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Pine Group Collaboration

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This document discusses the importance and benefits of collaboration in online classrooms. It outlines several key points: 1. Collaboration promotes deeper learning, critical thinking, and co-creation of knowledge through student interaction and reflection. 2. Instructors must build a sense of community with clear guidelines, structure, and opportunities for regular interaction to facilitate successful collaboration. 3. Groups are most effective when roles and expectations are clearly defined, with deadlines and structured activities to keep students accountable and on track.

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Collaboration in the Online Classroom
Why Collaborate? Promotes deeper levels of knowledge Promotes initiative, creativity and development of critical thinking skills Promotes Co-creation of knowledge Promotes Reflection
Building Community A sense of community must exist for collaboration to occur, a safe learning environment based on mutual respect Begin building by designing activities that help learners become comfortable such as: forums for getting to know each other, icebreakers. These help students open up to new ideas and feel comfortable sharing their own ideas. Provide opportunities to interact often while learning content: use forums, chats, wikis Work in groups or pairs. Use cooperative projects first and as students become more comfortable move to collaborative projects. The instructor should monitor to be sure that all learners are participating. Design discussions where all feel included, encourage responses to different members with each discussion.
Elements of Community All the people involved Shared purpose Sharing information, experiences, interests, resources Guidelines Structure of the course, groundrules for participation and interaction Technology or Meeting Places Collaborative Learning Student-to-student interaction Reflection To reinforce and transform the learning
Why Do People Need to Learn to Work Together? 21 st century workplace skills are driven by collaboration and cooperation. Students must learn how to use the varied talents and skills of the people around them in order to accomplish a common goal of success. Doing so while also practicing the social skills necessary to get along with a variety of people makes group work valid and essential to the learning environment.
When Groups Work and Don’t Work Groups that work generally have: clearly defined roles, clear expectations, and deadlines. Example- Students were divided into groups for a class newspaper project. Each group selected an editor, a desktop publisher. They also assigned articles equally among the group members. Because they had clearly defined roles and expectations, the project was a success. Groups that don’t work lack clearly defined roles, expectations, and exact deadlines. Example-Students were divided into groups and told to complete a graphic organizer to review for a short story test. The students were not given roles. The students did not have a deadline. As a result, the group project was unsuccessful.
Stages of Group Development Forming: when groups get to know one another Norming: when groups figure out how to work together Storming: Problem-solving where there will be disagreement and/or conflict It is important for learners to disagree because it forces them to examine their beliefs for validity. The Learner must have support for their beliefs in order to defend them. Through disagreement, the Learner will also be exposed to opposing beliefs in the form of well thought-out arguments. Finally, the Learner will develop conflict resolution skills when disagreeing during group work that will benefit them in their personal and professional lives. Performing: when groups work to complete the task Adjourning: when groups end the work and disband or regroup for other tasks
What Do I Need to Do as an Instructor? Set the Stage Communicate early and often with the group. Let students know what is expected of them in the course Create the environment Do some getting to know you activities. Make sure all students are comfortable with the technology. Model the process Give some examples of work to put students on the right track Guide the process Communicate with students often. Be proactive with students that may be having trouble. Respond to student questions. Evaluate the process Provide feedback to students quickly Give suggestion on how students may improve their work and give positive reinforcement as well.
Successful Collaboration As an online teacher/facilitator, I can do several things to make sure all collaboration in my course is successful: 1. I would establish clear expectations from the beginning of the class regarding online cooperative or collaborative opportunities. It is important for students to not only know rules for the assignments and see grading rubrics, but also know rules for appropriate tone and language during collaboration and ways to resolve disputes. 2. I would encourage students to use collaboration even when it is not specifically assigned. Often students can explain things to each other when I may not be able to get a student to understand an idea or a certain assignment. In addition, students could establish a buddy system for encouragement, help with assignments, study sessions, etc. 3. I would make sure all collaboration activities are manageable and meaningful to lessen any possible frustration and allow for optimal learning and positive group experiences. 4. I would encourage creativity and openness to new ideas, opinions, technologies, resources, and ways of presenting the knowledge learned in the collaborative activities.

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Pine Group Collaboration

  • 1. Collaboration in the Online Classroom
  • 2. Why Collaborate? Promotes deeper levels of knowledge Promotes initiative, creativity and development of critical thinking skills Promotes Co-creation of knowledge Promotes Reflection
  • 3. Building Community A sense of community must exist for collaboration to occur, a safe learning environment based on mutual respect Begin building by designing activities that help learners become comfortable such as: forums for getting to know each other, icebreakers. These help students open up to new ideas and feel comfortable sharing their own ideas. Provide opportunities to interact often while learning content: use forums, chats, wikis Work in groups or pairs. Use cooperative projects first and as students become more comfortable move to collaborative projects. The instructor should monitor to be sure that all learners are participating. Design discussions where all feel included, encourage responses to different members with each discussion.
  • 4. Elements of Community All the people involved Shared purpose Sharing information, experiences, interests, resources Guidelines Structure of the course, groundrules for participation and interaction Technology or Meeting Places Collaborative Learning Student-to-student interaction Reflection To reinforce and transform the learning
  • 5. Why Do People Need to Learn to Work Together? 21 st century workplace skills are driven by collaboration and cooperation. Students must learn how to use the varied talents and skills of the people around them in order to accomplish a common goal of success. Doing so while also practicing the social skills necessary to get along with a variety of people makes group work valid and essential to the learning environment.
  • 6. When Groups Work and Don’t Work Groups that work generally have: clearly defined roles, clear expectations, and deadlines. Example- Students were divided into groups for a class newspaper project. Each group selected an editor, a desktop publisher. They also assigned articles equally among the group members. Because they had clearly defined roles and expectations, the project was a success. Groups that don’t work lack clearly defined roles, expectations, and exact deadlines. Example-Students were divided into groups and told to complete a graphic organizer to review for a short story test. The students were not given roles. The students did not have a deadline. As a result, the group project was unsuccessful.
  • 7. Stages of Group Development Forming: when groups get to know one another Norming: when groups figure out how to work together Storming: Problem-solving where there will be disagreement and/or conflict It is important for learners to disagree because it forces them to examine their beliefs for validity. The Learner must have support for their beliefs in order to defend them. Through disagreement, the Learner will also be exposed to opposing beliefs in the form of well thought-out arguments. Finally, the Learner will develop conflict resolution skills when disagreeing during group work that will benefit them in their personal and professional lives. Performing: when groups work to complete the task Adjourning: when groups end the work and disband or regroup for other tasks
  • 8. What Do I Need to Do as an Instructor? Set the Stage Communicate early and often with the group. Let students know what is expected of them in the course Create the environment Do some getting to know you activities. Make sure all students are comfortable with the technology. Model the process Give some examples of work to put students on the right track Guide the process Communicate with students often. Be proactive with students that may be having trouble. Respond to student questions. Evaluate the process Provide feedback to students quickly Give suggestion on how students may improve their work and give positive reinforcement as well.
  • 9. Successful Collaboration As an online teacher/facilitator, I can do several things to make sure all collaboration in my course is successful: 1. I would establish clear expectations from the beginning of the class regarding online cooperative or collaborative opportunities. It is important for students to not only know rules for the assignments and see grading rubrics, but also know rules for appropriate tone and language during collaboration and ways to resolve disputes. 2. I would encourage students to use collaboration even when it is not specifically assigned. Often students can explain things to each other when I may not be able to get a student to understand an idea or a certain assignment. In addition, students could establish a buddy system for encouragement, help with assignments, study sessions, etc. 3. I would make sure all collaboration activities are manageable and meaningful to lessen any possible frustration and allow for optimal learning and positive group experiences. 4. I would encourage creativity and openness to new ideas, opinions, technologies, resources, and ways of presenting the knowledge learned in the collaborative activities.