Fostering collaboration & ownership in online courses
-
Upload
eileen-oconnor -
Category
Education
-
view
353 -
download
0
description
Transcript of Fostering collaboration & ownership in online courses
![Page 1: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/1.jpg)
Fostering collaboration, ownership, and professional networks—in online and distance
environments
Eileen A. O’Connor, Ph.D. [email protected]
Empire State College
![Page 2: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/2.jpg)
What will follow:
• Possible outcomes & design considerations • Examples from my work– IRB procured; a study was conducted– The work has been submitted for possible
publication • General considerations
![Page 3: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/3.jpg)
Higher level work
Products & relationships
that last beyond the
course
Increased pride &
ownership
Improved work:
![Page 4: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/4.jpg)
Higher level work
Products & relationships
that last beyond the
course
Increased pride &
ownership
Use web & wiki
products:
![Page 5: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/5.jpg)
Higher level work
Products & relationships
that last beyond the
course
Increased pride &
ownership
Social professional
networks can result too
![Page 6: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/6.jpg)
Higher level work
Products & relationships
that last beyond the
course
Increased pride &
ownership
But how do you do this
in online courses?
![Page 7: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/7.jpg)
Through careful planning, design, and integrate the course elements:
• Make the collaboration process itself explicit• Develop or assign teams; require brainstorming• Model the type of complex outcomes desired;
be clear about expectations and assessment• Scaffold and pace the project development
process: set a time line / require reports • Provide a forum for displaying work• Invite / require peer review
![Page 8: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/8.jpg)
The course that will be illustrated
• A graduate course in the Master of Arts in Teaching program – Content Course: Science – Extending the students expertise in science
through a science exploration – Creating a project that K12 students could join • In a collaborative efforts
![Page 9: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/9.jpg)
Course elements & their analysis: the evidence; presented in the research
In determining what elements of design, interactions, expectations, virtual building, and virtual presenting were effective in supporting collaboration on the inquiry-based science-project development, this author/instructor gathered evidence from processes and products within the course, including:
• project delineation, considering the course elements of structure, expectations, and evaluation required for the brainstorming, project submission, peer voting, project-selection and team-assignment process;
• peer interactions, surveying the weekly project-and-topic meetings that were conducted by teams within Second Life and reported to the class in a discussion board and the weekly individually-submitted task lists;
• final products and presentations, observing, videotaping (within the virtual space), analyzing, and grading the presentations and projects within the Second Life pod and within the required project wiki/website, using the assigned criteria and the grading rubric;
• student debriefings, reviewing their comments on their own work, on the work of colleagues, and on ways to improve the course in the future
![Page 10: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/10.jpg)
Overall results / 17 studentTopic & # of students Bio. (3) Biodiv. (2) Bio2 (2) Rain (3) Physics
(3)Ocean
(2)River
(2)
Prior work w/ instructor 2 2 0 1 1 0 1
Student centered project Partial Yes Yes Yes Partial Yes Yes
Collabor. effectiveness Good Good Poor Good Poor Good good
Student satisfaction Good Good Varied Good Varied Good Good
Instructor satisfaction OK Good OK Good Not OK Good Good
Exceeded expectations Yes Yes No Yes No Yes Yes
Final report quality Good Good OK Good Not OK Good Good
![Page 11: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/11.jpg)
Topic & # of students Bio. (3) Biodiv. (2) Bio2 (2) Rain (3) Physics (3)
Ocean (2)
River (2)
Prior work w/ instructor 2 2 0 1 1 0 1
Student centered project Partial Yes Yes Yes Partial Yes Yes
Collabor. effectiveness Good Good Poor Good Poor Good good
Student satisfaction Good Good Varied Good Varied Good Good
Instructor satisfaction OK Good OK Good Not OK Good Good
Exceeded expectations Yes Yes No Yes No Yes Yes
Final report quality Good Good OK Good Not OK Good Good
Overall results / 17 student
![Page 12: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/12.jpg)
Topic & # of students Bio (3) Biodiv. (2) Bio 2 (2) Rain (3) Physics(3) Ocean (2)
River (2)
Prior work w/ instructor 2 2 0 1 1 0 1
Student centered project Partial Yes Yes Yes Partial Yes Yes
Collabor. effectiveness Good Good Poor Good Poor Good good
Student satisfaction Good Good Varied Good Varied Good Good
Instructor satisfaction OK Good OK Good Not OK Good Good
Exceeded expectations Yes Yes No Yes No Yes Yes
Final report quality Good Good OK Good Not OK Good Good
Only 1 was below the standard
Overall results / 17 student
![Page 13: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/13.jpg)
Within the course: generating the project
General brainstorming to . . .
focusing ideas & creating teams . . .
the actual project planning
![Page 14: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/14.jpg)
Explaining the logistics & the collaborative process• Reports weekly
meetings via PPTSecond Life meetings
• Documents weekly individual progress Task / time
report
![Page 15: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/15.jpg)
Defining the project – required components
![Page 16: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/16.jpg)
And, providing a rich schematic (and verbiage) of areas to consider:
![Page 17: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/17.jpg)
Logistics & the collaborative project development process
• Reports weekly meetings via PPTSecond Life
meetings
• Documents weekly individual progress Task / time
report
Clarifying the final evaluation:
75% individual & 25% cohesive, attractive project
![Page 18: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/18.jpg)
What I saw: the students took pride
in their “pod” development work
![Page 19: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/19.jpg)
Pods where decorated by students
Added: plants
Second Life pod expectations were minimal, but students added more than required – from individual exploration & sharing with peers
Added: rotating spheres Added: circulating
fish
Pride in ownership / Extended learning
![Page 20: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/20.jpg)
And, in the projects that they eventually presented within the pods
Genuine sharing, community & caring was evident; students asked relevant questions & added extending ideas – all at a distance
![Page 21: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/21.jpg)
A pod about oceanography
![Page 22: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/22.jpg)
![Page 23: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/23.jpg)
Observed
• Rich projects – better than previous courses (students comments show pride & valuing)
• Genuine valuing and application of 21st century technologies to the future K12 students; an expanded understanding of literacy
• Peer teaching/learning – more skills evident then “taught” or even required
• Responsibility and professionalism in the presentations – proud to share their findings
![Page 24: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/24.jpg)
NOT ONLY WITHIN VIRTUAL
ENVIRONMENTS
The following slides show peer developed websites, an easy
alternative or adjunct to using virtual shared work
![Page 25: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/25.jpg)
Project websites welcomed K12 students and teachers
Some students even featured their own avatars
![Page 26: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/26.jpg)
Some projects included other schools
![Page 27: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/27.jpg)
Projects helped other teachers understand how to integrate their ideas
![Page 28: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/28.jpg)
Some projects had direct public service aspects
![Page 29: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/29.jpg)
Projects with scientific materials
![Page 30: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/30.jpg)
Useful teacher guidelines
![Page 31: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/31.jpg)
Info and links to 21st century tools
![Page 32: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/32.jpg)
Some projects included relevant YouTubes & resources
![Page 33: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/33.jpg)
Other student projects created their own YouTubes
![Page 34: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/34.jpg)
Some projects included work that the students had actually conducted
![Page 35: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/35.jpg)
And, showed data could be collected & used in the project (quantitative science literacy)
![Page 36: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/36.jpg)
Some required science literacy journals
![Page 37: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/37.jpg)
Teacher resources were included in all
![Page 38: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/38.jpg)
Conclusions• Course themes and approaches that appeared to
influence the effectiveness of the results– Sequencing & scaffolding – built understanding of
requirements and staged – Brainstorming and modeling – provided a rich example– Pacing, weekly reporting, and task lists -- kept all
teams on task and accountable – Requiring a project wiki/website, a science pod in
Second Life, & presentations within the pod – developed pride and ownership
![Page 39: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/39.jpg)
Contingency plans
• Place collaboration as a course objective and requirement – Not all will like the process– Develop a grading approach that will ensure
fairness – participation can be monitored in wikis• Have backup plans – Alternative assignments if needed
![Page 40: Fostering collaboration & ownership in online courses](https://reader035.fdocuments.us/reader035/viewer/2022070316/555cbe27d8b42a64718b4b7b/html5/thumbnails/40.jpg)
Higher level work
Products & relationships
that last beyond the
course
Increased pride &
ownership
There are multiple ways to work to the best
in online environments