Back to class and trying to catching up with my assignments. Ko and Rossen, Chapter 7: Student Activities in the Online Environment, aims to group activities, activities that have a greater difficulty to drive, considering the isolated nature of online students.
As the book states, “collaboration doesn’t just happen“. It’s very important to deliver a clear and detailed description of the activity and the final product, (the what), the connection of the activity and the course subject (the why), the individuals and group responsibility (the who), and the proceeding (the how).
Some of the relevant recommendations, I consider valuable for my courses are:
- A group of 4 to 5 is probably the optimum size.
- Maintain the group composition for the duration of the course.
- Assign and rotate roles within the group. The frequency should be between 2-3 weeks.
Another important aspect is the assessment of pro-activity. I liked the proposed rubrics for peer evaluation of group work.
I’m using the online activity about summarizing course readings, asking to provide their conclusions writing half sheet of paper. There are three reasons to limit the extension of these findings:
- to reduce the web copy and paste
- encourage summarizing
- lighten the teacher’s work
I Bookmarked and highlighted, using Diigo, Terry Anderson and Jon Dron’s Three Generations of Distance Education Pedagogy (2011). An interesting reflexion about the reciprocal influence between the pedagogy, the technologies and the context.