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CORAL A pedagogy promoting
active learning in the classroom.
Places responsibility in the hands of the learner.
Overview
The collaborative project is an applied research project comprised of psychology students enrolled in two different courses at WCU and CUP.
Students at WCU are enrolled in a Senior Seminar, Dynamics of Small Group Behavior.
Students at CUP are enrolled in a Psychology of Women course.
Project guides (TA’s) are former students of CORAL course.
Characteristics of CORAL
Teams based at two different sites
Collaborative Writing
Develops sense of community
Teamwork Shared goals Focused
outcomes
Active creation of knowledge and meaning
Course delivery is consistently changing
Interaction & feedback
Faculty & Peer guidance
CORAL Pedagogy Promotes Active Learning
Offers different teaching and learning styles. Is structured by the professors, but led by the
students. Fosters active learning & independent
thinking. Encourages students to seek outside opinions
without being scrutinized. Time management – of self – others - the team!
CORAL PedagogyUnderstand the views of others
Active listening (including paraphrasing). This includes withholding judgments until one understands the other's positions and interests.
Relevant self-disclosure of information and reactions. Check your perceptions. Describe behavior and indicate how you are reacting to
that behavior. Use "I" messages. Criticize and evaluate constructively.
CORAL Pedagogy Promotes Experimentation
Students have the opportunity to set their own pace.
Environment is supportive promoting experimentation with subject, each other, project guides, & instructors in a completely different way.
Yields experience with collaborative processes (personal communication-talking, to content discussions!
Students meet on-line at mutually agreeable times.
CORAL Pedagogy Transforms competition to collaboration
Learning to collaborate with team members at distant & home sites.
Expressions of support and encouragement exchanged among team members.
Students transform from competition and contention (Individual Gain) to collaborative problem-solving based on reflection & interpretation of experiences (Mutual Gain).
Provides exposure to technology – the relationship of person to machine.
Team Evaluation Criteria
Collaborative Tangram Paper Progress Reports
Research proposal Team development
Video Conferences Web Board postings Collaborative Research Proposal Collaborative Analysis of Group Processes -
PowerPoint Presentation, Video Conference & Written Paper
Project Guides
Trained by the instructors. Introduce the Internet and technological tools. Highlight the connection between on-line communication
and both written (print) and spoken (oral) communication.
Help teams clarify ideas. Provide assistance on specific writing concerns. Encourage all team members to participate. Model effective online and written communication. Assist team members by posing questions and offering
suggestions.
Collaborative Collaborative Technology ToolsTechnology Tools
Survey of Internet experience Web Board (web-based discussion boards) Coral Reef (real-time chat room) Video Conferencing (ISDN / ATM) File Manager Coral Website Desktop Video Conferencing: Laptops with Net
meeting capabilities On-line Calendars Coral list-serv E-Mail
Web (Discussion) Boards
Are the primary means of communication.
Allow asynchronous communication.
Encourage exchanging team ideas as well as socializing.
Messages are threaded. Messages are archived every 2
weeks.
CORAL Reef A on-line chat room Used by teams for synchronous communication Used on a weekly basis Teams schedule chats
Video Conferencing
Is used by students, not faculty. Is used for discussion and
decision-making in organizing their research & collaborative analysis proposal.
Assists students in defining ‘team-member roles’. I.e. who is responsible for various part of the research proposal.
Used for synchronous PowerPoint presentations.
Video Conferencing
Students’ clarify asynchronous misinterpretations.
Share knowledge with distant site members – content.
Team members settle group conflict via the face to face interaction.
Encourages greater cohesion among sites.
File Manager Accessible anywhere on the Internet
On-line file managers are used to:
Edit papers Exchange articles Stores drafts of papers Drafts of PowerPoint presentations The file cabinet for each team. Share teams communication patterns
Web Cams & Laptops
Allow students access to CORAL tools, the discussion boards, file-managers, chat rooms, and websites.
Desktop video-conferencing via NetMeeting. Purpose – to contact team members when decisions need to be made outside of their scheduled class.
On-Line Calendars
Organize due dates Are used to schedule chats Organize team members’ schedules Organize differences in university schedules (e.g.,
spring breaks).
Benefits of the Model
Can be used across or within disciplines. Allows student enrolled in different courses to work
together, integrating topics. Allows students at different point in their
undergraduate careers to work together, thereby encouraging mentoring.
Improves undergraduate writing skills. Measure communication patterns.
11
Forming - Meeting, team logo, collaboration (tangram project) [3 weeks]
Storming - Task Clarification[4-8]
Norming -Duty/Role Clarification
Performing -“Work”
Adjourning - Settlement and Closure
Confusion,Confusion,Anxiety, Anxiety,
TrepidationTrepidation!!
Superordinate GoalsHigh appeal value to both teams
Underlying hypothesis: Common goal(s) are established whereby achievement is possible only by working together as a team.
Based on the assumption – Contact Familiarity Comfort Tolerance/Liking
Superordinate goals - Tangram paper, sem plan, research proposal, collaborative analysis paper
Help to bind teams and give impetus to resolve conflict and distance.
Tuckman’s ModelForming Storming Norming Performing
LeadershipInstructorsProject Guides
Purpose & Goal clarity
Decision Making
Attention to team process
Reaction
Team Phases Forming Storming Norming Performing
Instructors /
Project Guides Leadership
Direct & provide structure for the team, clarifies expectations about how to initiate team project & group process (select wtw data collector).
Leader coaches the group by helping them focus on goals & expectations, managing process and conflict, generating ideas, and explaining decisions.
Leader acts primarily as a facilitator providing encouragement, helping to build consensus, and giving feedback
Leader still facilitates team process, but tasks and objectives are delegated. Leader oversees and identifies when the group is moving to a different stage
Purpose & Goal clarity
Members are discover relevant parameters of the purpose and goals. There is little agreement or commitment to team mission
Options are generated and challenged as the group stretches parameters. There is increased clarity, yet some misconceptions linger.
Agreement from most; genuine commitment is forming. The group is moving toward unity.
The whole team shares a commitment to overarching goals; a tangible vision for the team is accepted.
Forming Storming Norming Performing
Decision Making Directed by the distributed leader. The process is sometimes dominated by the most vocal members.
Decisions are hard to make; deadlocks common; Process is usually dominated by power plays & fast and loud talkers. Compromise is the fall back tactic.
Major decisions are made by consensus, differences are
negotiated & some decisions are delegated to individuals or smaller groups
Team makes
decisions within agreed upon criteria; major decisions still made by consensus
Roles & Responsibilities
Roles and responsibilities emerge and become clearer. Members jockey for roles and power.
Individuals are not clear about roles. They privately hold opinions, but do not publicly state them.
Roles are clarified and accepted. There is open discussion about how to make the group perform tasks and work toward goals.
Group members are willing to challenge the nature of relationships within the group and adopt changes as needed.
Forming Storming Norming Performing
Attention to team process
Process is usually ignored; it is noticed but avoided. Members test the waters and look for guidance from the designated instructor.
Team work doesn't seem justified for the effort required. Cliques can form!
Members generate team norms and develop mutual respect. However, can be sidetracked by process discussions and waste time focusing on unimportant issues.
Members are autonomous; not dependent on designated leaders. Everyone shares responsibility for initiating and discusses team collaborative process.
Reaction to Leadership within team
Team members take a wait and see approach. They watch from a distance and remain dependent on a fixed hierarchy of responsibility.
Team members challenge the leader. Factions and cliques emerge. Power struggles and polarization often occur I.e. we vs them.
General support for distributed leadership. Leadership is shared among the group.
Discussions are open; disagreements do not lead to fear of rejection. Members feel highly supported. Leaders offer inter-personal support as well as guidance.
Peer Assessment
Experience Bales interaction process analysis
Task-Oriented Leadership Measures Summarizing and offering direction Asking questions
Socio-Emotional Leadership Measures Positive feedback to group members Negative feedback to group members
Appraising Team Communication
Begin collecting data from week one. Team member volunteers to collect data. ‘data collecting role’ lasts the semester. Taught how to interpret data. Prepares them to teach team members. Update communication pattern weekly via video
conference.
Assessing Team Communication week 6
From CharityTim ShannaSean Amy NicoleKatie TA-BambiDonnaPaula Tom Team Total OtherCharity xxx 1 3 1 4 1 4 14 2Tim xxx 1 1Shanna 4 1 xxx 1 2 2 1 1 12 1Sean 1 1 xxx 3 1 1 7 1Amy 1 1 1 1 xxx 3 1 8 1Nicole 1 1 1 1 1 xxx 1 1 3 10Katie 3 1 2 1 4 xxx 1 12TA- Bambi 1 1 1 xxx 1 4Donna xxx 0Paula xxx 0Tom 1 xxx 1Total 10 8 7 6 3 17 1 6 0 0 0 11 69 5
Bambi, Mary, Mike, & Samantha – Project Guide Roles
Introduce internet and technology tools Clarify roles
CORALProject Guide: Evolution
Mary Reed(Clarion University of Pennsylvania)
Bambi Juryea & Samantha King(West Chester University of Pennsylvania)
Presentation Outline The evolution of the Project Guide from
Writing Assistant to Teaching Assistant The transition from student to Project
Guide Present roles and responsibilities of the
Project Guide Suggested future changes
Wyoming Writing Assistants Casper College in Wyoming Worked under writing assistant professor Had never taken the class before Didn’t understand what the class was
about Focused more on writing style than
communication
Wyoming Writing Assistants No face-to-face communication with students in the
class Each had his/her own approach to the role One quit halfway through the semester One was transactional One was transformational.
Project Guides Become Past Students Able to share class experiences with the
students Know what kind of time needs to be committed
to this class Able to offer suggestions as to how to complete
assignments Able to offer suggestions as to how to effectively
use web board and file manager Able to meet with students face-to-face
Project Guides Begin to Become a Role Trial and error Begin to determine what a project guide should
do Help with organization Focus more on communication and less of
writing style Communicate with the professors
Make suggestions as to how to improve class Give feed back
Student Experience
(advantage for project guide) Vague – Unknown expectations Formulated own group norms
Reinforced ideas of cultural differences Resolved conflicts without intervention by
professors Evolved into different roles
Student Experience cont. Likes & Dislikes Our role as student Benefits of class as student:
Hands-on experience with technology Learning how to write research proposal Experience working in group setting
Clarion Mini-Conference Experience Voiced concerns and suggestions
Change in final project to focus on group dynamics rather than presenting the final paper
Start videoconference on the first day of class More of a focus on APA format Increase of progress reports to focus on the
collaboration process Acted as transitional period from student to
project guide Adjustments made
Project Guide Expectations
Perception of project guide role Role: “Guide” not “Direct”
Interpretive mediator between professors and students
Start off with more “hands-on” approach and gradually move “back” (child learning to walk)
Allow mistakes to occur for learning purposes Offer suggestions and feedback to alleviate
frustration, offer guidance
Project Guide Responsibilities Help team members establish academic and
personal relationships Facilitate and encourage team communication Discourage perpetuated influence of perceived and
speculated cultural differences Highlight individual personality types and encourage utilization of
individual strengths Compensate for experiential differences
ex.(freshman non-major vs. senior psychology major)
Model effective online communication Maintain visibility
Daily web board postings Presence at video conferences Presence at chats
Project Guide Responsibilities cont. Provide direction for team members
Importance of past experience as student in class with P.G. responsibilities
Post weekly plan with suggestions Help organize team to meet deadlines
Encourage inactive team members through reinforcing emails Answer or redirect technology questions Answer or redirect assignment questions Offer feedback and suggestions on assignments Recommend available resources Proactively offer help
Role of Project Guide Students’ perception of us
“Accessible”/non-intimidating resource Mediator between professors and students
Evolution of role Hands-on approach Students highly reliant on P.G. for guidance and
support Emphasis shifted from writing style to group dynamics
and effective communication Regarded as important resource
Suggested Changes Availability of project guides in class
Presence during class time, videoconferences, chats Concentrate second week of class on
establishing relationships between group members Geared towards each others strengths and similarities
Relay and reinforce expectations of work ethic and responsibilities to excel in class