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J O S S E Y- B A S S G U I D E S T O O N L I N E T E A C H I N G A N D L E A R N I N G V O L U M E Collaborating Online Learning Together in Community Rena M PALLOFF • Keith PRATT Collaborating Online Collaborating Online Learning Together in Community Rena M Palloff Keith Pratt Copyright © 2005 by John Wiley & Sons, Inc All rights reserved Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-7504470, or on the web at www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-7486011, fax 201-748-6008, e-mail: permcoordinator@wiley.com Jossey-Bass/John Wiley has provided the Web sites used in this book for teacher use only The publisher cannot guarantee the accuracy or completeness of the information found in these sites and is not responsible for errors or omissions or results obtained from use of the information Jossey-Bass books and products are available through most bookstores To contact Jossey-Bass directly call our Customer Care Department within the U.S at 800-956-7739, outside the U.S at 317-572-3986, or fax 317-572-4002 Jossey-Bass also publishes its books in a variety of electronic formats Some content that appears in print may not be available in electronic books Library of Congress Cataloging-in-Publication Data Palloff, Rena M., 1950– Collaborating online : learning together in community / Rena M Palloff, Keith Pratt.— 1st ed p cm Includes bibliographical references and index ISBN 0-7879-7614-8 (alk paper) Group work in education Computer-assisted instruction I Pratt, Keith, 1947- II Title LB1032.P334 2005 371.39'5'0285—dc22 2004017931 Printed in the United States of America FIRST EDITION PB Printing 10 Contents Preface xi About the Authors xv PA R T O N E Collaboration Online Collaboration in the Online Environment Collaboration—The Hallmark of Constructivism Why Collaborate Online? Collaboration Online Working with Virtual Teams Virtual Team Dynamics Summary Points to Remember on Collaboration Basics The Process of Online Collaboration The Stages of Collaboration Tools for Collaboration Summary Points to Remember on the Process of Online Collaboration 11 14 18 19 19 24 29 vii Collaboration Challenges Things That Go Bump in the Night Participation Challenges Challenges in Leadership and Decision Making Course and Activity Design Challenges The Challenge of Cultural Differences Final Thoughts on Challenges to Collaboration Online Summary Points to Remember on Collaboration Challenges Assessment and Evaluation of Collaborative Work Learner-Centered Assessment, Including Self-Assessment Rubrics and Expectations Collaborative Assessment Guidelines for Feedback Assessment that Aligns with Context and Learning Objectives Assessments That Are Clear and Easy to Understand Assessments Designed with Student Input The Empowered Learner Summary Points to Remember on Assessment and Evaluation of Collaborative Work PA R T T W O viii Contents Collaborative Activities Role Playing Simulations Case Studies Questioning Techniques for Collaborative Discussions Dyads Small-Group Projects Jigsaw Activities Blogs 31 31 33 35 36 37 38 39 41 42 44 44 48 50 50 51 53 53 55 57 60 63 69 73 77 79 81 Final Thoughts on Collaborative Activities The activities presented in this section demonstrate some of the more common uses of collaborative work The ways collaboration can be used online are limitless: an instructor might create a game or use one that is available on the Internet, or the instructor might choose to modify any of the activities presented here Anything that might serve the learning objectives of a particular course will work— creativity and imagination are the keys We should never be afraid to try new and innovative ways of creating collaboration Even if we fail, we learn from that failure, and that learning informs and enhances our teaching the next time around What is important to remember in creating any collaborative activity is the process we discussed in Chapter Two: • Set the stage • Create the environment • Model the process • Guide the process • Evaluate the process Regardless of the activity, if designed with this process in mind, the likelihood that students will engage with the activity successfully and experience minimal 99 frustration increases Collaborative activity does not give the instructor a “break” in his or her teaching schedule online Instead, it provides a different and interesting way for students to engage with material and one another A deeper and more satisfying learning process is the result SUMMARY POINTS TO REMEMBER ON COLLABORATIVE ACTIVITIES • The collaborative activity chosen for a course should depend on the desired learning outcomes • The focus on outcomes can help to tease out whether to use one collaborative activity or another that is quite similar, such as deciding to use a role-playing activity or a simulation • Clear directions for completion of the activity should be provided to students at the start and the instructor should be available to guide the process throughout • Assessment of the activities should involve reflections on the activity itself, what students learned from doing it, and their thoughts about the contributions they themselves made, along with the contributions of others • Learning cycles are a good way to include multiple forms of team activity over a term or a period of weeks They help to scaffold learning and the acquisition of knowledge and move students toward a final group project while keeping the same focus throughout, thus minimizing confusion or the need to reorganize the group for further activity 100 Collaborating Online Additional Resources SIMULATIONS The following resource is devoted to the design of computer simulations: Aldrich, C Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning San Francisco: Pfeiffer, 2003 CASE STUDIES Numerous Internet sites provide case study material that can be integrated into an online course Some of them are listed here: Science Cases: http://ublib.buffalo.edu/libraries/projects/cases/ideas.htm Economics Cases: http://www.unc.edu/home/pconway/aea2000/casesour.htm Higher Education and Leadership: Harvard’s Institutes of Higher Education, http://www.gse.harvard.edu/~ppe/highered/case.html Various Content Areas: http://www.stolaf.edu/people/schodt/casebib.htm http://www.merlot.org 101 The following books are also useful in working with case studies: Honan, J P., and Sternman Rule, C Using Cases in Higher Education San Francisco: JosseyBass, 2002 Honan, J P., and Sternman Rule, C (eds.) Casebook I: Faculty Employment Policies San Francisco: Jossey-Bass, 2002 Honan, J P., Sternman Rule, C., and Kenyon, S B Teaching Notes to Casebook I San Francisco: Jossey-Bass, 2002 BLOGS The following sites can help increase knowledge about what a blog is and how it can be used: http://www.blogger.com/about.pyra http://www.rebeccablood.net/handbook/ WEBQUESTS The following site provides information on creating Web quests as well as numerous examples created and submitted by others for review and use: http://www.webquest.org GAMES There are numerous sites where collaborative games can be played Here are two: http://www.cranium.com/home.asp http://www.cg.tuwien.ac.at/research/vr/gaming/ 102 Additional Resources ADDING INTERACTIVITY TO COURSES The following is a good source for interactive elements to add to courses; many of the elements can be used collaboratively: http://www.alleni.com/home.asp GRADING AND ASSESSMENT The following book is an essential resource on the topic of assessment and grading: Walvoord, B., Effective Grading: A Tool for Learning and Assessment San Francisco: JosseyBass, 1998 Additional Resources 103 References Angelo, T., and Cross, K P Classroom Assessment Techniques San Francisco: Jossey-Bass, 1993 Bailey, M L., and Luetkehans, L “Ten Great Tips for Facilitating Virtual Learning Teams.” Distance Learning ’98: Proceedings of the Annual Conference on Distance Teaching and Learning Madison, Wis., August 5–7, 1998 (ED-422 838) Blood, R The Weblog Handbook Boulder, Colo.: Perseus, 2002, http://www.rebeccablood net/handbook/ Retrieved April 26, 2004 Borden, L M., and Perkins, D F “Assessing Your Collaboration: A Self Evaluation Tool.” Journal of Extension, April 1999, 37(2), http://joe.org/joe/1999april/tt1.html Retrieved April 26, 2004 Brookfield, S D Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting San Francisco: Jossey-Bass, 1987 Brookfield, S D Becoming a Critically Reflective Teacher San Francisco: Jossey-Bass, 1995 Brookfield, S D., and Preskill, S Discussion as a Way of Teaching San Francisco: JosseyBass, 1999 Byers, C “Interactive Assessment and Course Transformation Using Web-Based Tools.” The Technology Source, May/June 2002, http://ts.mivu.org/default.asp?show=article&id=928 Retrieved April 26, 2004 Cashman, K Leadership from the Inside Out Provo, Utah: Executive Excellence, 1998 Conrad, R M., and Donaldson, A Engaging the Online Learner: Activities and Resources for Creative Instruction San Francisco: Jossey-Bass, 2004 Davis, A Arizona Non-Profit Collaboration Manual PARTNERS, Inc., 1997, http://www azpartners.org/collaborationManual.asp Retrieved May 5, 2004 Dell, D “Philosophy of Online Teaching.” Unpublished paper Capella University, April 2004 105 Doran, C “The Effective Use of Learning Groups in Online Education.” New Horizons in Adult Education, Summer 2001, 15(2), http://www.nova.edu/~aed/horizons/ volume15n2.html Retrieved May 6, 2004 Duarte, D., and Snyder, N T Mastering Virtual Teams: Strategies, Tools, and Techniques that Succeed (2nd ed.) San Francisco: Jossey-Bass, 2001 DuPraw, M., and Axner, M “Working on Common Cross-Cultural Communication Challenges.” AMPU Guide, 1997, http://www.wwcd.org/action/ampu/crosscult.html Retrieved May 5, 2004 Ge, X., Yamashiro, K A., and Lee, J “Pre-Class Planning to Scaffold Students for Online Collaborative Learning Activities.” Educational Technology & Society, July 2000, 3(3), http://ifets.ieee.org/periodical/vol_3_2000/b02.html Retrieved May 1, 2004 Gunawardena, C L., and Zittle, F J “Social Presence as a Predictor of Satisfaction with a Computer-Mediated Conferencing Environment.” American Journal of Distance Education, 1997, 11(3), 8–26 Johnson, D., and Johnson, F Joining Together: Group Theory and Group Skills Needham Heights, Mass.: Allyn and Bacon, 2000 Jonassen, D., and others “Constructivism and Computer-Mediated Communication in Distance Education.” The American Journal of Distance Education, 1995, 9(2), 7–26 Joo, J “Cultural Issues of the Internet in Classrooms.” British Journal of Educational Technology, July 1999, 30(3), 245–250 Kagan, S Cooperative Learning San Clemente, Calif.: Kagan, 1994 Kazmer, M M “Coping in a Distance Environment: Sitcoms, Chocolate Cake, and Dinner with a Friend.” First Monday, August 29, 2000, http://www.firstmonday.dk/issues/ issue5_9/kazmer/index.html Retrieved April 6, 2004 Ko, S., and Rossen, S Teaching Online—A Practical Guide Boston: Houghton Mifflin, 2001 McClure, B Putting a New Spin on Groups Hillsdale, N.J.: Erlbaum, 1998 McGrath, J., and Hollingshead, A Groups Interacting with Technology Thousand Oaks, Calif.: Sage, 1994 Millis, B J “Managing—and Motivating! Distance Learning Group Activities.” (n.d.), http:// www.tltgroup.org/gilbert/millis.htm Retrieved April 6, 2004 Morgan, C., and O’Reilly, M Assessing Open and Distance Learners London: Kogan Page, 1999 Murphy, K., Drabier, R., and Epps, M “Interaction and Collaboration via Computer Conferencing.” Proceedings of the National Convention for Education Communication and Technology, 1998 (ED 423 852) Palloff, R., and Pratt, K Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom San Francisco: Jossey-Bass, 1999 Palloff, R., and Pratt, K Lessons from the Cyberspace Classroom: The Realities of Online Teaching San Francisco: Jossey-Bass, 2001 Palloff, R., and Pratt, K The Virtual Student: A Profile and Guide to Working with Online Learners San Francisco: Jossey-Bass, 2003 106 References Piaget, J The Mechanisms of Perception New York: Routledge Kegan Paul, 1969 Picciano, A G “Beyond Student Perception: Issues of Interaction, Presence, and Performance in an Online Course.” Journal of Asynchronous Learning Networks, 2002, 6(1), 21–40 Preece, J Online Communities New York: Wiley, 2000 Ragoonaden, K., and Bordeleau, B “Collaborative Learning via the Internet.” Educational Technology & Society, July 2000, 3(3), http://ifets.ieee.org/periodical/vol_3_2000/ b02.html Retrieved May 1, 2004 Shopler, J., Abell, M., and Galinsky, M “Technology-Based Groups: A Review and Conceptual Framework for Practice.” Social Work, May 1998, 4(3), 254–269 Sproull, L., and Kiesler, S Connections: New Ways of Working in the Networked Organization Boston: MIT Press, 1992 Srinivas, H “What is Collaborative Learning?” http://www.gdrc.org/kmgmt/c-learn/ what-is-cl.html Retrieved April 6, 2004 Styers, A Unpublished comprehensive paper Capella University, April 2004 Tu, C., and Corry, M “Research in Online Learning Community,” http://www.usq.edu.au/ electpub/e-jist/docs/html2002/pdf/chtu.pdf, 2002 Retrieved April 6, 2004 Tuckman, B., and Jensen, M “Stages of Small Group Development Revisited.” Group and Organizational Studies, 1977, 2(4), 419–427 References 107 Index A Abell, M., 15 Activities: blogs, 81–82; case studies, 63–68, 101–102; debates, 85–86; dyad, 73–76; evaluation of, 23–24; examples of, 9–10; final thoughts on, 99–100; fishbowls, 87–88; jigsaw, 79–80; learning cycles, 7, 89–92; role playing, 57–59; simulations, 60–62; smallgroup projects, 77–78; and social presence, 9, 10; team, 83–84; WebQuests, 93–97 Agreements, team, 27–29 Angelo, T., 41, 44, 48, 53 Assessment: basic principles of, 41–42; collaborative, 44, 48; learner-centered, 42–44, 53; and learning objectives, 50; questionnaires for, 50–51, 52; resource, 103; rubrics, 44, 45–47; and student feedback, 48–50; student input for designing, 51, 53; summary on, 53–54 Assessment tips: for blogs, 81–82, 102; for case studies, 68; for debates, 86; for discussions, 72; for dyads, 76; for fishbowls, 88; for jigsaw activities, 79–80; for learning cycles, 7, 89–92; for role playing, 59; for simulations, 61–62; for small-group projects, 78; for virtual teams, 84; for WebQuests, 93–97 Axner, M., 37, 38 B Bailey, M L., 25 Blogs, 81–82, 102 Blood, R., 81 Bordeleau, B., 34, 36, 38 Borden, L M., 35 Brookfield, S D., 6, 22, 23, 69 Buy-in, learner, 29 Byers, C., 53 C Case studies, 63–68, 101–102 Cashman, K., 91 Cause-and-effect questions, 71–72 Challenges: course design, 36–37; of cultural differences, 12, 33, 37–38; final thoughts on, 38–39; in leadership, 35–36; list of, 31–33; participation, 33–35; summary on, 39–40 Collaborating Online: audience for, xii; organization of, xii–xiii Collaboration: and community, 5, 8–9; defined, 4, 6; stages of, 19–24; summary on, 18, 29–30; tools for, 24–29 109 Collaborative activities: blogs, 81–82; case studies, 63–68, 101–102; debates, 85–86; for dyads, 73–76; evaluation of, 23–24; examples of, 9–10; fishbowls, 87–88; jigsaw activities, 79–80; learning cycles, 7, 89–92; role playing, 57–59; simulations, 60–62; smallgroup projects, 77–78; and social presence, 9, 10; summary on, 99–100; virtual team activities, 83–84; WebQuests, 93–97 Collaborative assessment, 44, 48 Community: and collaboration, 5, 8–9; elements of, 8–9 Concern for others, 15 Conflict: and cultural differences, 37; and team development, 15 Conflict management: and decision making, 35–36; instruction on, 34 Conrad, R M., 8, 44, 48 Constructivism, 6–7 Corry, M., Course design issues, 33, 36–37 Critical thinking, Cross, K P., 41, 44, 48, 53 Cultural differences, 7, 12, 33, 37–38 Cycle of community and collaboration, 5, 8–9 D Davis, A., 32, 35 Debates, 85–86 Decision-making process, 32, 35–36 Dell, D., 25 Discussions, questioning techniques for, 69–72 Donaldson, A., 8, 44, 48 Doran, C., 24, 27 Drabier, R., Dropping out, 32 110 Index Duarte, D., 11, 14 DuPraw, M., 37, 38 Dyads, 73–76 E Effective online groups, 16, 17 Empowered learners, 53 Epps, M., Evaluations of collaborative activities, 23–24 See also Assessment tips F Facilitators, role of, 17 See also Instructors Feedback, guidelines for, 48–50 Fishbowls, 87–88 Flaming, 49 G Galinsky, M., 15 Games, 102 Ge, X., 20, 35 Grading and assessment, 103 See also Assessment; Assessment tips Graham, R., 94 Gunawardena, C L., H Hollingshead, A., 15, 34 Honan, J P., 101, 102 Hypothetical questions, 71 I Instructors: as coaches, 11; as facilitators, 17; guidance from, 22–23; modeling by, 22; and participation challenges, 33–35; self-assessment for, 20; suggestions for, 25–26 Integrity, 14–15 Interactivity: adding, 102; interaction versus, 3–4 Jensen, M., 15 Jigsaw activities, 79–80 Johnson, D., 4, 25 Johnson, F., 4, 25 Jonassen, D., Picciano, A G., Portfolios, 13, 43–44 Pratt, K., xi, xii, xv, xvi, 4, 7, 8, 14, 25, 41, 48, 63 Preece, J., xii Preskill, S., 23, 69 K Q J Kagan, S., 25 Kazmer, M M., Kenyon, S B., 102 Kiesler, S., 83 Ko, S., 25 Questioning techniques, 69–72 Questionnaires, collaboration, 50–51, 52 R Learner-centered assessment, 42–44, 53 Learning cycles, 7, 89–92, 100 Lee, J., 20, 35 Luetkehans, L., 25 Ragoonaden, K., 34, 36, 38 Reflection, 8, 9, 43 Resources, additional, 101–103 Role playing, 57–59 Rossen, S., 25 Rubrics: description of, 44; sample, 45–47; and student feedback, 49–50 M S McClure, B., 15 McGrath, J., 15, 34 Millis, B J., 25 Model of effective online groups, 16, 17 Modeling, instructor, 22 Morgan, C., 42, 50 Murphy, K., Schopler, J., 15 Simulations, 60–62, 101 Small-group projects, 77–78 Snyder, N T., 11, 14 Social presence: and collaborative activities, 10; defined, 7, 9; three dimensions of, 7–8 Sproull, L., 83 Srinivas, H., 4, Stages of collaboration, 19–24 Sternman Rule, C., 101, 102 Student assessment: basic principles of, 41–42; collaborative assessment, 44, 48; learner-centered assessment, 42–44, 53; and learning objectives, 50; questionnaires for, 50–51, 52; rubrics, 44, 45–47; and student feedback, 48–50; student input for designing, 51, 53; summary on, 53–54 L O Open-ended questions, 70–71 O’Reilly, M., 42, 50 P Palloff, R., xi, xii, xv–xvi, 4, 7, 8, 14, 25, 41, 48, 63 Participation challenges, 33–35 Peer evaluations, 48–50 Perkins, D F., 35 Piaget, J., Index 111 Styer, A., Summary and synthesis questions, 72 T Team assignments, 83–84 Team charters, 27–29 Team development, stages of, 15–18 Teams, virtual: activities for, 83–84; dynamics of, 14–18; explanations for, 24–25; seven competencies for, 11–14 Technical difficulties, 31, 33, 34, 39 Time commitment, 32 Time zones: and cross-cultural management, 12; and dyads, 73 Trust, building, 14–15 Tu, C., Tuckman, B., 15 112 Index V Virtual teams: activities for, 83–84; agreements for, 27–29; dynamics of, 14–18; explanations for, 24–25; seven competencies for, 11–14 W Walvoord, B., 103 Weblog Handbook, 81 WebQuests, 93–97, 102 Y Yamashiro, K A., 20, 35 Z Zittle, F J., Collaborating Online Collaborating Online provides practical guidance for faculty seeking to help their students work together in creative ways, move out of the box of traditional papers and projects, and deepen the learning experience through their work with one another Authors Rena Palloff and Keith Pratt draw on their extensive knowledge and experience to show how collaboration brings students together to support the learning of each member of the group while promoting creativity and critical thinking Praise for Collaborating Online “Collaborating Online eloquently explains the central role that community and collaboration play in fostering student engagement online Palloff and Pratt also offer faculty a rich collection of practical strategies—ideas that are straightforward to implement It is the best book I have read to date on the topic.” —Gail MATTHEWS-DENATALE, senior instructional designer, Academic Technology, Simmons College “This book was an aha! experience for me After all these years, I finally gained a blueprint for assessing collaborative learning effectively and fairly I also kept nodding in agreement as I read the book: Palloff and Pratt present numerous practical examples of what an online classroom should be like.” —Karen HODGES, vice president for learning, NorthWest Arkansas Community College “Palloff and Pratt, the distinguished online learning authorities, have done it again with their latest book, Collaborating Online This is must-reading for all faculty, instructional designers, and academic administrators interested in improving student retention and success in online courses.” —Jack A CHAMBERS, director, program development for instructional technology, Florida Community College at Jacksonville THE AUTHORS Rena M PALLOFF is adjunct faculty at the Fielding Graduate Institute and at Capella University Keith PRATT is adjunct faculty at the Fielding Graduate Institute and at Baker University Palloff and Pratt are managing partners of Crossroads Consulting Group They are the authors of Building Learning Communities in Cyberspace, Lessons from the Cyberspace Classroom, and The Virtual Student, all from Jossey-Bass EDUCATION/TECHNOLOGY Cover design by Bruce Lundquist www.josseybass.com J O S S E Y- B A S S G U I D E S T O O N L I N E T E A C H I N G A N D L E A R N I N G V O L U M E Collaborating Online is the second title in the Jossey-Bass Guides to Online Teaching and Learning This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on particular areas or issues they might confront in this new learning environment ... constructivism, and the use of an online learning community to achieve successful outcomes in an online course The advancing study of online community informs us that community is made up of more than... the model: • Solve Problems • Manage Conflict • Develop Norms • Process Information Together • Communicate with One Another • Connect We see once again the elements of an online learning community... team members while at the same time appropriately evaluates noncontributing members • Provide a place for the team to share their work and learning products with the larger learning community Many

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