Group+1+-+Tool

ONLINE COLLABORATIVE ACTIVITY** PERFORMANCE INDICATORS** The following performance indicators are the most important criteria for evaluating the effectiveness of online group collaborative activities. Many of the criteria form the principles of constructivism so if the activity contains the criteria, then it must allow the group members to experience effective learning. The checklist evaluates strategies used in both formative (//how can the degree of collaboration be improved?//) and summative (//what is the effectiveness and worth of the collaboration?//) evaluation. Each variable should be rated as follows: Choose N/A if the item is not appropriate or not applicable to the group. Use additional paper for comments.
 * ASSESSMENT RECORD**
 * Date: || ||
 * Name of Group: || ||
 * Group Members: || ||
 * Description of online Collaborative activity: || ||
 * Activity start and end date: || ||
 * Time taken for each group session: || ||
 * Frequency of group sessions: || ||
 * 1** .......... represents the lowest and most negative impression on the scale
 * 3** .......... represents an adequate impression, and
 * 5** .......... represents the highest and most positive impression.
 * NEVER UNDERSTIMATE THE POWER OF STUPID PEOPLE IN LARGE GROUPS!
 * [[image:Idiocy.jpg]]**

PERFORMANCE CRITERIA CHECKLIST

NA=Not applicable 1=Strongly disagree 2=Disagree 3=Neither agree/nor disagree 4=Agree 5=Strongly agree

INTERACTIONS BETWEEN GROUP MEMBERS NA 1 2 3 4 5 Interactions · are appropriate to the task; · are relevant and inclusive; · value other peoples contributions by engaging with and responding to them. · are short and to the point (efficiency); · are easily understood by all group members.











CONSTRUCTIVIST LEARNING











The activity == || · caters for a wide range of learning abilities and preferences; · allows for members to collaborate and communicate; · facilitates group members' abilities to conduct research within a group setting; · engages members and stimulates imagination · Allows group members to be involved in a planning process · Engages the student effectively in active learning.











Group members

· feel equitable, comfortable and safe to make errors and to learn from them; · listen attentively to others; · share understanding, interests, experience; · use open-ended questions; · are interested and motivated for greater learning; · learn from each other; · reinforce learning and correct misunderstandings; · provide immediate feedback; · are all actively engaged and all contribute to high quality discussions; · allow each other to explore their ideas; · help to set goals · help to direct and organise the group in meeting goals · thoroughly complete assigned tasks · on reflection, feel their knowledge and understanding was developed.











METACOGNITIVE ABILITIES











The group collaboration == || · promoted independent thinking & reflection; · encouraged sharing of ideas; · enhanced critical thinking and problem-solving; · enhanced creative or logical thinking; · gave satisfaction from being actively involved; · encouraged self-awareness or other emotional development.













INDIVIDUAL CONTRIBUTIONS INITIALS Process · Demonstrated active participation · Helped to direct the group in setting goals · Thoroughly completed the assigned tasks.









Communication · Shared ideas related to goals · Encouraged all group members to share ideas · Listened attentively to others · Was empathetic to other people’s feelings and ideas.









Interpersonal Skills · Encouraged group to evaluate how well they were working together · Involved the whole group in problem-solving · Actively participated in helping the group work together better.











COMPETENCIES ACHIEVED Yes Comment · Email, discussion forum or other method · Messages are well structured, based on a well-articulated argument, presents references · Message is well positioned, well written, clear, objective, organized, cordial and concise · Falls within the context of the overall discussion.
 * 1** COMMUNICATION
 * 1** COMMUNICATION
 * 1** COMMUNICATION



· Appropriate questions are presented.
 * 2** COORDINATION
 * 2** COORDINATION
 * 2** COORDINATION



· Joint operation of members of the group in a shared space · Commitment to complete the tasks (managed by coordination).
 * 3** COOPERATION
 * 3** COOPERATION
 * 3** COOPERATION





RESOURCES EdNA, 2000, Criteria for Best/Good/Leading IT & ICTs Practice in Schools, [|www.edna.edu.au/schools/leadingpractice/info_criteria.htm]

Evaluation of Learning with Information and Communication Technology, a service provided by Glasgow University, [|www.gla.ac.uk/rcc/projects/elict/index.html]

Expert Review Checklist found at Georgia University MIME web site, Evaluation Tools, [|www.mime1.marc.gatech.edu/mm_tools/evaluation.html]

Pacific Bell Blue Web’ [|www.kn.pacbell.com/wired/bluewebn/rubric.html]

A Framework for Evaluating the use of Educational Technology, [|www.unl.ac.uk/tltc/elt/elt1.htm]

http://www.bham.wednet.edu/studentgal/onlineresearch/oldonline/online/volcano/daily.htm

http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.htmlhttp://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html

Jonassen, Peck, Wilson; Learning with Technology: a Constructivist Approach; 1999; Merrill; NJ

Collaborative Learning Small Group Learning Page: //‘What is important is not how much or how little lecturing is done in the classroom, but rather how active the student’s learning process is. Learning can not occur with passive students’// The Group Dynamic Rubric.

http://www.wcer.wisc.edu/archive/cl1/CL/default.asp