پروژه‌‌های گروهی در محیط یادگیری آنلاین

 
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So the next question is from Julia, and Julia's asking how do you really engage
students in a group assignment or group activity in an online
learning environment? >> I guess part of the problem
sometimes is that because if it's a fully online
course particularly, you don't necessarily have the students
turning up every week in that same place. And I think one of the things she
mentioned is a lot of students just tend to disappear and
don't come back again or only come back at the end
when it's too late. >> Yeah.
And there was a lot of nice discussion happening in that thread as well, people
are giving their ideas such as making it accessed activity and I know someone else
also mentioned that even though it is assessed sometimes students still don't
engage even or if you have a group of students who might be one really keen and
feel that don't even care about the marks. So how do you really work in that kind of
environment where you want students to be collaborative which is great and
there are technologies to facilitate that, but how do you actually get your
students to do the work collaboratively? >> Well, just to start with, we do have module seven which is
engaging in motivating students. >> Yeah.
>> So if you haven't had a look at that, there are a lot of different ideas in
there around both group and individual. >> And there's a good case-study
video too, isn't there. >> There is, which is called online
team work and collaboration, and that's is also sitting in module seven. But I also recommend going to
the video downloads page and also watching the video there but
downloading the PDF that comes with it because we've actually put a lot
of these tips in writing there and that's by clicking the little
icon that looks like a page. >> Yeah.
>> On the side of that. So one thing, I do a lot of this in my
fully online classes because we really work around the whole idea
of a learning community. So, there are a few things
that I do up front. First of all, I make sure the students
know that I can see them. I can see what they're actually doing. >> So how do you do that? >> I tell them right at
the start of the class that everything you do in
this space is recorded. And we also design our
assignments to be iterative. So it's not just about coming in
at the end with a due date and here's the product. We keep track of the progress,
and the process they go through. So we set progressive
milestones through the project where we expect to see what
everyone's actually doing. And we also, I asked the students to work
in the online space that we provide. >> So you can keep track of whether
they're all engaging in the discussion forum or the online wiki or
whatever tool it might be. >> Yes. But I don't discourage them from using
other technologies like Skype or whatever. >> Okay.
>> But if they do do that, I ask them to post
a synopsis of what happened. >> So they're accountable for it. >> In there as well, yeah. So there's that. I also tell my students they don't
get the same mark if they don't put the same effort in. >> Mm.
>> But I also use the sort of power of the peer group, to define what
everyone's goals within that or roles I should say, not goals,
what people's roles are within the group. And I get them to design their own
progressive timeline and a backup plan. So what do they as
a group decide they want to do if someone fails to contribute
by one of those milestones? So that way there's a few fail safes,
that we can actually build in, and it's just that taking the pulse
regularly to be able to see. >> Yeah, and I would say because you're
able to observe the activity that's happening in the collaborative tools
that you've provided for them, you can actually jump in,
if there is a group that, for example, one person's posted and
no one's responded. It's been a few days. >> Yeah.
>> Or even a week. You can actually be intervening quite
early on to see what's happening. You can jump in. >> Yeah.
>> You can see that maybe not everybody's collaborating, and you can communicate
with the students instead of waiting until the assessment is due or
waiting until somebody informs you about the group not working so it can be
done a lot earlier which is nice. >> And I think teacher presence in that
situation is really, really vital. So if the students are aware
that you're in that space. And you're actually,
I also give comments along the way too. >> Mm-hm.
>> So I'm participating, I'm there. I kind of care what's happening. And then they will be aware of it and
bring it with them. But, inevitably, in one class
there is always going to be one or two students who for whatever reason,
don't pull through for the group. So part of that I've found is being
the problem that something comes up, and then students, don't let everyone know
what's happening and then disappear for three weeks and then come back. So I encourage students, as soon as they
know anything's going to disrupt it, communicate it, and that really helps,
because often the team will be flexible. And in cases where the student just
wont come, we move on without him. We have a point where we close that off
and that student has basically missed out. >> And I guess having an opportunity for
students to give feedback to one another, will peer assess each others contributions
to the group as well helps with that so you have less of that social loafing and
you got more students actually being more accountable to the group because they
know that a certain percentage of their assignment mark might actually be because
of their students giving feedback or assessing each others contributions
which might help as well. >> And maybe the last thing I'd say,
you may have more, is that just make sure you explain to the student what
constitutes good online teamwork. I think often as educators we take for granted that students will just
know how to work together. >> Well, a lot of students
don't like group work either so you also have to factor that in and
also make them understand why group work is important, whether it
might be for their future career. A lot of us in our careers don't
actually work independently, we work with others whether
it'd be face to face or online. So part of it is also preparing them for
their future career and the types of abilities and skills that
their employer might be looking for might be this ability to be able
to collaborate with one another, work on projects with one another
which is why you've designed some of the assignments to be
collaborative in that nature. So having them really understand why
you've chosen a particular test to collaborative rather than individual,
might help them understand and therefore be more engaged with it. >> Yeah. >> And you just don't magically
know how to work in a group, so provide support for that too. >> Yeah, may be new for them.

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جلسات سوال‌ها و پاسخ‌ها

  فصل قبلی
چگونه حضور معلم را در یک محیط آنلاین حفظ می کنید؟
خطرات آموزش آنلاین
به نظر شما عمده چالش های فعلی آموزش آنلاین چیست؟
برای جذب، ایجاد انگیزه و حفظ معلمان چه کار می کنیم؟
معلمان با شروع تدریس دوره های آنلاین چه مقاومتی دارند؟
?Who can help if you are a trailblazer
چگونه با فناوری فعلی وب هم‌گام شویم؟
چگونه ابزارهایی را که بین فناوری open و lms قرارمی‌گیرند طبقه‌بندی می‌کنید؟
?How do you stop being overwhelmed or paralysed by all the options
چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟
بهبود کیفیت تولید فیلم
?What about the 'not invented here' syndrome
?What tools were used to make this MOOC
?Which platform better allows the use of a MOOC with interactive activities
نگرش‌های مختلف نسبت به یادگیری آنلاین و ترکیبی
مدیریت حق نشر برای دوره‌های آنلاین
برای برنامه‌ریزی یک دوره 10 ماهه آنلاین چقدر زمان لازم است؟
آیا یادگیری ترکیبی همیشه خوب است؟
آیا تفاوتی بین نتایج یادگیری و اهداف یادگیری وجود دارد؟
برای ایجاد کل دوره از ابتدا چه توصیه ای دارید؟
?What moderation techniques are used in the MOOC
?What is a rubric
فکرمی‌کنید چه‌چیزی باید از دوره حذف شود؟
ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟
گزینه‌های جایگزین ضبط فیلم
BYOD Apps and Tools
چگونه کیفیت دوره‌های آنلاین را تضمین می‌کنید؟
ملاحظات نوشتن برای فیلم‌های آموزشی
روش‌های مختلف استفاده از فیلم در دوره‌های آنلاین چیست و کدام‌یک موثرترین هستند؟
مدت زمان ایده‌آل برای پادکست چقدر است؟
آموزش مبتنی بر سناریو چیست؟
آیا ارزیابی ویدیوها نسبت به کار نوشتاری باید دقیق‌تر باشد؟
اطمینان از اصالت با ارزیابی آنلاین
چگونه از صدا برای بازخورد معنی‌دار یا ارزیابی از یادگیری استفاده می‌کنید؟
ساختن یک مقاله، ارزیابی موثر برای فعالیت‌های آنلاین
Peer Review- چه موقع از آن استفاده کنیم و چرا در دوره استفاده می‌شود؟
استراتژی‌های موثر درصورت خرابی فناوری هنگام ارزیابی چیست؟
چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟
Boundaries when supporting online discussions
پروژه‌‌های گروهی در محیط یادگیری آنلاین
از چه فناوری برای کنفرانس‌های ویدئویی با دانشجویان استفاده می‌کنید؟
ایجاد ارتباط با دانشجویان
آیا مباحث رفتار دانش‌آموزان را هدایت می‌کند؟
چگونه می‌توانم بهترین استفاده از دانش‌آموزان را در استفاده مناسب از رسانه های اجتماعی داشته باشم؟
چگونه می‌توانید یادگیری را برای زبان‌آموزان با سطح استقلال پایین توسعه دهید؟
چگونه زبان‌آموزان بی‌میل را تشویق می‌کنید؟
ایجاد جامعه در یک دوره آنلاین
بررسی سطح سواد دیجیتال
تدریس خصوصی 1-1 آنلاین
چه نکاتی را به معلمان خصوصی آنلاین یادآور می‌شوید؟
آیا می‌توانید تجزیه و تحلیل دوره آنلاین را توصیه کنید؟
ارزیابی کیفیت با استفاده از استانداردهای ملی یا بین المللی
چگونه از داده‌های یادگیری و آموزش برای انتشار علمی استفاده می‌کنید؟
آیا بعد از راه‌اندازی می‌توان دوره را تغییر داد؟