the case for e-collaboration: engaging, empowering, and experiential (255694341)

8/9/2019 The Case for E-Collaboration: Engaging, Empowering, and Experiential (255694341)

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Virtual teams, distributed teams, virtual collaboration

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Learner Social Presence - develops through meaningful interaction andthrough identity formationCognitive Presence –“the extent to which learners are able to construct

meaning through sustained communication” and is facilitated through peer-to-peer and instructor interactions that trigger self-reflection and discourse

Teaching Presence -teaching presence involves “the design, facilitation, anddirection of cognitive and social processes for the purpose of realizingpersonally meaningful and educationally worthwhile learning

outcomes” (Anderson, Archer, Garrison, & Rourke, 2001 p. 5). Teachingpresence begins “before the course commences as the teacher, acting as

instructional designer, plans and prepares the course of studies” (p. 5).Teacher presence has also been noted to contribute to student motivation andcreating a culture of community (Esani, 2010) and potentially to higher

academic achievement (Jaggers, Edgecombe, & Stacey, 2013).

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Personal effectiveness skills: Self-control and stress resistance; Self-confidence; Flexibility; Creativity; Lifelong learning . Collaboration inonline learning requires that students develop and hone abilities to

monitor behavior and be responsive to peer and instructor interactionsin ways that are not possible in the classroom. In an online environment

most if not all behaviors are documented (through discussions,assignments, assessments) and thus provide an opportunity forstudents to reflect upon and be aware of the effectiveness of their skills.

Relationship and service skills: Interpersonal understanding;Customer orientation; Cooperation with others; Communication. Online

learning necessitates an ability to interpret and respond tocommunication with others - constantly. When participating ineCollaboration students can develop interpersonal skills through

deliberation, communication and negotiation. While often verbal andtext-based, online collaboration can allow students to consider theirwords before others read them. In this way students are developing

self-monitoring strategies. Impact and influence skills: Impact/Influence; Organizational

awareness; Leadership; Development of others. Working in teams iscore to eCollaboration. Negotiating a plan of action, monitoring theteam’s progress, and checking in with the instructor allow students to

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A more detailed overview is provided in the Google Doc

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The project began with students communicating in Group Skype™,Facebook™ page, that focused on a “paqueteria” exercise in which UCstudents were introduced to a crowdsourcing/geomapping project UDLAP

students were doing on how immigrants and their families send packages/remittances between the US and Mexico. “paqueteria” place where immigrants

and their families go to send packages and remittances

Students & Instructors mailed artifacts to each other through local paqueterias.

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Blogs and wikis are commonly used as a strategy not only for communicationbut also for documentation, oversight of work and feedback.Jooyoung – will illustrate

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1st and 2nd year students in the Masters in Social Science participated in theStudent-2-student Dialogue Project that allowed students to investigatelearning opportunities while on fieldwork placement. First year students

designed a survey for 2nd year students to complete. 1st years students thenworked in teams to research selected areas revealed in the survey. 2nd year

students comments and provided feedback to the first year student’s findings

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For this project, students in different courses worked collaboratively toinvestigate on different areas of Web 2.0 tools to create an ebook that can beused by the public. Site is no longer available. http://i-design.wetpaint.com/

page/Web+2.0+Roadmap

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In this story a passionate skier discovers how his interaction with snow affectsthe ecosystem. The student of soil science wrote and edited the narrative andworked collaboratively with the Visual Communications student to visually tell

his story.See https://tle.wisc.edu/digitalstorytelling/fake-snow

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IBM’s Many Eye’s project allows data sets from multiple sources to be used togenerate graphics, charts, etc. This project required students uploading theirresearch findings and aggregating different sets and then analyzing across

variables.

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Create a digital storybook (http://www.inourvillage.org/IOGV/Digital_library_3.html): Service learning projects where students collaborate towrite stories about their community, share photos and create an e-book.

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https://ammc.wordpress.com/

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Schank’s company, EXTOL, offers Story-centered courses in which studentsassume roles and learn through experience.See http://www.xtolcorp.com/

Software and System Requirements - http://www.xtolcorp.com/demos/Short-Courses/module33_1.htm

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https://docs.google.com/document/d/1J59ki10mKW4eLZoGpvrTbzkEnm0WPo236NdHap3rANk/edit?usp=sharing

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which is your biggest priority? Post in chat a strategy you might use.Refer to http://tinyurl.com/ELI-2015-eCollaboration

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Survey monkey, Google survey, etc

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the case for e-collaboration: engaging, empowering, and experiential (255694341)

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