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https://v.gd/Tj6ijT

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http://www.europeanschoolnetacademy.eu/documents/10180/0/CO-LAB+Guidelines+for+Assessing+Collaboration/0c5184cb-3650-48f0-bfe0-51434fe39d80

http://www.europeanschoolnetacademy.eu/documents/10180/0/Collaboration+and+Assessment+Minho+University/17e48a76-a829-47e9-bacc-ed0271f294ab

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3.5 Collaborative learning - What to assess and how?

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3.5 Collaborative learning - What to assess and how?

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https://youtu.be/YMKuiS8o8XM

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3.4 Collaborative learning and student peer reviews

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3.4 Collaborative learning and student peer reviews

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https://youtu.be/Y495vnlX6aY

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3.3 An ICT teacher’s experience of assessing collaborative learning

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3.3 An ICT teacher’s experience of assessing collaborative learning

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https://youtu.be/J9pYc8RxTX0

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3.2 A sports teacher's experience of assessing collaborative learning

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3.2 A sports teacher's experience of assessing collaborative learning

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3.1 Assessment for improving collaborative learning

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3.1 Assessment for improving collaborative learning

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https://youtu.be/bCO3usM2Qwo

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3.6 Answers to teachers’ questions on assessing collaborative learning

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3.6 Answers to teachers’ questions on assessing collaborative learning

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https://youtu.be/hTkDxafppgE

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Learning Activity for comparing with the rubrics

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Learning Activity for comparing with the rubrics

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Low level of Collaboration

I  instrudctured two students to make a video of a physics practical experment that they were doing . In this these two students need to demo a practical experiment of refraction of light through a glass prism, narrate the instrcution the students need to follow to complete the experiment.

High Level Of Collaboration

This was conducted using technology.

A class of 25 students were given a task to produce an itinerary of 5 tourist places where they can go for camping.

For this 5 groups of 5 members were formed. Each group were given a particular place and group members need to collect information on particular area related to that place. ( eg food ,  areas to visit etc). This task was flipped using google sheets. so they work on there assigned area. All the 5 groups were collecting the information on the same file but different sheets. These group have varied level of permission. This has be finished with in a certian time limit.
Once they finish the first task all the group were brought to a room and was asked to prepare the itinerary on a google goc whcih they created for there itinerary. Once they finish the itinerary it was shared with other gorup with coment permision.Once the group receive the positive feedback they work on reviewing their own itinerary. and it was present to the whole class.

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1 - Reading

Microsoft (2012). 21ST Century Learning Design: 21CLD Learning Activity Rubrics

2 - Tools -  Learning scenarios and examples of lesson plans

Below you will find the empty template of the collaborative learning scenario and six examples of scenarios focusing on different topics and aspects.

Following that, you will see some examples of lesson plans developed by participants in the MOOC's previous edition, which employ the Learning Designer and implement collaborative learning approaches. You can use these examples as inspiration for the final learning activity (lesson plan).

Please note that the template of a learning scenario and that of a lesson plan in the Learning Designer differ in structure. The learning scenario template is broader and designed to include contextual aspects, including assessment and final reflection. The lesson plan template focuses on the description of each learning activity.

Learning_Scenario_template

Examples of Learning Scenarios (Version 2016):

Collaborative work - Towards a healthy city (CCL, Europe), (Polish translation)

iGroup - Collaboration and Assessment in a group (CCL, Europe), (Polish translation)

Personalisation – Topic: friction (CCL, Europe), (Polish translation)

Flipped Classroom (CCL, Europe), (Polish translation)

Art & Music - Creating an exhibition (NCCA, Ireland), (Polish translation)

Asteroids, impacts and craters (NCCA, Ireland), (Polish translation)

Examples of Learning Scenarios (Version 2017):

Collaborative work - Towards a healthy city (CCL, Europe)

Assessment in collaborative learning (CCL, Europe)

Personalisation – Topic: friction (CCL, Europe)

Flipped Classroom (CCL, Europe)

Resources for the 'Asteroids, impacts and craters' learning scenario:

Asteroids Scenario Resource: Fact Sheet

Asteroids Scenario Resource: Glossary of Terms

Asteroids Scenario Resource: Physics PowerPoint Presentation

Asteroids Scenario Resource: Peer Assessment Sheet

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https://youtu.be/2KPnyxazNco

Stages of lcreating COl Lesson

1) Dream
2) Explore
3) Map
4) Make
5) Ask
6) Show
7) Remake

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https://youtu.be/aSj17W7kTgE
How useful do you find the rubric Professor Deirdre Butler explained? Do you think it is useful in helping you understand the type and quality of collaboration taking place in the learning activities you design? Have you used this or similar rubrics before to help you design collaborative learning activities? What do you think are its advantages and disadvantages?

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https://youtu.be/HruRO2RKKI0

What do you think of the 4 major questions presented by Professor Deirdre Butler? Are they useful in helping you design a collaborative learning activity? Have you asked yourself these questions before, when designing collaborative learning activities?

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2.1 Embedding collaborative learning into lesson design

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2.1 Embedding collaborative learning into lesson design

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https://youtu.be/rIrmKIbFZxo

Do you agree about the importance to have a shared language concerning what we mean by collaborative learning? Do you agree that having collaborative skills is not a personality trait and that 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’. Do you agree, and what are your experiences of this?

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1.7 Module 1 Resource Section2. ReadingUniversity of Minho, Creative Classroom Lab Project (2013). CCL GUIDE: LEARNING STORY COLLABORATION - What is the collaboration learning model and how to use it?(http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459) Additional Resources- Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), pp. 7-55.- Prince, M., (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93 (3), pp. 223–231.- Jacques, D., & Salmon, G., Routledge (2007). Learning in groups: A handbook for face-to-face and online environments

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1.7 Module 1 Resource Section2. ReadingUniversity of Minho, Creative Classroom Lab Project (2013). CCL GUIDE: LEARNING STORY COLLABORATION - What is the collaboration learning model and how to use it?(http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459) Additional Resources- Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), pp. 7-55.- Prince, M., (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93 (3), pp. 223–231.- Jacques, D., & Salmon, G., Routledge (2007). Learning in groups: A handbook for face-to-face and online environments

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M1.5 A History & Geography teacher’s experience of collaborative learning

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M1.5 A History & Geography teacher’s experience of collaborative learning

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https://youtu.be/mCLnkDFJ4lI

Have you experienced similar or different difficulties in collaborating with teachers, and if so why? Do you, like the teacher in this video, find it difficult to guarantee the quality of the collaboration that takes place between your students? What about the uneven efforts made by individual group members resulting in frustration for some students when it comes to assessment of the whole group?

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M1.2Collaborative learning in a flexible classroom

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M1.2Collaborative learning in a flexible classroom

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video link : Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom(https://youtu.be/Ke1bcJ4ONfw)

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M1.3- Collaborative learning through project-based learning

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M1.3- Collaborative learning through project-based learning

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https://youtu.be/T2-DW0YUUGU

Have you ever carried out a similar exercise to the ‘circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what were the positive and negative aspects and what could be solutions for the future? If so, has this improved your students’ collaboration skills and have you seen evidence of this in collaborative work carried out afterwards? The teacher states that ‘Technology becomes useful in class especially when collaborative practices are used’. Do you agree, and why?

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M1.4 A foreign language teacher’s experience of collaborative learning

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M1.4 A foreign language teacher’s experience of collaborative learning

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https://youtu.be/0tB9M1L3lEQ
In your experience of collaborative learning, is behavior management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences of this? How do you monitor teamwork? Do you find the ways mentioned in this video (e.g. through self and peer assessment) useful? What about the online tools mentioned?

Virtual task board - Scrumy, Droptask
Rubric creator -http://rubistar.4teachers.org/index.php

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Low level of Collaboration

I  instrudctured two students to make a video of a physics practical experment that they were doing . In this these two students need to demo a practical experiment of refraction of light through a glass prism, narrate the instrcution the students need to follow to complete the experiment.

High Level Of Collaboration

This was conducted using technology.

A class of 25 students were given a task to produce an itinerary of 5 tourist places where they can go for camping.

For this 5 groups of 5 members were formed. Each group were given a particular place and group members need to collect information on particular area related to that place. ( eg food ,  areas to visit etc). This task was flipped using google sheets. so they work on there assigned area. All the 5 groups were collecting the information on the same file but different sheets. These group have varied level of permission. This has be finished with in a certian time limit.
Once they finish the first task all the group were brought to a room and was asked to prepare the itinerary on a google goc whcih they created for there itinerary. Once they finish the itinerary it was shared with other gorup with coment permision.Once the group receive the positive feedback they work on reviewing their own itinerary. and it was present to the whole class.