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Tuesday, 13 July 2004: 3:15 PM-4:00 PM | |||
Oceanic 4 (Walt Disney World Dolphin Hotel) | |||
D-2: Collaborative Writing for Traditional Laboratory Reporting | |||
| Detailed Description: | Group writing models and online group tools were incorporated in a traditional laboratory course. These models address issues of student workload, group skills development, ability to assess one's peers and the promotion of reflective writing. Two models will be presented, along with the assessment of their usefulness and student response to the course changes. A final discussion will consider future directions, refinements to the models and gather audience input and experience with group work. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Using Collaborative writing models we can provide opportunities for students gaining deeper and more valuable learning experiences. Online Tools Online tools can help with the communication and logistics associated with group work. In traditional face-to-face group work, issues of schedule, work habits, handling of documents and files and physical location can be barriers to effective group work. Using WebCT's tools we can create simple synchronous and asynchronous web environments to assist in communication, collaboration and the logistics associated with group projects. Collaborative Writing Models Schulz and Ludlow have described three useful group-writing models; the horizontal division model, sequential model and the stratification model. Most un-structured group writing is usually a combination of these models. It is important to create/modify a model for your context and clearly communicate it to your students. Assessment The most common student criticism of group work is the perceived unfairness of group assessment. As the instructor it is very important to devise an assessment model that fairly addresses both individual and group efforts. You must clearly state the criteria by which student’s work will be judged. You must monitor student groups and allow for feedback and resolution of concerns and conflicts within the group in a timely manner. | ||
| Session Leader: | Jim Sibley Centre for Instructional Support - Faculty of Applied Science | ||
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