Transcript What Makes an Online Group Project Work

What Makes an Online Group
Project Work
Brenda I. López Ortiz
Doctoral Candidate
Teachers College, Columbia University
What is a Project?
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In the context of Problem-Based Learning
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focused, experiential learning (minds-on, hands-on)
organized around the investigation and resolution of
authentic problems.
Main characteristics:
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Students: stakeholders in a problem situation.
Curriculum: organized around a problem, enabling
student learning in relevant and connected ways.
Teachers: coach student thinking and guide their inquiry.
What is a Project?
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Traditional Project
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Verifies learning
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Problem-Based
Learning Project
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Drives learning
What is a Group?

A number of individuals working together to
accomplish shared goals.
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Individuals seek outcomes that are as beneficial
to themselves as to all other group members.
How Do We Design an Online Group
Project?
Think of
the
Desired
Outcomes
Choose a
Problem
Design the
Group
Work
Experience
What Are the Desired Outcomes?

What are students
supposed to do with the
knowledge they get in
my course?
Example
Course Computer-Mediated Communication (CMC)
Field Educational Technology
Audience Pre-Service Teachers, Educators, Education
Leaders & Administrators, Educational
Technologists, Corporate Trainers, etc.
Content Communication Theory
CMC Tools
Outcomes That students learn how to apply principles of
communication theory to select and implement
CMC tools in learning or work contexts
What is a Problem?

Definition

A situation in which it is not immediately obvious how to
reach the goal.
A
B
?
Given Initial
Situation
What can I do
to move from
A to B?
Desired Goal
Situation
Moursund, D. (1999). Project-based learning using information technology. Eugene, OR: International
Society for Technology in Education.
Conditions of Problems
Given Initial Situation
Resources
Defined Goal
Ownership
Types of Problems

Story Problems
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The values needed to solve an algorithm are
embedded into a brief narrative
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John has three marbles. Jane gave him three more.
How many does he have?
Rule-Using Problems
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It has a correct solution but multiple solution
methods and multiple rules governing the process
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Evaluate a loan application.
Types of Problems
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Troubleshooting
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Part of a system is not functioning properly
resulting in a set of symptoms that has to be
diagnosed and matched with the user’s
knowledge of various fault states
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Why can’t I start the car?
Strategic Performance
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Applying a set of complex tactical activities that
are designed to meet strategic objectives.
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Teaching philosophy to undergraduate students
Types of Problems
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Design Problems
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Applying domain and strategic knowledge while
balancing needs and constraints of the design and clients
to arrange elements and procedures to meet those needs.
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A marketing campaign for a new Internet company
Dilemmas
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Multiple perspectives inform the situation but no solution
will ever be acceptable to a significant portion of the
people affected
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The continuing problems in Palestine
Problem Structure
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Most important variation of problems
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Well-Structured
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Presents all elements of
the problem
Limited number of
rules and principles
organized in a
predictive, prescriptive
manner
Correct, convergent
preferred answer
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Ill-Structured
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Vaguely defined or
unclear goals and
constraints
Multiple criteria for
evaluating solution
Many alternative
solutions
What constitutes an authentic problem
within my subject matter?

What problem would
help my students
achieve the desired
outcomes?
Example
Course Computer-Mediated Communication (CMC)
Problem Design Problem
Type
You have been assigned the task of designing the computer-mediated communication
component for a learning (formal or informal) or work context. Your design will
consist of:
an analysis of the communication needs of your target audience and the relevant
aspects of the environment, audience and technology infrastructure that will affect
your design decisions.
a theoretical framework that will draw from communication theories studied in class
that characterize human communication and those that describe the influence media
has in such communication.
a specification of the computer-mediated communication tools that will satisfy the
communication needs identified in your analysis given the constraints of the target
environment.
The Group Work Experience
Group Formation
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Group size
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3-5 students
Constraints
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Reaching consensus
Scheduling work
Group composition
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Heterogeneous abilities and backgrounds
Homogeneous interest in the topic
How will the groups be formed?

What combination of
information and
communication tools
will support students in
the process of getting
to know each other and
exploring common
interests?
Example
Course Computer-Mediated Communication
(CMC)
Information Tools Roster: students enter basic information
about themselves and perhaps share a
picture
Communication Asynchronous discussion in discussion forum:
what type of learning or work context they are most interested
Tools in
K-12,
Higher Ed, Corporate learning, Teacher Professional
Development, Work environments, Virtual communities
Share
potential ideas for class project
What
kind of CMC support would they like to design within that
context
Synchronous discussion (chat):
Expand potential ideas for project
Group Work
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Affected by attributes of CMC media:
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Temporal independence:
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Synchronous:
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Benefits
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immediacy of feedback
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achievement of social cohesiveness
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individual accountability easily established
Drawbacks
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speed of development of ideas

unpredictable time lag between sending and receiving
messages (unusual delay may be asserted as a sign of
rejection).
Group Work
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Affected by attributes of CMC media:
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Temporal independence:
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Asynchronous:
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Benefits
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time to reflect before contributing ideas
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simultaneous submission of ideas without turn-taking
interruption allows for multiple perspectives and free exchange
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reduced evaluation anxiety
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individual accountability easily established
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more rigorous support of statements.
Drawbacks
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communication anxiety in lack of immediate feedback
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harder to achieve consensus
Group Work
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Effects of mediated communication
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status development and differentiation shifts to being based on
influential messages (content of ideas) rather than on physical
and social cues (gender, race, socioeconomic status, physical
features).
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harder for domination of one person.
absence of non-verbal cues (voice intonation, facial
expressions, and gestures) may lead to misunderstandings.
skill and attitudes requirements to communicate effectively in
such media.
effectiveness of media to facilitate the kinds of actions that the
task requires.
fit between the richness of information and the information
richness requirements of the task.
Group Work
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Suggestions for group members to discuss up front
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the preferred temporal dependence mode to conduct
virtual meetings (best according to the nature of the task /
resource availability for the members of the group)
preferred medium depending of its fit of characteristics to
support task
participation preferences (how do you normally work in
group project)
participation expectations (what do you expect of others
in group work)
Roles (what needs to be done and by whom)
Communication patterns (frequency)
The Process
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Consult sources of information
Make decisions
Reflect on the process
Assess the group experience
Write the project paper / design product
How will the groups work online to reach
the goal?

What combination of
information and
communication tools will
support students in the
process of consulting
sources of information,
making decisions, writing
their paper or developing
their product and
evaluating and reflecting
on the experience?
Example
Course Computer-Mediated Communication
(CMC)
Information Tools Pdf files linked from within Blackboard
Web resources
Books
Communication For negotiation
Tools The Group Space:
Discussion
board
File exchange
Email
Chat
For
writing documents collaboratively
Wiki
The Final Presentation
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Considerations
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Choice of Media
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Time independence
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Depending on the type of information they need to
share
Synchronous presentation
Stand-alone presentation
Importance of peer feedback
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File exchange or drop box vs. discussion board
Example
Course Computer-Mediated Communication (CMC)
Information- Power Point Presentations
Sharing Tools Websites
Papers
Communication For feedback
Tools Discussion board
Reflection / Peer, Self Evaluation
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Substantive Behaviors
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Applying course
knowledge to the
problem
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Group Processing
Behaviors
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Equal participation
Reasoning process
(challenging
information)
Recognizing
contributions of
individual members
Example
Course Computer-Mediated Communication (CMC)
Communication For reflection
Tools Blog
For self and peer assessment
Word documents sent over email to course instructor
Web resources
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http://www.bie.org/index.php

The Buck Institute for Education (BIE) is a non-profit, research and
development organization dedicated to improving the practice of teaching
and the process of learning.
http://coe.ksu.edu/pbl/

Project-based learning with technology (journal column companion)
http://www.pbli.org/

Provides education, consultation and support to teachers and
organizations in any discipline, profession, training program or
educational level (kindergarten through infinity) either involved in PBL
or interested in adopting PBL into their teaching or training programs.
http://www.pblforesl.com/

PBL for English as a Second Language
Contact Info

[email protected]

http://www.columbia.edu/~bil2001/OnlinePBL
 Website about my research in online collaborative
PBL