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Talk:Collaborative Writing - When and Why

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Unit tryout -- Melissa Pietricola 12:07, 22 November 2010 (EST)

Hey Chris, Great topic; the video and reading go well with your instruction. I was a little confused by your objective stating the students would demonstrate their learning by creating a rubric, but the activity following is a discussion of the topics. You might want to change the objective/activity to support each other. The sequencing is perfect, and by having the students interact with one another to construct an understanding you really encourage the development of classroom community. Very easy to read and follow for the user, as well. The sources were great choices!

Great start :)

Re: Unit tryout -- Christopher Compson 19:44, 22 November 2010 (EST)

Melissa,

Thanks for the feedback. I must not have saved after I added the second task to this unit, thanks for helping point that out.

Instructor comments on your draft units -- Jz833665 10:03, 29 November 2010 (EST)

The draft units are headed toward a productive direction. A few suggestions for you to consider:

  1. Content-objective consistency: Your whole unit 1 seems to be more about collaboration in general instead of collaborative WRITING more specifically. Also, you need to modify the task to create a rubric in unit 1 (or move it to a later unit that relates to assessment issues) because it does not address the objectives of unit 1 focused on what, when and why.
  2. Refine progressive chains within each unit to facilitate understanding: It is fine and helpful to cite and use external resources such as articles to read. You need to make clearer what progressive issues you're addressing in a unit (e.g. for unit 1: why collaboration, what forms of co-writing, what benefits in classroom, when...), specify one or two readings to address each issue (instead of having the learner browse a whole issue of a journal); and create an overview / summary in for lengthy readings to facilitate their understanding. Doing so will help elaborate and refine the progressive learning path within each unit and increase interactivity.
  3. Enrich scaffolding for exploratory tasks: e.g. unit 2: You may introduce one online environment at depth (with detailed accounts) before you ask the participants to explore and experience others on your list.
  4. Easy navigation: Remove the hyperlink attached to the title of your unit 1. Add hyperlinks between the units.
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