== Elizabeth I really like the idea of your mini course, I particularly feel you needs assessament has some very interesting cpncepts. The students can work in groups and focus on a particular concept and share this with other students. Your lessons encourage the students to take the lead in their learning by allowing them to focus in the direction they are interested. This together with the collaborative envirnment you provide helps students create useful information relevant and useful to their life.
Thanks Sal! e.
Suggestions for developing instructional case reports -- Jianwei Zhang 16:11, 4 March 2009 (EST)
So you're creating an instructional case that applies collaborative learning to health education topics, which are very interesting. Please see General Suggestions and Feedback related to instructional cases.
Thanks for your comments & guidance.
Re. objectives -- Jianwei Zhang 15:09, 29 March 2009 (EDT)
The identified objectives include:
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.
Collaboration is a specific approach you are using and students may gain authentic experience through engaging in this collaborative mini-course, but your course is not charged to help students master all the collaboration skills you listed for A. So you may not want to make such strong claim. Think of a more proper wording, such as "choose to collaborate with peers for/in..." "choose to share resources and ideas in collaborative tasks" ...
I'm looking forward to reading how the collaborative learning is designed. You may find our Week 11-12 readings esp. relevant to your topic.
Case Study -- Kristina Lattanzio 07:47, 28 April 2009 (EDT)
I like the idea of collaborative learning. Your first lesson on vocabulary related to collaboration and nutrition works well with the objectives in letter A and I liked the pre-lesson to get students thinking about what they already know and the topics in the lessons.
Thanks Kristina! e.
Feedback on your course -- Jianwei Zhang 21:59, 4 May 2009 (EDT)
Nice progress made. A few issues you may refine:
(a) Please re-read my suggestions on how to structure an instructional case study report,General_Suggestions_and_Feedback#What_issues_should_be_addressed_in_an_instructional_case_report. You need to set apart your texts/resources for teachers who will adopt/facilitate/learn from your case and the specific lesson plans that students will actually use.
(b) Your unit 1 presents a glossary. Do you expect the user to understand and remember all these terms/concepts? I guess only some of them are necessary for engaging in the study of your topic. If this is the case, you may focus your unit 1 on those necessary ones with a greater depth, and include the rest concepts in a glossary page, as a resource.
(c) It is not very clear to me how the collaborative learning (CL) is structured and supported. I understand that you use discussion and co-collecting references. To make CL effective, I suggest that you clarify the following issues (design elements) for each collaborative learning unit:
- What are the big ideas (deep concepts) you want the learners to explore? (Background and highlight those ideas throughout the activity)
- How are these big ideas contextualized in the activity? (e.g., collaborative analysis of an authentic case of food hazards, or conceptual questions that catch student interest)
- How will you structure the learning discourse? (e.g., setup several sub-topics/headings so the learners will co-create a wikipage that includes these headings; use an open discussion approach focusing on several important questions (supported by a wiki Talk space such as General_Suggestions_and_Feedback#Can_I_create_a_discussion_task_and_space_in_my_wiki-based_course),co-creation of a letter/pamphlet for parents, or use a debate task)
- How will the learning discourse/inquiry be supported? (e.g., reading resources, examples, worksheet, guidelines)
- How will student collaborative work be assessed? (e.g., self-evaluation with a rubric, etc)
(d) To facilitate easy navigation and location, you may rename your pages to include its full title such as "Lesson 1 XXX" This change can be made by clicking the "move" button on the top of the page you want to rename.
Feedback -- James Ranni 07:49, 7 May 2009 (EDT)
Thanks for the comments - they were helpful!
I like the topic! My son has food allergies and we have had to be careful with his food since he was one
Great idea to use survey Monkey for the pretest, I think I'm going to incorporate it now as well in my course.
I guess you point with mine (being able to get back to the portfolio page) would be true for yours as well. I had some trouble getting to the course page and moving back and forth.
I wasn't quite sure what I should do with the vocab?
I'm guessing you have plans for it.
I look forward to reading it all when your done!
Hi Jim Thanks! Yes there's a vocabulary "quiz" at the end for Hot Potatoes (with more to be added for the other topics). Per Jianwei's comments, I'll be toning it down, in the form of a glossary, and likely moving it away from Unit 1, which will focus more on the reasons for learning collaboration techniques.
Will "standardize" the navigation, ASAP! If I just stopped adding new pages, they WERE all covered...Your feedback is helpful =) e.