Learning Team Project Developing an Improved Paradigm for Success
Section One <ul><li>Purpose of LT </li></ul><ul><li>LT Tool Kit </li></ul><ul><li>Factors of discord </li></ul><ul><li>Mea...
Purpose of The Learning Team (LT) <ul><li>Learning Teams (LT) are critically important in the education of students who ar...
Learning Team (LT) Tool Kit <ul><li>Provides critical information and tips for success in the learning team. </li></ul><ul...
Some pre-existing factors which contribute to LT discord: <ul><li>Online learners coming from hierarchical leadership back...
Can the aptitude for harmonious team interaction be measured? <ul><li>Personality tests are often used as tools to build p...
Section Two <ul><li>Idea for solution </li></ul><ul><ul><li>LT Lab for those with low team aptitude </li></ul></ul><ul><ul...
LT Lab: Required for online learners with low aptitude for team interaction <ul><li>The learning team lab might consist of...
1 st  Lab: Beginning Team Tools <ul><li>Leveraging LT Charter fundamentals </li></ul><ul><li>Communication techniques: </l...
2 nd  Lab: Intermediate LT Tools <ul><li>Anticipating pitfalls </li></ul><ul><li>Negotiating competing interests </li></ul...
3 rd  Lab: Advanced LT Tools <ul><li>Neutralizing team conflict </li></ul><ul><ul><li>conflict management </li></ul></ul><...
LT Labs: Remediation for online learners who do not excel in LTs. <ul><li>Students with documented LT issues would be requ...
Section Three <ul><li>Barriers to LT success </li></ul>
Top Six Barriers to a Successful LT <ul><li>Ineffective LT Charter </li></ul><ul><li>Unrealistic expectations of what is r...
Ineffective LT Charter <ul><li>LT Charters should contain ground rules that allow for effective, harmonious, and productiv...
Unrealistic expectations of what is required for LT success <ul><li>Students believe that working together should be easy ...
Lack of skills for prioritizing competing interests, such as: <ul><li>Family </li></ul><ul><li>Work </li></ul><ul><li>Acti...
Few compelling incentives to prioritize time <ul><li>Students are not held accountable for mediocre effort in the LT </li>...
Online learners lack skills required to handle LT issues: <ul><li>conflict management </li></ul><ul><li>dispute resolution...
Lack of support from facilitators when intervention is necessary <ul><li>Sending an email to the instructor about an LT me...
Appendix <ul><li>Feedback from online learners </li></ul><ul><li>Questions for consideration </li></ul><ul><li>LT dimensio...
Feedback from online learners and facilitators regarding learning teams <ul><li>Online learners state that many LT issues ...
Questions for consideration <ul><li>What are some of the circumstances that would compel a facilitator to intervene in an ...
LT dimensions to be considered <ul><li>Size of Team </li></ul><ul><li>Tolerance for Deadlines </li></ul><ul><li>Program re...
Questions? <ul><li>Q & A </li></ul>
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The Online Learning Team

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Learning Teams (LT) are critically important in the education of students who are preparing to provide cutting-edge, transformational leadership in an increasingly expanding global marketplace. The LT is integral to the University of Phoenix collaborative learning model that allows students to share practical knowledge gleaned from life and work experience.

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The Online Learning Team

  1. 1. Learning Team Project Developing an Improved Paradigm for Success
  2. 2. Section One <ul><li>Purpose of LT </li></ul><ul><li>LT Tool Kit </li></ul><ul><li>Factors of discord </li></ul><ul><li>Measurement of LT aptitude </li></ul>
  3. 3. Purpose of The Learning Team (LT) <ul><li>Learning Teams (LT) are critically important in the education of students who are preparing to provide cutting-edge, transformational leadership in an increasingly expanding global marketplace. The LT is integral to the University of Phoenix collaborative learning model which allows students to share practical knowledge gleaned from life and work experience. </li></ul>
  4. 4. Learning Team (LT) Tool Kit <ul><li>Provides critical information and tips for success in the learning team. </li></ul><ul><li>Introduces the peer evaluation form. </li></ul><ul><li>Should be required reading for all doctoral learners. </li></ul><ul><ul><li>LT tutorial should be developed to work in tandem with plagiarism tutorial. </li></ul></ul>
  5. 5. Some pre-existing factors which contribute to LT discord: <ul><li>Online learners coming from hierarchical leadership backgrounds, offering little experience with collaborative team dynamics </li></ul><ul><li>Lack of familiarity with the potential pitfalls of the LT, making it difficult to craft a charter that would anticipate and avert difficulties. </li></ul><ul><li>Individuals who are known not to be good in groups and who do not have the desire to acquire the tools required for successful LT experiences. </li></ul><ul><li>Learners who do not review the LT Tool Kit seem to experience the most challenges in the LT environment. </li></ul>
  6. 6. Can the aptitude for harmonious team interaction be measured? <ul><li>Personality tests are often used as tools to build productive workplaces. </li></ul><ul><li>Studies have shown that these types of questionnaires can be leveraged to build high performance teams. </li></ul><ul><li>Tests similar to Myers-Briggs may provide SAS with benchmarks for creating more harmonious and productive LTs. </li></ul><ul><li>Such aptitude tests may filter out learners whose skill sets are incompatible with the UOP learning model. </li></ul>
  7. 7. Section Two <ul><li>Idea for solution </li></ul><ul><ul><li>LT Lab for those with low team aptitude </li></ul></ul><ul><ul><li>LT Lab </li></ul></ul><ul><ul><ul><li>Beginning Tools </li></ul></ul></ul><ul><ul><ul><li>Intermediate Tools </li></ul></ul></ul><ul><ul><ul><li>Advanced Tools </li></ul></ul></ul><ul><ul><li>LT Lab as Remediation </li></ul></ul>
  8. 8. LT Lab: Required for online learners with low aptitude for team interaction <ul><li>The learning team lab might consist of three levels taken concurrently with SAS courses: </li></ul><ul><ul><li>1 st Lab – Beginning Team Tools </li></ul></ul><ul><ul><li>2 nd Lab – Intermediate Team Tools </li></ul></ul><ul><ul><li>3 rd Lab – Advanced Team Tools </li></ul></ul>
  9. 9. 1 st Lab: Beginning Team Tools <ul><li>Leveraging LT Charter fundamentals </li></ul><ul><li>Communication techniques: </li></ul><ul><ul><li>Tone </li></ul></ul><ul><ul><li>Online etiquette </li></ul></ul>
  10. 10. 2 nd Lab: Intermediate LT Tools <ul><li>Anticipating pitfalls </li></ul><ul><li>Negotiating competing interests </li></ul><ul><li>Organizing and prioritizing tasks </li></ul>
  11. 11. 3 rd Lab: Advanced LT Tools <ul><li>Neutralizing team conflict </li></ul><ul><ul><li>conflict management </li></ul></ul><ul><ul><li>dispute resolution </li></ul></ul><ul><ul><li>problem solving </li></ul></ul>
  12. 12. LT Labs: Remediation for online learners who do not excel in LTs. <ul><li>Students with documented LT issues would be required to register for LT Lab. </li></ul><ul><ul><li>LT issues to be considered: </li></ul></ul><ul><ul><ul><li>Repeated inability to submit work to the LT by due date (per LT charter) </li></ul></ul></ul><ul><ul><ul><li>Repeated inability to use appropriate tone in LT communications and interactions. </li></ul></ul></ul><ul><ul><ul><li>Repeated inability to submit scholarly level work to LT. </li></ul></ul></ul><ul><ul><ul><ul><li>Scholarly level consists of work that is: </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>APA formatted </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Thoroughly researched </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Well written </li></ul></ul></ul></ul></ul>
  13. 13. Section Three <ul><li>Barriers to LT success </li></ul>
  14. 14. Top Six Barriers to a Successful LT <ul><li>Ineffective LT Charter </li></ul><ul><li>Unrealistic expectations of what is required for LT success </li></ul><ul><li>Lack of skills for prioritizing competing interests of family, work, and extracurricular activities </li></ul><ul><li>Few compelling incentives to prioritize time </li></ul><ul><li>Online learners lack skills required to handle LT issues: </li></ul><ul><ul><li>conflict management </li></ul></ul><ul><ul><li>dispute resolution </li></ul></ul><ul><ul><li>problem anticipation/solving </li></ul></ul><ul><li>Lack of support from facilitators when intervention is necessary </li></ul>
  15. 15. Ineffective LT Charter <ul><li>LT Charters should contain ground rules that allow for effective, harmonious, and productive team interaction. </li></ul><ul><ul><li>The following ground rules have led to successful teams: </li></ul></ul><ul><ul><ul><li>Submissions to the LT must be APA formatted </li></ul></ul></ul><ul><ul><ul><li>Leadership should be on weekly rotational basis </li></ul></ul></ul><ul><ul><ul><li>LT should discuss important tasks to be completed by leader each week, so as foster consistency and quality across weeks </li></ul></ul></ul><ul><ul><ul><li>Peer evaluation forms should be used in tandem with each LT assignment, as necessary. </li></ul></ul></ul><ul><ul><ul><li>Drafts of LT papers are diligently tracked so as to ensure the submission of the most recently updated version. </li></ul></ul></ul><ul><ul><ul><li>Deadline should be established (and enforced) by which drafts are submitted to LT, so that there is ample time to prepare a final product for submission to the instructor. </li></ul></ul></ul><ul><ul><ul><li>Work not completed by a designated member will be divided among the team so that the work gets done; nevertheless, the peer evaluation form will reflect any lack of contribution </li></ul></ul></ul>
  16. 16. Unrealistic expectations of what is required for LT success <ul><li>Students believe that working together should be easy </li></ul><ul><li>Students believe that LT projects and papers should not take a lot of time </li></ul><ul><li>Students believe that LT assignments should take 2 nd priority to individual assignments </li></ul><ul><li>Students believe that work for LTs can be submitted at the last minute </li></ul>
  17. 17. Lack of skills for prioritizing competing interests, such as: <ul><li>Family </li></ul><ul><li>Work </li></ul><ul><li>Activities </li></ul><ul><li>Individual SAS assignments </li></ul>
  18. 18. Few compelling incentives to prioritize time <ul><li>Students are not held accountable for mediocre effort in the LT </li></ul><ul><li>Students are often allowed to freeload with few repercussions </li></ul><ul><li>LT members often complete the work assigned to other less productive team members, allowing these learners to receive undeserved grades and points </li></ul>
  19. 19. Online learners lack skills required to handle LT issues: <ul><li>conflict management </li></ul><ul><li>dispute resolution </li></ul><ul><li>problem anticipation/solving </li></ul>
  20. 20. Lack of support from facilitators when intervention is necessary <ul><li>Sending an email to the instructor about an LT member who is not contributing elicits no response </li></ul><ul><li>Contacting the instructor regarding a student who is constantly using inappropriate tone or showing disrespect does not trigger intervention </li></ul>
  21. 21. Appendix <ul><li>Feedback from online learners </li></ul><ul><li>Questions for consideration </li></ul><ul><li>LT dimensions to be considered </li></ul>
  22. 22. Feedback from online learners and facilitators regarding learning teams <ul><li>Online learners state that many LT issues are due to lack of adherence to the LT charter </li></ul><ul><ul><li>After the LT charter is completed, it is discarded and never referred to again. </li></ul></ul><ul><ul><li>Teams are not able to leverage the LT charter as a viable tool </li></ul></ul><ul><li>Facilitators are reluctant to intervene when LTs solicit their assistance </li></ul><ul><ul><li>Facilitators are not given criteria that can be used to determine when it is necessary to intervene in LT difficulties. </li></ul></ul>
  23. 23. Questions for consideration <ul><li>What are some of the circumstances that would compel a facilitator to intervene in an LT issue? </li></ul><ul><li>What is the optimal size of an LT? </li></ul><ul><li>Should questionnaires be used to design more productive, less volatile LTs? </li></ul><ul><li>What are the fundamental ground rules that should be included in every LT charter? </li></ul><ul><li>What characteristics must be present among LT members to ensure success? </li></ul>
  24. 24. LT dimensions to be considered <ul><li>Size of Team </li></ul><ul><li>Tolerance for Deadlines </li></ul><ul><li>Program representation among LT members </li></ul><ul><li>Prior association </li></ul><ul><li>Roles of team members in 3-member, 4-member, or 5-member LTs: How and why do the roles differ? </li></ul>
  25. 25. Questions? <ul><li>Q & A </li></ul>

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