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A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher to plan and structure your learning activities in advance. The 7 phases are:

Dream

Explore

Map

Make

Ask

Remake

Show

In the first phase “Dream”, students can brainstorm, think freely and share ideas. In the “Explore” phase, students collect information on a certain topic. In the “Map” phase, they structure their thoughts and ideas and seek to understand how they are related. In the “Make” phase, students develop or create a product or practise an activity. One possible activity for students in the “Ask” phase is to interview experts and stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of the feedback or further information they received. In the last phase “Show”, students publish and present the results of their work.

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How can you assess collaborative learning?
Everyone who teaches knows well that in the process of teaching something to somebody else, you come to understand better the subject of what you’re teaching yourself.

Collaboration doesn't involve competition

Formative assessment can help to improve teaching strategies and students’ study because it provides very contextualized feedback both to students individually and to groups, as well as to their teachers. Simple assessment tools can be used for formative assessment, as long as the goals are clearly defined. It is necessary that those involved realize the importance of the selected assessment tools, and acknowledge their value. Feedback must be immediate, to have direct effect on the learning process, so it’s important to use assessment tools which are easy to build, easy to use and provide easy data analysis.

Self-assessment should focus on individuals and their commitment, motivation, engagement in teamwork and their ability to achieve personal goals. Group goals can be formulated using checklists or progress level scales applied over a pre-defined timeline systematically or at particular milestones while carrying out projects or tasks.

Summative assessment aims to provide a formal academic record of students’ learning progress and to establish proficiency levels. Often summative assessment is confined to tests only, which is not fair. If students are requested and expected to engage in group work, develop projects and present results, build blogs or other digital products, then summative assessment should consider these type of “artifacts” as learning outcomes to be assessed.

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Assessment is an integral part of the learning process, since it evaluates the effectiveness of teaching and the degree of student engagement and comprehension . The challenges I faced throughout the assessment process were many and diverse.
Group evaluation takes into account three different factors:

individual performance

group performance

group’s functionality

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Diagnostic assessment
For this purpose it seems appropriate to use a rubric covering the following four dimensions:

factual (facts, events)

conceptual (concepts, ideas)

procedural (how to do)

meta-cognitive (explanations)

Peer assessment
Peer assessment in a group or class is very important if we take into account the credibility that may be given to the opinion of each peer
Differentiating individual participation
Group assessment versus individual assessment and selfassessment;

their ability to negotiate

their ability to persuade others

their ability to integrate ideas from others, including different or contrary ideas.

We can give value to:

their respect of unusual viewpoints or inventive ideas

their originality

their individual handicaps

Discreet assessment
Discreet assessment can be used as an approach to assess individual participation and performance within collaborative practice when students are not aware that they are being assessed
The use of Mind Maps, Concept Maps and Infographics
When we use non-standard assessment tools such as concept maps and mind maps or infographics, we are using extremely useful and versatile tools that are capable of valuing different skills from what is usually assessed. For example, teachers can include in the assessment criteria the depth of the concept maps produced by students, the number of branches featured in the mind maps, the clarity of the infographics, the aesthetics and creativity, and the synthesis and wealth of language used in these kind of artefacts.

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My name is Stefano D'Urso. I'm a computer science engineer and starting from this year i'm officially a computer science professor.
I like music, running and i'm curious about what concerns "learning".

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They need knowledge, they need attitudes around wanting to collaborate, they need to have the skills for communication, for working with others, dealing with conflict – they need to have a motivation, so there has to be something there that motivates them to want to work together. So, the ethical dimension is around: are you going to be a good team member, do you have the skills to be a team member – are you going to contribute in a positive way to the work of the team? Underneath that, you need also to have a lot of personal skills: do you have the skills around communicating, or the skills around talking about conflict, or empathy or emotional skills, or psychological skills to work as a group. So it’s actually quite complex – sometimes we think that just because we put a group together that they are going to work collaboratively, but in actual fact we need to do a lot of groundwork ahead of time in order to ensure that a group will work together, and I suppose one of the most important things is that there has to be a task or goal that they all have to work towards.

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The importance of "speaking the same language", of understanding the same thing under collaborative learning
Having collaborative skills is not a personality trait; you can design learning activities to develop these skills in your pupils
Professor Butler mentions that ‘technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative work spaces’

4 Questions:

are they working together? this happens when students have to discuss a issue, solve a problem, create a product

do they have shared responsibility? this happens when students have to develop a common product and design or response

are they making substantive decisions? this happens on big decisions that can change their work; this can happen on contents, processes or product

is their work interdependent?

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21 CLD Collaboration Rubric
In this learning activity:

1. Students are NOT required to work together in pairs or groups.

2. Students DO work together BUT they DO NOT have shared responsibility

3. Students DO have shared responsibility BUT they ARE NOT required to make substantive decisions together

4. Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work BUT their work is not interdependent

5. Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work AND their work is interdependent.

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I work in Genzano di Roma in IISS Sandro Pertini. This year i have 5 classes: 4 of them are in the last year (they have exams). I teach "Sistemi e Reti" and "Gestione Progetto ed Organizzazione d'Azienda".
I really would like to experiment new methodologies and i believe that especially in computer science topis it is necessary to "collaborate" and learn how to "collaborate": in my past experience i discovered how this is important and how this is underrated at school.

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The learning objectives for this module are:

1. Understanding the full meaning of collaborative learning, and that it requires more than simply putting students in groups

2. Appreciating the key benefits collaborative learning can bring to students and the specific skills it helps develop

3. Appreciating how collaborative learning can be facilitated by a flexible, interactive classroom, and also through project-based learning

4. Creating a personal Learning Diary to log learning activities, reflections and resources from the course

5. Reflecting in your Learning Diary on two learning activities and whether they require a low or high level of collaboration from students

If some of the key words related to collaboration are: Added Value, Respect for others and Negotiation, how can these items be evaluated within a group and then lead to individual summative assessment?

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I try to propose collaboration activities mainly when i see students that are not so much involved in the subject. I try to stimulate them and let them closer to the topic asking them to collaborate. The main problem is that many students prefer not to participate or consider this activity in a real bad way, not paying the correct attention on the subject.
I proposed an ICON activity in which each group had to analyze an ICON (jobs, gates, page, bezon, zuckenberg) and produce a presentation to the rest of the class that had to cover some specific topics. The same activity has been proposed to 2 classes: one was deeply involved and really collaborated to the topic; the other instead really work with low level of collaboration being not so motivated even if they were asked to participate answering questions etc.
Another big problem was HOW they approched the work outside school... that was basically COPY-PASTE of something...
The other activity i proposed was similar to the 1st but it had to cover some specific application scenarios of what we studied in some topics chosen by the students

RUBRIC Evaluation
I think that the main problem with my activities is that there is not enough commitment from students and therefore even if looking at the rubric i would say mainly 4 (or ideally 5 because interdependency was something i didn't work so much on) than looking at the practical activity they sometimes "stop" at point 2 and just "sometimes" reach 3.