The document discusses strategies for forming and structuring online teams. It notes that students may prefer self-selecting their own teams so they can work with friends, but that instructor-assigned teams can better mix skills. Ideal team size is debated but often cited as 3-5 students. Roles like facilitator, recorder and timekeeper can help structure work. Tools like Google Docs, Dropbox and Skype support collaboration. Grading can consider individual and team contributions to assess participation and outcomes. Self-assessments and instructor oversight help ensure fair work distribution. Effective team assignments produce deliverables like presentations, videos and reports.

1. Jamie Sue Reed
June 19, 2014

2. Goold, Craig Coldwell 2005
“The Student Experience of working in teams online” 2008
Team skills are
part of a suite of
professional
skills that
employers
expect graduates
to have
Team skills are
generic and
transferable
skills that have
lifelong
relevance.
Team skills include the
ability to communicate
effectively with team
members, to work
collaboratively to solve
problems, to negotiate
with peers and resolve
conflicts, and to
engage with diverse
team members.
Why use
teams in
online
education?

3. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
The
grading is
unfair!

4. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Without
personal
contact, it’s
harder to get
others to pull
their weight.

5. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Over 70% of the
time is devoted
to coordinating
work rather
than doing the
work.

6. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Takes too
long to
storm and
norm

7. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Prefer to
communicate
via email or
text than
through
Moodle

8. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Slackers!
One or two
individuals
end up doing
all the work.

9. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Dealing with
cultural
diversity is
more
difficult

10. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Not enough
oversight
from
instructor

11. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Involvement
rather than
outcome
should be
measured

12. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Takes longer
to accomplish
tasks with
groups

13. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Task
requirements
are too vague

14. Whystudentsdon’tliketeamworkonline
Goold, Craig, Coldwell, 2005
Getting teamed
up with others
who have
language
difficulties is
frustrating

15. Whatreassuresstudentsabout how you
coordinateteamworkonline
 Knowing that when they enter the work
world they will be working in teams.
 Knowing they will be graded fairly
 Knowing they will not have to compensate
for slackers
 Providing a structure for the work
 Not requiring all communication through
Moodle

16. StrategiesforFormingTeams:TaskRelated
Provide topics and let
students choose which
they want to work on

17. StrategiesforFormingTeams:SelfSelecting
Schedules
Known
Teammates
Team Roles Skills
Majors

18. StrategiesforFormingTeams:Assigned
Schedules Major
Grades Skills
Common
Goals
Gender?

19. InequalitiesinGroupWork
“…talkativeness studies in general have
concluded that men dominate mixed
discussion groups everywhere.”
Krupnick, “Women and Men in the Classroom:
Inequality and its Remedies”
Derek Bok Center forTeaching and Learning
Harvard University
The question whether gender or status and power is
the motivating force for conversational behavior has
been resolved in favor of status and power in the
literature. Most studies find that in mixed talks men
tend to be more dominating than women.
Kunsman, P. “Gender, Status and Power in Discourse
Behavior of Men andWomen.” Linguistk Online
Free University of Berlin

20. Self-SelectedTeams
Likes
• They have
control
• They get to be
with friends
• They know
what to expect
Dislikes
• Students fear
no one will
pick them
• Shy students
feel left out

21. Teacher-AssignedTeams
Likes
• Students feel
instructor can
better mix
skills
• They get to
meet new
people
Dislikes
• Students fear
being teamed
with slackers
• Lack of control

22. DeterminingIdealTeamSize
 Odd number of students, according to
Duke Center for Instructional
Technology—3 or 5.
 Three to four, according to Online
Learning Insights: A Blog about Open
and Online Education
 Four, Barbara Millis, “Collaboration
Online and Hybrid/Blended Courses”
 Three to six, Southern Cross University
“TeamWork Guide” (2013)
 I use teams of two. Noel and Robert
(2004) found that most professional
writing groups had two members.
1
2
3
4
5
6

23. Nelson, Karen J., Kift, Sally M., Creagh,Tracy A., & Quinn,Carole (2007)
“Teamwork protocol.Teamwork Protocol : EnhancingTransition at QUT : A
StudentCentered Approach to Learning.” (2007)
http://eprints.qut.edu.au/42084/1/QUT_Team
work_Protocol_Compressed%5B1%5D.pdf

24. StructuringTeamwork
 Establish teams after first three weeks so
teamwork is stable
 Create goals and deadlines
 Mandate task allocation
 Set aside time for counseling/problems
 Provide easy access to conversation tools
 Match student skills but allow for skill
development
 Make it relevant to real-world situations
 Make the project interesting
 Provide grading rubric (jsr)
Nelson, K et al. 2007.

25. CollaborativeWritingProcess
 Centralized: one person controls the document during the
whole project;
 Relay: one person at a time controls the document but it is
not always the same person;
 Independent: each person controls the section on which
he/she is working;
 Shared: everyone has equal access to the document.
 Joint writing: authors work together synchronously in
close collaboration on the text;
 Scribe: based on group discussions, one individual writes
the document.
Noel, S. and Robert, J.M. “Empirical Study on CollaborativeWriting:
What Do Co-authors Do, Use, and Like?” (2004)

26. PotentialTeam Roles
 Facilitator: Responsible for getting the group started, keeping it on task, and
involving all members.
 Recorder: Responsible for keeping a record of what happens in the group
meeting.
 Spokesperson/Reporter: Responsible for summarizing group decisions for the
larger class.
 Timekeeper: Responsible for keeping group on task and on time (particularly
with in-class activities).
 Reality checker: Responsible for noting group decisions and whether they are
realistic.
 Devil’s advocate: Responsible for pointing out alternate viewpoints and asking
tough questions.
 Spy: Responsible for getting info from other groups when appropriate.
 Liaison: Responsible for communicating with professor, status and problems.
(JSR)
Duke Center for InstructionalTechnology

27. LevelsofInteraction
UNC:TheWriting Center

28. TeamworkTools
 Google Docs
 Google Hangouts
 Join me
 Dropbox
 Skype
 Trello
 Wiggio
 Students often have their own favorites

29. GradingModels
1. Equal Marks Assessment Model:
This model of assessment dictates
that the team is given an overall
mark for the completed project and
each member receives the same
mark despite individual
contributions.
Nelson,Ketal.2007.
.

30. GradingModels
2. Redistribution Model: This model is
dependent on the criteria allowed by the
academic. A team mark is awarded to all
members but allows for a mechanism which
can adjust individual contributions. For
example: 90% of the mark is an overall team
mark and 10% is allocated as an individual
mark which may be formulated through peer
evaluations.
Nelson,Ketal.2007.

31. GradingModels
3. Individual PlusTeam Assessment
Model: Within this model a team
mark is allocated for components of
the project. Each student also
completes an allocated task that
contributes to the final team
product and receives the marks for
that task.
Nelson,Ketal.2007.

32. GradingModels
4. Individual Performance Model: In
this model each team member may
write and submit an individual report
based on the team's work on the
task/project. OR Each individual team
member's contribution (as defined by
pre-determined criteria) is assessed
using evidence from resources like
agenda's, log books, direct observations
and the like.
Nelson,Ketal.2007.

33. Nelson,Ketal.2007.

34. GradingModels
Nelson,Ketal.2007.

35. GradingModels
Nelson,Ketal.2007.

36. TeamSelf-AssessmentIUse

37. ProductsofGroupWork
A Prezi Presentation
A Decision
Wikis
Narrated
Slideshares
ARecommendation
Tests
GroupEssays
Videos

38. Examplesof MyTeamAssignments
Team
Selection
Activity
Peer reviews
Brainstorm
individual
assignments
Job
Interviews

39. Examplesof MyTeamAssignments
Presentations Videos
Press release Blog

40. Examplesof MyTeamAssignments
Business
plan
Business
consultation
Quarterly
report
Newsletter

41. Examplesof MyTeamAssignments
Feasibility
report
Usability
test and
report
Mystery
shopping
report
Tests