Collaboration ppt -_pine_group
Upcoming SlideShare
Loading in...5
×
 

Collaboration ppt -_pine_group

on

  • 1,087 views

PPT version of our Collaboration Project with Pine Group for Assignment 4.2 in TOC of Colt Certification.

PPT version of our Collaboration Project with Pine Group for Assignment 4.2 in TOC of Colt Certification.

Statistics

Views

Total Views
1,087
Views on SlideShare
1,087
Embed Views
0

Actions

Likes
0
Downloads
22
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Taking time to build community will serve to enrich the learning experience and will facilitate better group interaction Promotes and strengthens active learner engagement
  • Avoid isolation: social presence, communication, interaction – more satisfaction. New ideas generated.
  • Page 11

Collaboration ppt -_pine_group Collaboration ppt -_pine_group Presentation Transcript

    • Gwendolyn Abraham
    • Christopher Carroll
    • Sylvia Miller
    • Angela Speas
    • Promotes deeper levels of knowledge
    • Promotes initiative, creativity and development of critical thinking skills
    • Promotes Co-creation of knowledge
    • Promotes Reflection
    • A sense of community must exist for collaboration to occur
      • Avoid isolation: Promote social presence, communication, and interaction. Provides more satisfaction and generates new ideas.
      • Sharing information: Helps build a community of shared experiences for students.
      • Learning together: Is the process of getting students together to learn. Research has shown students learn more about the content by sharing experiences with others.
    • All the people involved
    • Shared purpose
        • Sharing information, experiences, interests, resources
    • Guidelines
        • Structure of the course, ground rules for participation and interaction
    • Technology or Meeting Places
    • Collaborative Learning
        • Student-to-student interaction
    • Reflection
        • To reinforce and transform the learning
    • As individual learners, we have areas of proficiency. When grouped together, each person brings something unique to the group.
    • By learning to work together, learners are able to discuss/debate their understanding and gain perspective from other students.
    • When a group works toward a common goal, the end result is achieved quicker if each participant is on the same level of understanding and participation.
    • Helps learners develop social skills needed to be successful in the workplace.
    • Positive Experience – School Based PLC
      • Group Norms/Rules Set
        • Meeting Time Established
        • Open Forum for Brainstorming
        • Informal Meetings as well through instant messenger and chance encounters in hallway
        • Everything had to be positive in the meetings. We established together that there were no dumb ideas!
        • This PLC works because of the respect we have for each other as colleagues and there is no jealousy in terms of test scores, etc. because we collaborate for the betterment of our department/subject area.
    • Negative Experience – Virtual PLC
      • No Group Norms/Rules Set
        • No Meeting Times Established
        • No Opportunity for Brainstorming and Collaboration of Ideas, etc.
        • No Agenda or Purpose
        • Unfortunately, this PLC was doomed from the start due to the lack of focus and direction with the absence of group norms/rules.
    • Forming: Groups get to know one another.
    • Norming: Groups figure out how to work together.
    • Storming: Problem-solving where there will be disagreement and/or conflict.
      • Roles must be negotiated in order to work together
      • Conflict results from multiple viewpoints due to different perspectives and experiences
      • Healthy conflict results in a higher quality product and greater success
    • Performing: Groups work to complete the task.
    • Adjourning: Groups end the work and disband or regroup for other tasks.
    • Set the Stage - Provide explanations of the importance of collaborative work as well as clear guidelines.
      • Create the Environment – Provide a place for students to meet and include the parameters for how they should connect.
      • Model the Process – Set the example of good collaboration by allowing students to negotiate some of the parameters within which they with work with others and with you.
      • Guide the Process – Let students know in advance how the instructor plans to be involved in the process and guide the process gives students a sense of confidence to move forward.
      • Evaluate the Process – Determine if specific learning objectives were met and give students a chance to debrief the activity
    • Promote a sense of community among learners.
    • Set well defined goals.
    • Allow teams to self-organize. Leadership and expertise will emerge from the group.
    • Require a Group Learning Agreement.
    • Require a Group Timeline.
    • Provide timely feedback.