A reflective account of collaborative successes and failures ' a true story

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A reflective account of collaborative successes
and failures . a true story!

• Team A
• from
• Course 3 of the 2003/04 CeLTT programme

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Team A . Course 3
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CeLTT . The whole programme
Course 1 An Introduction to eLearning, Teaching
Training
Course 2 Designing eLearning, Teaching Training
Course 4 eLearning Project
Course 3 Principles of eLearning, Teaching
Training
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CeLTT . The whole programme
Course 1 Collaborative tasks written proposal
Course 2 Coursework portfolio document
evidence of tasks
Course 4 Personal learning contract and
agreed project
Course 3 Group multimedia report an
individual reflective report
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The Course 3 model

• Enquiry-based collaborative learning tutors
  provide roadmap in form of key questions
• Controversy-based questions e.g. identify
  discuss pros cons, etc
• Access to rich relevant information provided
• Tutors help to focus interaction on rational
  arguments
• High concurrency inherent in CeLTT structures
• No individual assessments of team members

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Collaborative learningThe possibilities we
exploited

• Instant, live online interaction (RTCs)
• Discussion of topics asynchronously
• Build a network of trusted colleagues
• Work learn together in a digital workspace
• Share files, resources, links, ideas
• Use collaborative content tools
• Emphasis on building knowledge, not content

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Team As advantages

• Met at initial induction day good social
  interaction online
• Optimum group size 4 persons
• Diversity of experience training
• Common interest to be eTutors we acknowledge
  need to be eLearners!
• Varied skill sets within the group
• Disciplined methodical approach
• Shared responsibilities

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Schedule
Roles
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Knowledge Construction

• Explored theoretical understanding and
  interpretation
• Professional context influence
• meaning and application
• Agreement of definitions
• Individual acquisition (passive)

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Barriers to Collaboration

• Priorities and Commitments
• Individual Assumptions
• Adoption of Roles
• Disagreements
• Personal Circumstances

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Groups Final Report

• Web-based multimedia report
• http//www.bedford.ac.uk/smonie/celtt3
• Dreamweaver, Flash, Microsoft Office
• One production role, many content provision
  checking roles

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Groups Final Report

• Effective but hard to manage
• Common skill base
• Managing Rights and Responsibilities of
  production
• VLE would increase production roles and file
  version management

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Shared production of report - i.e. each team
member doing a part
All Team A Members
Report
Research, Notes, Content
Design Tools
Not chosen
Learning Environment
Software
Collation, Screen Design, Editing
Proofing, Comments
Web Pages, Images, Multimedia, Document Formatting
All Team A Members
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Production of report by one team member
All Team A Members
Option selected
Web Report
Research, Notes, Content
Proofing, Comments
Learning Environment
One Team A Member
Web Pages, Images, Multimedia,
Document Formatting
Design Tools
Collation, Screen Design, Editing
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Application of online collaboration in our own
professional contexts

• Mike ..client case conferencing online in
  back-to-work programmes for persons with
  disabilities, and learner groups in computerised
  accounting courses
• Aga .. EBL in management training and
  professional development programmes, and online
  collaborative discussion of case studies
• Simon ..problem-solving for groups of learners
  in vocational training schemes, modern
  apprenticeships and
• Sharon . transforming Learning with ILT (JEB
  Level 4), staff development programmes and
  support materials in blended environments

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In Conclusion

• Collaboration improves over time
• Social interaction is important
• Technology is not a barrier but lack of skills
  could be
• Frustrations can be overcome
• Tutors are a key motivator / mediator.