# data[].attributes.body
... my Course badge. Very happy!

# data[].attributes.body
...that I did not manage to do my second review due to a missing link :(
Still waiting for my reviews.
Managed to accomplish Module 4 though :)

# data[].attributes.body
It's been some full weeks the last two. Two jobs, family, preparing a meeting in Sweden (a very interesting Erasmus + /eTwinning Project) on Digital Competence. All Module 4 activities concluded. The Lesson Plan could really have more work but... there's a deadline, so.... I'm going to submit it (https://v.gd/Pq3UNg).
I'm looking foward to all the feedback. I'ts been, as always, an excellent learning opportunity. Thank EUN! Thank CO-Lab!

# data[].attributes.body
My learning activity. It will gather a group of activities within a reading project that includes both individual and collaborative work.
So, bearing in mind:
1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills: For example, at least two of the following criteria are included (see module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios for further information and inspiration):
Students are required to work in pairs or groups,have shared responsibility, make substantive decisions together, work is interdependent
It is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.
2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools: For example, one or more of the following are included as assessment tools (see module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom for further information and inspiration):
Rubric to assess a group
Rubric to assess group members individually
Checklist for self-assessment of students’ collaborative skills
Checklist for peer-assessment of students’ collaborative skills
Digital tools facilitating self and peer assessment of collaborative learning
Mindmaps and infographics to assess group work and facilitate peer assessment
3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.
4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

# data[].attributes.body
... not sure yet if I should plan my next project with students as a leaning activity that could be peer reviewed by my course colleagues. So..., reflecting..... :)

# data[].attributes.body
The learning objectives for this module are:

1. Understand how to embed collaborative learning into lesson design

2. Appreciate the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work

3. Understand how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities

4. Assess the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary

# data[].attributes.body
My module 1 badge :)

# data[].attributes.body
... to young portuguese students explaining why they like group work. Fantastic!!

# data[].attributes.attachment_link.title
Tablets Course | M3 Why students enjoy group work

# data[].attributes.body
Low collaboration:
In groups of 2, students read an excerpt from a novel and answer a few questions; they have to agree ob the best possible options for each answer and are corresponsible for the quality of the produced text.
High level of collaboration:
In groups of four students, the class has to prepare the best guide for a school trip where they'll visit a museum and assist a theatrical piece. The guide should have a digital format so students could explore it using their smartphones and tablets; it should include and incorporate both a map and a shedule. Student have to make options regarding the tools they're going to use, to distribute tasks between themselves and assess the work has they go along. At the end, they'll vote the best school trip guide.

High levels of cololaboration are demanded by tasks where students are responsible for making various decisions, distribute tasks according to interests and skills and assess their own work during the process.

# data[].attributes.body
some collaborative work from my students (https://www.facebook.com/aprenderportugues3ciclo)

# data[].attributes.body
Module 1 almost finished :)

# data[].attributes.body
Yeaah!!

# data[].attributes.body
Already learning about new tools ;-)

# data[].attributes.body
Very curious about some answers of the first questionnaire:

# data[].attributes.body
Me on the #colab_eu map

# data[].attributes.body
Just starting my MOOC #colab_eu activities. Looking foward for all the learning :)