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Enhancing Learning & Teamwork Skills in Moodle
The document discusses the integration of collaboration skills within Moodle through the ED-D 101 collaborative challenge, aimed at enhancing learning outcomes among students. It emphasizes the importance of self-regulated learning, co-regulated learning, and adaptive strategies to address common challenges faced during group collaboration. Preliminary outcomes indicate student satisfaction with the collaborative experience, highlighting the need for effective planning and coordination among group members.
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Similar to Enhancing Learning & Teamwork Skills in Moodle
Enhancing Learning & Teamwork Skills in Moodle
- 1. Instructional Technology Series: Enhancing Learning and Teamwork Skills in Moodle Mariel Miller Allyson Hadwin University of Victoria, BC, Canada Research funded by a SSHRC Standard Research Grant 410-2008-0700 (A. Hadwin) and SSHRC Doctoral Fellowship (M. Miller) Technology Integration & University of Victoria Evaluation Research Lab 1
- 2. Overview 1. Collaboration as a 21st century skill 2. About the ED-D 101 Collaborative Challenge 3. Demonstration of the Challenge 4. Preliminary Outcomes 5. Questions and Discussion
- 3. Collaboration Collaboration Coordinated and mutually interdependent work Shared goal in a joint task Leveraging distributed knowledge & expertise Beyond what any individual could achieve alone Critical 21st century skill Enhanced learning outcomes Does not happen automatically (Dillenbourg, 1999; Johnson & Johnson, 1989; Kreijns et al., 2003; Phielix, et al., 2011; Rochelle & Teasley, 1995)
- 4. Successful Collaboration Requires Regulation Learning that is: Active & Engaged Planful & goal directed Motivated & confident Strategic & adaptive Reflective & Responsive
- 5. Involves Metacognition Awareness of learning strengths and weaknesses What I know What I don’t know Ability to analyze the demands What I need to know of tasks/activities Use of effective thinking and problem solving strategies to cope with the challenges tasks present
- 6. Involves Motivation Genuine interest in learning Focus on progress Belief that ability is incremental Willingness to try challenging tasks View that errors present opportunities to learn Belief that effort and effective strategy use will lead to success
- 7. Involves Strategic Engagement Choosing strategies best suited to the learning situation from a larger repertoire Applying strategies effectively and efficiently
- 8. Regulation at theIndividual and Group Level Co-Regulated Learning (CoRL) SR Supporting one another to CoRL L regulate in the task Socially Shared Regulation (SSRL) Interdependent or Self-Regulated Learning collective regulation of (SRL) SSRL group processes and Each team member successful coordination regulates his/her strategic engagement of strategies 8 Hadwin, Järvelä, Miller, 2011
- 9. Regulation is Challenging task perceptions misaligned with each other & the instructor Lack of Different Failure to adapt monitoring or turn challenge Goals/Plans - or into opportunity inaccurate little precision or evaluation commitment Weak strategies, Where we usually Different ideas about what to do intervene
- 10. Challenges Encountered During Collaboration Planning challenges are commonly reported by students different understanding of what to do different goals or standards 0.7 Proportion of total challenges reported 0.6 0.5 Strategic Planning Challenges 0.4 Team Coordination 0.3 Challenges Soft Skills 0.2 Challenges 0.1 0 Challenges (N=150) reported by Environmental Science students across 3 collaborative assignments (McCardle, Helm, Hadwin, Shaw, 2011)
- 11. Collaborative Planning Ina recent case study, most group members reported high consensus in shared plans despite describing different ideas about task purpose & goals in individual plans Group Member Task Purpose Consensus Jay Completely agreed Aaron Completely agreed Michael Mostly agreed Kelsey Somewhat agreed Green = ideas mentioned by individuals and the group Red = ideas mentioned by individuals but not the group (Miller & Hadwin, 2012)
- 12. ED-D 101 CollaborativeChallenge ED-D 101: Strategies for University Success 1st year undergraduate course Supporting students in becoming self-regulated learners Coursework includes 2 Collaborative Challenge Assignments
- 13. Goals of theED-D 101 Collaborative Challenge Dual Goals of Collaborative Assignments Provide opportunities to enhance domain learning through collaboration Support students in learning to regulate collaboration Leverage Moodle to provide opportunities to develop collaborative skills Use scripting & data visualization to provide students with opportunities to engage metacognitively and reflectively in collaboration
- 14. Collaborative Assignment Mastering Expertise 1. Domain Expertise Solo Activity Solo Planning Reflection ED-D 101 Collaborative Assignment • Each member is “group expert” on 1 of the 4 topics covered In-Class Collaborative In-Class Collaborative • Each constructed a “crib Challenge sheet” on expert topic to cue Planning memory of critical information during the challenge (O’Donnell, 2011)
- 15. Collaborative Assignment Mastering Expertise 2. Individual Planning Solo Solo Planning Reflection ED-D 101 Collaborative Assignment • Scripted individuals to construct task perceptions, goals, and In-Class plans for the assignment In-Class Collaborative Collaborative Challenge Planning
- 16. Collaborative Assignment Mastering Expertise 3. Group Planning Solo Reflection Solo Planning • Scripted groups to co- ED-D 101 construct task Collaborative Assignment perceptions, goals, and plans for the assignment • Provided data In-Class In-Class visualization of individual Collaborative Collaborative Challenge Planning plans to the group
- 17. Collaborative Assignment Mastering Expertise 4. In-Class Assignment Solo Solo Planning Reflection ED-D 101 Collaborative • Groups described & Assignment Identified problems • Generated and justified a solution In-Class In-Class Collaborative Collaborative Challenge Planning
- 18. Collaborative Assignment Mastering Expertise 5. Individual Reflection Solo Reflection Solo Planning • Scripted individuals to ED-D 101 reflect on collaboration Collaborative and identify areas for Assignment improvement In-Class In-Class Collaborative Collaborative Challenge Planning
- 19. Implementing the Collaborative Challenge in Moodle Assigned students to groups
- 20. Types of MoodleActivities 2 Individual Activity Tools Feedback for Solo Planning Quiz for Solo Reflections 3 Group Activity Tools Forum for Cheat sheets Chat OU Wiki for Challenge Activities
- 21. Collaborative Assignment Demonstration moodle.uvic.ca Open “Enhancing Learning and Teamwork Skills” Demo Firefox Only View assignment materials Instructions Preparation Activities Challenge Activity Reflection Activity
- 22. Collaborative Assignment Demonstration 1. Coordinate & Create Cheat Sheets (Moodle Forum)
- 23. Collaborative Assignment Demonstration 2. Individual Planning (Feedback activity)
- 24. Collaborative Assignment Demonstration Open the Collaborative Challenge (OU Wiki) Solo Check-In Connect with group • Enter your first name • Resize your windows • Mute chat (speaker icon)
- 25. Collaborative Assignment Demonstration 3. Group Planning (OU Wiki) Assign an editor (Only 1 person can edit at a time) •Editor: Save changes after every question •Others: refresh to see saved changes
- 26. Collaborative Assignment Demonstration 3. Group Problem Solving Part A: Analyze Lisa’s Studying (Ou Wiki) Midpoint Check-In (Quiz Tool) Part B: Suggest a Solution (Ou Wiki) Solo Check-Out (Quiz Tool)
- 27. Collaborative Assignment 2 5.Individual Reflection Moodle Quiz Activity Cloze items
- 28. Challenge Performance Meangroup product grade on Assignment 1 and 2 8 7 6 5 Group Product Grade (10) 4 3 2 1 0 Collaborative Challenge 1 Collaborative Challenge 2
- 29. Biggest Challenge Students Reported Encountering 0.7 0.6 0.5 0.4 Collaborative Challenge 1 (n = 241) 0.3 Proportion Collaborative Challenge 2 (n = 236) 0.2 0.1 0 Checking Doing the Task Group work Planning None Progress
- 30. Satisfaction with GroupWork Students most often reported being extremely satisfied or very satisfied how things went across both collaborative assignments 0.45 0.40 0.35 0.30 0.25 Proportion 0.20 0.15 0.10 0.05 0.00 Extremely Satisfied Very Satisfied Moderately Not Very Satisfied Not At All Satisfied Satisfied N=477
- 31. Feelings about Collaboration Students most often reported positive emotions about how things went across both collaborative assignments 0.35 0.30 0.25 0.20 Proportion 0.15 0.10 0.05 0.00 N=477
- 32. Challenges & Opportunities When does scripting Scripting adaptive habits in learning become other regulation? and collaboration Who is doing the regulating Helping adapt within and across (learner, computer, other collaborative experiences person)? Adaptive regulation is a lifelong Adapting in the face of new learning skill – not just for academic challenges vs. adopting success prescribed scripts Shift to view challenges and errors opportunities to learn to regulate
- 33.
Editor's Notes
- #10 Why is planning so important?foundation for metacognitive monitoringdirects effort & strategic actionfuels regulationNegotiation of shared task perceptions and goals are particularly critical for regulating collaboration. because they provide the foundation on which groups enact the task and monitor their progressWithout constructing shared plans groups members are at risk of working at cross-purposes and running into difficulties which may negatively impact performance
- #11 For example, of the 150 challenges reported by environmental science students across three collaborative assignments, 61% were strategic planning challenges such as Different Goals, Priorities, Standards of work, What to do, Concept or task14% were Team Coordination challenges (Different Working styles, Equal participation, Knowledge)25% were Soft Skills Challenges (Different Interaction styles, Language proficiency, Connection, Commitment, Distraction)Types of challenges reported by 42 upper year students in Environmental Science (N = 24) or Mechanical Engineering (N = 18, unspecified, N = 6) working in teams on two in-class assignments & one major assignment outside class time on community environmental issues.
- #14 Course work included 2 major Collaborative assignmentsWhich were challenging case examples of studying problems encountered by a fictitious student. Students worked in the same groups of 3-4 for both challengeswhich allowed them to learn to regulate group work across assignments.