & Pratt, 2005

Instructors are always looking for ways to improve student interaction in classes. They understand that collaboration online is different than that of face to face. They may not have the necessary tools to make this happen successfully (Palloff & Pratt, 2005). Increasing opportunity for interaction is critical for online learning. Collaboration allows this.

Ling Thompson and Heng-Yu Ku from Regis University and the University of Northern Colorado conducted a case study to investigate the relationship between the degree of online collaboration and quality of group projects. They needed to find our how important collaboration was to online learners as they work on group projects, and how belonging to a community is essential in a collaborative learning experience (Kirschner, 2004; Palloff & Pratt, 2005). Their findings were based on four teams working in groups and their interactions. It was based on four different characteristics: participation, Interdependence, synthesis, and independence.

Project 1 & 2 Team 1Team 2Team 3Team 4 Total statements (participation) Interaction pattern(Interdep endence) New Ideas (Synthesis) Msg to Instr. (Independence 2910

Project 3 & 4 Team 1Team 2Team 3Team 4 Total statements (participation) 663n/a Interaction Pattern (interdependence) 7n/a101 New Ideas (Synthesis) 294n/a29262 Msg. to instructor (Independence) 0n/a23

There was no commercialization in this case study. For future studies, the need to implement technology will be investigated.  Degree of online collaboration and team performance.

Knowledge (professors realize the need to collaborate) Persuasion (Professors convince students to collaborate) Decision (Students decide or reject collaboration tools) Implementation (Students use the innovation of collaboration tools) Confirmation (Students reinforce the decision to collaborate and seeks to avoid discourse)