6.1 Theory ~90mins
PURPOSE OF THE TASK: This activity will acquaint the participants with benefits and challenges relating to team work in online contexts. Students will learn what factors contribute to the successful facilitation of groups work online.
TECHNOLOGY: You will access a document in pdf-format on Moodle that is a fair-dealings copy of parts of a chapter out of a book. To answer the questions that guide your reading, you will will post sticky notes to to a collaborative online whiteboard created with PADLET.
INSTRUCTIONS:
Step 1: Acess the Pratt & Palloff (2013). Online Classroom Dynamics. Ch. 8 IN Lessons from the Virtual Classroom: The Realities of Online Teaching. on Moodle by clicking on this link.
Step 2: Let the following questions guide your reading:
- What associations does the title of the chapter invoke for you?
- What do you learn about stage theories relating to group development (Tuckman and Jensen, 1977 + McClure, 2004)?
- How do the theories mentioned apply to the online classroom experience?
- How does McGrath and Hollingshead’s model differ from the abovementioned theories?
- What impact does technology have on team development?
- What does the term electronic personality mean?
Step 3: Choose any two of the questions above and share your answers with you peers on the PADLET whiteboard created for this purpose. Make sure to return to this space before the DUE DATE on SUNDAY, November 10th before midnight to leave 2 comments on your peers’ answers.
STEP 4: Share with the class what some of your thoughts were while reading the article and what conclusions you draw for your own online practice after having read this book chapter by adding a last post-it note with your reflections to the column on the far right of our PADLET board (minimum 250 words).
TEACHING INTENTIONS:
This task is a demonstration of Collaborative Strategic Reading (CSR), which is a research-based instructional practice in teaching reading comprehension to students to enhance content area learning. CSR teaches students reading comprehension while working in small cooperative groups. It is mostly used with expository text, but can also be used with narrative text.
Reference:
