In this weeks resources the
impress the importance of online interaction and collaboration the importance
these situations have on online assessments. There is also examples of where,
when, why and how interaction occurs in the online environment in the activities
that are present in collaboration.
For this weeks discussion begin by reviewing information in this week’s Learning
Resources related to managing and assessing group interaction and
collaboration. Next, consider your own experiences in online discussion groups
and collaborative projects. Reflect on the following questions
1.
Using the software
tools in available to your, describe specific ways you can promote
collaboration and community building activities.
2.
How does Bloom’s
Taxonomy of Educational objectives influence a group dynamic and online
community?
3.
Using Moore’s three
types of interaction, how would an instructor best utilize and develop the
learner-instructor interaction without influencing, or interfering in the
learner-content and learner-learner interactions.
Respond to two or more of your colleagues’ postings in any of the following ways:
- Build on something your colleague said.
- Explain why and how you see things differently.
- Ask a probing or clarifying question.
- Share an insight from having read your colleague's posting.
- Offer and support an opinion.
- Validate an idea with your own experience.
- Expand on your colleague's posting.
- Ask for evidence that supports the posting.
Grading Rubric
Wonderful discussion questions! I really liked your last question that asked the learner to think of ways that the instructor could avoid interfering with the learner-learner and learner-content. Striking this balance is quite difficult! Sometimes instructors, myself included, are so worried about making sure the learners are comprehending the content that we get in the way of deeper connections that could be made if the learner was allowed some space. Being able to determine when it's time to interfere and when it's time to step back and see what happens next is a considerable feat. I don't know if there's any general rule for this or if it should be considered situation-specific.
ReplyDeleteThank you for the feedback. I appreciate your candor and honesty about the concentration on the learner absorbing the information and forgetting the importance of the factors in learning. I believe that the instructor should be involved or get involved when the student(s) get off track or are on the cusp of understanding, but may just need a push in the right direction. Thanks you for your feedback.
DeleteJoseph,
ReplyDeleteI thoroughly enjoyed the question using Moore's interaction. I like that your question requires one to analyze the three different types of interaction separately, but then combine them into one concise answer that shapes how an instructor should really be thinking about learning. Excellent work! :)
-Christin Wheeler-