Assessing Collaborative Efforts

The growth of structured collaboration and group learning within distance education has contributed to student engagement and brought new challenges for educators. As Dr. Siemens stated in the course video, “The challenge is: How do we change an assessment model based on individual learning to a model based on collaborative learning?” (Laureate, 2008). As the transition is occurring between an individual learning model and a collaborative learning community there are several assessment options to consider. Instead of looking at assessment as a separate component to teaching or learning it is more appropriate to view each component as an interdependent piece of the education process. Assessment, learning objectives, and instructional strategies must all be aligned to achieve the highest degree of success. If collaboration and group work is part of the learning objectives then they must also be included in assessment. Some of the possible options for assessment in an online learning environment include peer assessment, providing opportunities for participation in online communities where students receive direct feedback, assessment based on the value of student contribution, and assessment based on computer collected data (Laureate, 2008).  To provide the most comprehensive assessment more than one strategy should be used.

Another important consideration for developing the assessment component of an online program is whether the assessment is fair and equitable. “Assessment should be: fair and direct, based on stated outcomes, and equitable” (Laureate, 2008). It is also worth considering the weight placed on specific levels of achievement vs. student growth. There must be balance between these two aspects to create an accurate, fair, and equitable assessment component.

In addition to these considerations an educator should also consider the unique and individual characteristics of the students who will be enrolling in this program. Each student learns best in different ways and even has what Howard Gardner identifies as multiple intelligences. Students who are strong in the interpersonal intelligence will naturally do well in collaborative and group work. Those who are weak may struggle in this area. In order to meet the needs of these students it will be necessary to differentiate both instruction and assessment. Educators must also consider student growth as well as provide clear and measurable goals for student collaboration.  When these steps are taken students who may struggle with working in groups will have the best chance for success within the distance program.

Reference

Gardner, H. E. (2000). Intelligence Reframed: Multiple Int. Perseus Books Group.

Laureate Education, Inc. (2008). Principles of distance education: Assessment of collaborative learning. Baltimore, MD: Author.

Is Collaboration a Naturally Occurring Phenomenon?

Rheingold proposes that humans have a natural tendency to, "interact and work as a group". As proof he offers the development of hunting teams among developing humans as well as more recent collaborative efforts including the development of opensource software and Wikipedia. While there are elements of truth in these conclusions Rheingold seems to hold an inaccurately positive view of human nature. Another interpretation of these events makes the claim that in each of these scenarios the individuals involved realized that their own personal benefit could be increased through the involvement of a greater workforce. This view of human nature is supported more clearly in situations where an individuals personal benefit was increased through the coercion of additional people to join their efforts. Slaves were forced to build structures like the Pyramids for the benefit of the Pharaohs. Mercenaries have been coerced through the promise of financial gain to join battles that were not their own.

People seem to work together when they stand to gain from the cooperation and collaboration efforts. They continue to work in these efforts until the personal benefits gained from the work become of lesser value than the effort and investment they must make.

When we understand these motivational factors driving individuals to collaborate then we can harness this tool and use it to increase our effectiveness as educators. To accomplish this we must learn to demonstrate to students how they can achieve greater benefit through collaboration than they could achieve on their own. 

For older students there are a numbers of ways that technology can assist in facilitating a collaborative environment. Google Apps for Education offers free tools for schools that can allow secure areas where students can work on shared documents within a controlled environment. Younger students would benefit from the shared work spaces provided by products similar to the Promethean ActivTable. This type of product is designed to both encourage and require collaboration among students.

In addition to the student benefits that can be achieved through collaboration there are many ways in which Teachers can personally benefit from professional collaboration efforts (Morgan, 2011). When the educational leadership desires teachers to engage in collaborative efforts then they must demonstrate how those teachers will personally benefit from the collaboration.




Reference

Morgan, A., Parr, B., & Fuhrman, N. (2011). Enhancing Collaboration among Math and Career and Technical Education Teachers: Is Technology the Answer?. Journal Of Career And Technical Education, 26(2), 77-89.