Difference between revisions of "Collaborative Learning with Computer Support"
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Revision as of 17:51, 15 March 2009
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.
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