Collaborative Learning with Computer Support
Collaborative Learning with Computer Support
I. Course proposal
An instructional case study for Collaborative Learning with Computer Support as the design project, will be supported with an example of nutritional hazards. Interactive self assessment items such as Survey Monkey & Hot Potatoes will be included.
Problem statement: Collaboration is limited within the face to face (F2F) classroom; it is anticipated that computerized instruction complementing the F2F interaction will allow & facilitate learner construction mechanisms that have been unavailable to the ancient Taoist masters that taught the art of Tai Chi. While commonly known to nurture the spirit, this art form also encompasses nurturing the body (classical nutrition). Western society's primary health problem now is "too much of a good thing," so the example provided will focus upon nutritional hazards.
II. Needs Assessment (G6, Sh3)
Students for this class are self-selected; that is, they take the course of their own free will & attempt to continue learning beyond the walls of the classroom. Individual Learner Analysis includes determining what factors students wish to absorb most intensively from this work: flexibility, strength, balance, relaxation, self defense or protection, health, or peace of mind. These aims are not mutually exclusive, and what begins as a primary goal for one student may change, while their original intent becomes the focus of another, listening student. Promoting give & take through information exchange (communication) is the ultimate learning process goal for this project.
III. Performance Objectives (G7, G13)
A. After learning collaboration techniques, students will be able to: recognize resources in their daily interactions; adapt these resources for those unable to recognize them to decrease total work load in a group; observe interactions while absorbing useful information; communicate more clearly & thoroughly; & transfer these skills to wholly new situations.
B. After following the example provided, students will be able to: discriminate amongst food cravings vs. nutritional needs; choose contentment of quality over quantity though variety; classify various food allergies & their symptoms; identify common over-reliance upon certain food selections; & demonstrate in action a properly balanced food selection.
III. Performance Objectives
A. After learning collaboration techniques, students will be able to: choose to collaborate with peers for resources; choose to share resources & ideas in collaborative tasks; witness interactions while absorbing useful information; understand the basis of knowledge-building communities; communicate more clearly & thoroughly; & transfer these skills to wholly new situations.
B. After following the example provided, students will be able to: discriminate amongst food cravings vs. nutritional needs; choose contentment of quality over quantity though variety & increased self-awareness; classify various food allergies & their symptoms; identify common over-reliance upon certain food selections; & demonstrate in action a properly balanced food selection.
UNIT OBJECTIVE 1: Participants will be able to use vocabulary terms in writing & speaking discussions within the proper context
UNIT OBJECTIVE 2: Educators & students will be able to discuss, question, collaborate about, and describe food allergies from an entry level point of view. As part of the collaboration, compiling basic research in order to add to the community resources will comprise their introduction to knowledge- building communities.
UNIT OBJECTIVE 3: Educators & students will be able to locate, evaluate, gather, organize, transcribe, and set up additional resource reference lists.
UNIT OBJECTIVE 4: Educators & students will be able to recognize what they’ve learned, what still needs to be learned, and potentially see a pathway to get from one place to the other.
UNIT OBJECTIVE 5: The Hot Potatoes links provide practice of the knowledge presented in this case study. Through the self assessment rubric, educators & students will be able to recognize what they’ve learned about computer supported collaboration, reflection processes, and food allergies. Through use of the provided rubric, educators will be able to determine what their students learned about collaboration.
CLCS Lesson Units Introduction
CLCS Unit Lesson 1 Vocabulary
CLCS Unit Lesson 2 Space for Discussion Task
CLCS Unit Lesson 3 Resource Sharing
CLCS Unit Lesson 4 Metacognitive Strategies
CLCS Unit Lesson 5 Assessment Tools
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ETAP 623 Spring 2009 Learning Community