· How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?
The videos this week on Assessment of Collaborative Learning forces us to look at how the paradigm of learning has shifted from individual learning to more collaborative based learning. With the shift in learning models, the students are no longer assessed in the traditional way. Now the teacher has become more as a facilitator, assessing learners on their contribution to the learning community. Furthermore, the students are now assessed by their peers. This could mean feedback on our wiki, blog, or weekly discussions.
· If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
Siemens (2008) discussed strategies for assessing students of collaborative learning communities in online courses, and for generating and upholding flourishing online learning communities.
One should know going into an online class that there has to be some sort of collaboration. Even in traditional classes, there is always some form of group project or work. I do understand that some choose online learning for the flexibility and the convenience of working on your own time. These are the exact reason I choose online classes. So far, the collaborative assignments have not impeded on these conveniences. I am able to leave a comment and answer any questions on my own time. However, there is an upcoming requirement for all the members of a learning community to be online and giving feedback simultaneously (crossing my fingers that works out). I strongly feel that any problems within communities amongst the group members should promptly be taken to the professor. Trying to solve the problems within the group could result in further disagreement or hurt feelings. A large percentage of the final grade in online courses is based on participation. Therefore, if a student is not participating they should be either drop from the course or, worse case scenario, fail.
Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc.
