This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Nudging students towards effective study behaviours using Brightspace dataD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): Nudging students towards effective study behaviours using Brightspace data, Rhona Sharpe, Head of the Department of Technology Enhanced Learning, University of Surrey, Julia Brennan, Online Courses Production Lead, University of Surrey
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Nudging students towards effective study behaviours using Brightspace dataD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): Nudging students towards effective study behaviours using Brightspace data, Rhona Sharpe, Head of the Department of Technology Enhanced Learning, University of Surrey, Julia Brennan, Online Courses Production Lead, University of Surrey
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
DCLA meet CIDA: Collective Intelligence Deliberation Analytics Simon Buckingham Shum
DCLA14: 2nd International Workshop on Discourse-Centric Learning Analytics at LAK14: http://dcla14.wordpress.com
Abstract: This discussion paper builds a bridge between Discourse-Centric Learning Analytics (DCLA), whose focus tends to be on student discourse in formal educational contexts, and research and practice in Collective Intelligence Deliberation Analytics (CIDA), which seeks to scaffold quality deliberation in teams/collectives devising solutions to complex problems. CIDA research aims to equip networked communities with deliberation platforms capable of hosting large scale, reflective conversations, and actively feeding back to participants and moderators the ‘vital signs’ of the community and the state of its deliberations. CIDA tends to focus not on formal educational communities, although many would consider themselves learning communities in the broader sense, as they recognize the need to pool collective intelligence in order to understand, and co-evolve solutions to, complex dilemmas. We propose that the context and rationale behind CIDA efforts, and emerging CIDA implementations, contribute a research and technology stream to the DCLA community. The argument is twofold: (i) The context of CIDA work connects with the growing recognition in educational thinking that students from school age upwards should be given the opportunities to engage in authentic learning challenges, wrestling with problems and engaging in practices increasingly close to the complexity they will confront when they graduate. (ii) In the contexts of both DCLA and CIDA, different kinds of users need feedback on the state of the debate, and the quality of the conversation: the students and educators served by DCLA are mirrored by the citizens and facilitators served by CIDA. In principle, therefore, a fruitful dialogue could unfold between DCLA/CIDA researchers and practitioners, in order to better understand common and distinctive requirements.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
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Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
A version of this Slideshow was presented at the 2019 Showcase.
It describes the value of my Corpus Analysis online Group Projects using OneNote Class Notebooks for students in ENG 491 History of the English Language.
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Enabling Engagement: Collaborative and Supportive Learning using a WikiPaul Jinks
Case study of assessed wiki activity for DL Masters students in Health. Highlighted are the use of a journal for reflective learning and students' perceptions of the activity.
From the Salon to the Agora: Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
NCTM 2014 Presentation: Citrus Grove Elementarykrzavack
Take a look at how this elementary school whose teacher leaders facilitated a math book study that increases standardized math test scores tremendously!
Similar to Making On-line Teams Work (Jane Barrett) (20)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Making Online Teams Work
Jane Barrett
Helen Kaye
Wendy Knightley
Sue Rattray
COHERE 2014
Regina, Canada; October 2014
2. Acknowledgements
The project team
•Jane Barrett, Helen Kaye, Wendy Knightley - team members and lecturers in
Psychology dept, Faculty of Social Sciences
•Sue Rattray – Associate Lecturer (psychology) and tutor moderator
Our paper
HELEN KAYE, JANE P. BARRETT, WENDY M. KNIGHTLEY (2013) Student Preference for
Residential or Online Project Work in Psychology, Psychology Learning & Teaching, 12(2), 196-202.
http://dx.doi.org/10.2304/plat.2013.12.2.196
Our participants
All the students and associate lecturers who have taken part in our studies
Thanks also to:
•Internal funding from: CIC and SEP-AP
•Photos are from the OU Digital Archives
3. The Open University:
the vision, scale, diversity and accessibility
No formal entry requirements
Largest number of registered students in the UK
•more than 200,000 part-time students
•nearly 6,400 tutors
•more than 1,100 full-time academic staff
•more than 3,500 support staff
Scale - has an impact on how we support
students with their academic and study skills
4. Compulsion and choice
Accredited qualification
Online equivalent?
Residential school?
Or …
5. Student choice:
residential or online?
Residential school Online equivalent
(1) Social aspects of
learning
(2) Accessibility
(3) Timing and speed of
completion
(1) Opportunity cost
(2) Home responsibilities
(3) Timing and
accessibility
(4) Work and caring
commitments
8. Best Thing
0 10 20 30 40
Working from home
Flexibility of study
Broadening knowledge
Working in a group
immersion in project work
Doing research
Friendship/meeting others
Number of Responses
On-line project
Residential School
10. Worst thing – group dynamics
“[it was …] Very hard working with a group using
asynchronous forums - extremely hard to have debates
and disagreements”
“Working with lazy people”
“Being part of a group - where it was difficult to ensure
that everyone contributed equally and consistently”
12. Comparing the groups
Best Groups Worst Groups
• The group needed guidance
from their tutor(s) before
making a decision
• Their tutor(s) made frequent
contributions to the forum
• Students needed tutor input
to resolve disputes amongst
group members
• All ideas and information
were shared
• All members of the group
were invited to contribute to
the discussion
• Opinions and ideas were
respected and considered by
the students in the group
13. Online team building: a simulation
More tasks than 1 person can do
Build on strengths within a team?
Assign tasks?
Complete tasks
Reflect on process
Produce jointly agreed ground rules for working together online
14. Online team building: the
volunteers
13 students volunteered
9 females; 4 males
A range of ages, from under 21 to 50-59
Ethnicity – mainly white …
Previous education - secondary level;
1 person with no formal qualifications
5 students with disabilities
Varied motivations for studying
Varied occupational status; 1 unemployed student
15. Online team building: the
volunteers
• 13 volunteers
• 8 posted a forum message
• 7 completed the tasks
• 6 completed the satisfaction survey
16. Collaboration, Forums, Affordance
Information
transmission
Collaboration
Tutor posts messages
Students post– tutor answers
Students post – peer answers
Students initiate a thread of conversation
Students respond to messages
Students post additions or corrections to messages
Students work together to create something new
Cooperation
17. Tutor Moderator view
Group A:
•Received more direction from moderator than other groups
•One member was ‘a driving force’
•Students worked separately on the tasks – [cooperatively]
•Not all tasks were completed
Group B:
•No driving force
•Lack of team-working skills “[…] to achieve anything beyond their individual
competences”
•More intervention needed:
– “If I were supporting the groups through a module I would certainly have intervened
fairly quickly with group B to prevent them from getting behind [...]”
18. Group C: My Blog!
• Only group who finished all tasks:
“They have motored through all the tasks and have finished,
including the ground rules.”
• Do pairs work more efficiently?
“Perhaps it’s easier with just two of them – they don’t need to wait for
another person to input.”
• Division of labour and assignment of roles
“And perhaps there [weren’t] enough tasks with sufficient complexity
to put sufficient strain on two of them. X devised most of those (and
they look good), although Y added a couple.”
• Fun!
“They seem to have enjoyed working together.”
19. 8 T on an O
Blue – 19:48
Hi, Not very good at this one, but so far:
1. 8=T on an O - 8 toes on an orangutan?
2. 8=P in the SS - ?
[…]
Orange – 21:02
[…] Not sure about the orangutan's toes but I'll take your word for it.
Green – 21:13
ive had that somewhere else before on like a puzzle thing and was 8 tentacles on a octopus
- but that doesnt mean that is right for this one lol
Orange – 21:28
ooh yes that would work. What do you think […]?
Blue – next day, 18:30
Great work! Let's go with 8 tentacles on an octopus, it's much better than 8 toes on an
orangutan!
20. Why don’t students participate?
5 students never showed up
Some students contributed less than others
2 students withdrew from the study
One said it was because he didn’t have time
The other said it was because of internet problems
Project work is important? What can we do?
21. Conclusions
Tutor moderator
•Contributing to unfamiliar tasks
•Forums:
– asynchronous environment means equitable access
– Challenges: Engaging with discussion, rather than posting up messages
– “They just want to do their bit and move on”
• Group composition is critical
My Blog!
“What a very interesting few days this has been. I need to ponder it all. Is this a useful
teambuilding task? And is it worth the resource? It certainly needs time – students didn’t
get going for several days and then motored as deadlines loomed and passed. Does it
need a moderator (I think yes – [moderator] has been excellent in keeping an eye on
things, and nudging them along)? And how many students should be in a group – or is it
the engagement with the tasks that is key?”
23. Collaborative activities: Student engagement
and access
• Scalability: some students can do a task with minimal tutor input
• Timing: it takes a long time for students to get going
• Teamwork: not all groups will gel
• So we can’t leave them to themselves entirely
• Cooperation was evident
• But what about collaboration? and deeper learning?
• Doing the tasks helped understanding of teamwork
7/13 participated in the tasks; can we make that 13/13?
• Alternatively, for compulsory activities, how can we make them accessible for all?
• It is here that pedagogy fights with professionalism.
