Date(s) - 06/18/2021
10:00 am - 12:15 pm
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There are 6 spaces reserved, 14 are still available.
This session is applicable to all course formats: Face-to-face, online, or blended. This workshop takes place online using Zoom. Shortly after you register, you will receive an email confirmation with a Zoom link to participate. Please join the session 5-10 minutes prior to the start of the workshop to address any potential connection issues. Please have access to your syllabus (and any assignment descriptions) for practice during the workshop.
Collaborative learning in groups is a common practice in online and face-to-face course formats. Collaborative learning experiences have been identified as one of at least nine educational practices that yielded a significant impact on students and their learning.
In 2007, AAC&U’s identified several innovative, “high-impact” practices that were examined for their impact on learning and development. Based on the evidence in 2008, higher education leaders began recommending that at least two HIPs practices should be experienced by all students. Gains reported from HIPs participation “…has shown persuasively that HIPs improve the quality of students’ experience, learning, retention, and success, particularly for underserved students (Kuh 2008). Additional research identified HIPS are associated with improved graduation rates and narrowed achievement gaps between racial-ethnic groups. Kinzie (2012) emphasized, “ These kinds of educational experiences are especially powerful for students who may be the first in their family to attend college and those who are historically underserved in postsecondary education.”
Kinzie, J. (Fall 2012). High-Impact Practices: Promoting Participation for All Students. Diversity and Democracy, 15(3). Association of American Colleges and Universities. Washington, D.C.https://www.aacu.org/publications-research/periodicals/high-impact- practices-promoting-participation-all-students.
As we well know, a number of common pitfalls often impede successful collaboration in groups. The overall experience can create frustration and disappointment for both students and instructors. A casual design approach is often used for group learning when it requires a more intentional design process that will lead students to achieve higher-level outcomes through fair and balanced contribution. Few instructors have been given the core tools for setting up and facilitating high-impact learning in groups that can lead teams to their highest potential.
Part I: You will become fully knowledgeable of the essential design features for successful and equitable group learning and identify common challenges in groups from the instructor and student perspectives. You will examine how the five principles of collaborative learning directly counter these common pitfalls. We then will begin to translate these five principles into the process of designing a group learning assignment that will counter unfairness, inequity, unequal contribution, dominating members, piecemeal projects, and group conflict, and enable groups to surpass your expectations. In Module 1, you will start the initial essentials in designing your group assignment. In Module 2, Principle One will be fully explored with time to begin designing your group project assignment and application of Principle 1.
Part II will guide you through Principles 2-5 with examples and opportunities to begin transferring these principles to your development group assignment, including how to create and sustain individual accountability and scaffolded group tasks, assess and evaluate group members and group projects, construct group leadership roles, group cohesion, and enable group self-monitoring.
Active learning classroom instructors are strongly encouraged to attend. Participants are eligible to pursue the CETL Certificate in Small Group Learning.
Registration is closed for this workshop.