Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Enhancing Learning & Teamwork Skills in Moodle
1. Instructional Technology Series:
Enhancing Learning and Teamwork Skills
in Moodle
Mariel Miller
Allyson Hadwin
University of Victoria, BC, Canada
Research funded by a SSHRC Standard Research Grant 410-2008-0700
(A. Hadwin) and SSHRC Doctoral Fellowship (M. Miller) Technology Integration &
University of Victoria
Evaluation Research Lab
1
2. Overview
1. Collaboration as a 21st century skill
2. About the ED-D 101 Collaborative Challenge
3. Demonstration of the Challenge
4. Preliminary Outcomes
5. Questions and Discussion
3. Collaboration
Collaboration
Coordinated and mutually interdependent work
Shared goal in a joint task
Leveraging distributed knowledge & expertise
Beyond what any individual could achieve alone
Critical 21st century skill
Enhanced learning outcomes
Does not happen automatically
(Dillenbourg, 1999; Johnson & Johnson, 1989; Kreijns et al., 2003; Phielix, et al., 2011; Rochelle & Teasley, 1995)
4. Successful Collaboration
Requires Regulation
Learning that is:
Active & Engaged
Planful & goal directed
Motivated & confident
Strategic & adaptive
Reflective & Responsive
5. Involves Metacognition
Awareness of learning
strengths and weaknesses What I know
What I don’t know
Ability to analyze the demands What I need to know
of tasks/activities
Use of effective thinking and
problem solving strategies to
cope with the challenges tasks
present
6. Involves Motivation
Genuine interest in learning
Focus on progress
Belief that ability is incremental
Willingness to try challenging
tasks
View that errors present
opportunities to learn
Belief that effort and effective
strategy use will lead to success
7. Involves Strategic Engagement
Choosing strategies best
suited to the learning
situation from a larger
repertoire
Applying strategies effectively
and efficiently
8. Regulation at the Individual and
Group Level
Co-Regulated Learning
(CoRL)
SR
Supporting one another to CoRL
L regulate in the task
Socially Shared
Regulation (SSRL)
Interdependent or
Self-Regulated Learning collective regulation of
(SRL) SSRL
group processes and
Each team member successful coordination
regulates his/her strategic
engagement of strategies
8 Hadwin, Järvelä, Miller, 2011
9. Regulation is Challenging
task perceptions
misaligned with
each other & the
instructor
Lack of Different
Failure to adapt monitoring
or turn challenge Goals/Plans -
or
into opportunity inaccurate
little precision or
evaluation commitment
Weak strategies,
Where we usually Different ideas
about what to do
intervene
10. Challenges Encountered During
Collaboration
Planning challenges are commonly reported by students
different understanding of what to do
different goals or standards
0.7
Proportion of total challenges reported
0.6
0.5
Strategic Planning
Challenges
0.4
Team Coordination
0.3 Challenges
Soft Skills
0.2
Challenges
0.1
0
Challenges (N=150) reported by Environmental Science students across 3 collaborative
assignments
(McCardle, Helm, Hadwin, Shaw, 2011)
11. Collaborative Planning
In a recent case study, most group members reported high
consensus in shared plans despite describing different ideas about
task purpose & goals in individual plans
Group Member Task Purpose Consensus
Jay Completely agreed
Aaron Completely agreed
Michael Mostly agreed
Kelsey Somewhat agreed
Green = ideas mentioned by individuals and the group
Red = ideas mentioned by individuals but not the group
(Miller & Hadwin, 2012)
12. ED-D 101 Collaborative Challenge
ED-D 101: Strategies for University Success
1st year undergraduate course
Supporting students in becoming self-regulated learners
Coursework includes 2 Collaborative Challenge Assignments
13. Goals of the ED-D 101
Collaborative Challenge
Dual Goals of Collaborative Assignments
Provide opportunities to enhance domain learning
through collaboration
Support students in learning to regulate
collaboration
Leverage Moodle to provide opportunities to develop collaborative
skills
Use scripting & data visualization to provide students with
opportunities to engage metacognitively and reflectively in
collaboration
14. Collaborative Assignment
Mastering
Expertise
1. Domain Expertise
Solo
Activity
Solo Planning
Reflection
ED-D 101
Collaborative
Assignment
• Each member is “group
expert” on 1 of the 4 topics
covered
In-Class
Collaborative
In-Class
Collaborative
• Each constructed a “crib
Challenge
sheet” on expert topic to cue
Planning
memory of critical information
during the challenge
(O’Donnell, 2011)
15. Collaborative Assignment
Mastering
Expertise
2. Individual Planning
Solo
Solo Planning
Reflection
ED-D 101
Collaborative
Assignment
• Scripted individuals to
construct task
perceptions, goals, and
In-Class
plans for the assignment
In-Class
Collaborative Collaborative
Challenge Planning
16. Collaborative Assignment
Mastering
Expertise
3. Group Planning
Solo
Reflection
Solo Planning
• Scripted groups to co-
ED-D 101 construct task
Collaborative
Assignment perceptions, goals, and
plans for the assignment
• Provided data
In-Class In-Class visualization of individual
Collaborative Collaborative
Challenge Planning plans to the group
17. Collaborative Assignment
Mastering
Expertise
4. In-Class Assignment
Solo
Solo Planning
Reflection
ED-D 101
Collaborative • Groups described &
Assignment
Identified problems
• Generated and justified a
solution
In-Class In-Class
Collaborative Collaborative
Challenge Planning
18. Collaborative Assignment
Mastering
Expertise
5. Individual Reflection
Solo
Reflection
Solo Planning • Scripted individuals to
ED-D 101 reflect on collaboration
Collaborative and identify areas for
Assignment
improvement
In-Class In-Class
Collaborative Collaborative
Challenge Planning
20. Types of Moodle Activities
2 Individual Activity Tools
Feedback for Solo Planning
Quiz for Solo Reflections
3 Group Activity Tools
Forum for Cheat sheets
Chat
OU Wiki for Challenge Activities
24. Collaborative Assignment
Demonstration
Open the Collaborative Challenge (OU Wiki)
Solo Check-In
Connect with group
• Enter your first name
• Resize your windows
• Mute chat (speaker icon)
25. Collaborative Assignment
Demonstration
3. Group Planning (OU Wiki)
Assign an editor (Only 1
person can edit at a time)
•Editor: Save changes after
every question
•Others: refresh to see saved
changes
26. Collaborative Assignment
Demonstration
3. Group Problem Solving
Part A: Analyze Lisa’s Studying (Ou Wiki)
Midpoint Check-In (Quiz Tool)
Part B: Suggest a Solution (Ou Wiki)
Solo Check-Out (Quiz Tool)
28. Challenge Performance
Mean group product grade on Assignment 1 and 2
8
7
6
5
Group Product Grade (10)
4
3
2
1
0
Collaborative Challenge 1 Collaborative Challenge 2
29. Biggest Challenge Students
Reported Encountering
0.7
0.6
0.5
0.4
Collaborative Challenge 1 (n = 241)
0.3
Proportion
Collaborative Challenge 2 (n = 236)
0.2
0.1
0
Checking Doing the Task Group work Planning None
Progress
30. Satisfaction with Group Work
Students most often reported being extremely satisfied
or very satisfied how things went across both
collaborative assignments
0.45
0.40
0.35
0.30
0.25
Proportion
0.20
0.15
0.10
0.05
0.00
Extremely Satisfied Very Satisfied Moderately Not Very Satisfied Not At All Satisfied
Satisfied
N=477
31. Feelings about Collaboration
Students most often reported positive emotions about
how things went across both collaborative assignments
0.35
0.30
0.25
0.20
Proportion
0.15
0.10
0.05
0.00
N=477
32. Challenges & Opportunities
When does scripting Scripting adaptive habits in learning
become other regulation? and collaboration
Who is doing the regulating Helping adapt within and across
(learner, computer, other collaborative experiences
person)?
Adaptive regulation is a lifelong
Adapting in the face of new learning skill – not just for academic
challenges vs. adopting success
prescribed scripts
Shift to view challenges and errors
opportunities to learn to regulate
Why is planning so important?foundation for metacognitive monitoringdirects effort & strategic actionfuels regulationNegotiation of shared task perceptions and goals are particularly critical for regulating collaboration. because they provide the foundation on which groups enact the task and monitor their progressWithout constructing shared plans groups members are at risk of working at cross-purposes and running into difficulties which may negatively impact performance
For example, of the 150 challenges reported by environmental science students across three collaborative assignments, 61% were strategic planning challenges such as Different Goals, Priorities, Standards of work, What to do, Concept or task14% were Team Coordination challenges (Different Working styles, Equal participation, Knowledge)25% were Soft Skills Challenges (Different Interaction styles, Language proficiency, Connection, Commitment, Distraction)Types of challenges reported by 42 upper year students in Environmental Science (N = 24) or Mechanical Engineering (N = 18, unspecified, N = 6) working in teams on two in-class assignments & one major assignment outside class time on community environmental issues.
Course work included 2 major Collaborative assignmentsWhich were challenging case examples of studying problems encountered by a fictitious student. Students worked in the same groups of 3-4 for both challengeswhich allowed them to learn to regulate group work across assignments.