In the ideas explored with the EDUC 6711 course authors this week, there are great tools available for teachers to utilize in order to help students perfect their collaborative abilities as well. The authors recommend that students work together on spreadsheet software or webquests for research (Pitler et al, 2007). Although traditionally students must have been physically present in the same environment to socialize and collaborate on a common set of projects, certain technology tools are available where students can share a common digital space, which replaces the actual physical one. For an alternative final assessment, I allow my students to work collectively in small groups to determine if a certain form of alternative fuel would be suitable to replace the high use of chemical fossil fuels. The students collaborate online using a wiki database hub, to compile their research and thoughts. Students can login form their home computers where they can contribute to the project at a time that is convenient to them.
After collaborating online the student groups organize the information to be presented to their peers via their submitted wiki sites. On my course website I place all the links to the wiki sites, where students conduct their own peer review of the submitted recommendations. Students must peer review and comment on at least two other wikis before the conclusion of the project – quite similar to the Walden discussion setup.
The students in my physics section love this alternative final assessment at the end of the school year, not only because it’s not a traditional individual final exam, but it allows them to socialize and collaborate with their peers while contemplating and debating a topic which has a special meaning for all of them.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Steve,
ReplyDeleteThat sounds like a great alternative fuel assignment. I’m not surprised that the students enjoy collaboration and creating Wiki’s versus the normal test format that they are used to for finals. When given the option to complete assignments in a new way and with their peers they are more focused and motivated to learn the material. I’m sure the alternative fuel assignment is seen as a real life issue with your students because it’s been discussed heavily the past couple of years with the worries of our over reliance on fossil fuels. For the assessment were you able to see who posted what or someother way to make sure everyone participated on the Wiki’s?
Steve,
ReplyDeleteI think that your alternative fuel project is great. It really includes so many of the skills from our DVD and online text this week. You have students working together face to face and online. You also have them tackling a real world relevant issue, which is a facet that I think was a great choice. I think that your students will get an equivelant if not much greater learning experience from this when compared to a traditional final exam. I was wondering what your resluts have been since using these new strategies. Have you seen comparable resluts to your previous strategy?
Jason
I love the idea of using a Wiki, blog, or voice thread for students to communicate and collaborate on a project. It is a great use of technology and cooperative learning. I am hoping to incorporate some of these strategies in my classroom next year.
ReplyDeleteOn the Wiki, I do have the ability to see the amount of effort and participation that each student submits to the project. It's an effective way to make sure students are spreading the tasks equally among all group members.
ReplyDelete