# data[].attributes.body
https://v.gd/u4d5S6

# data[].attributes.body
http://learningdesigner.org/browser.php?uri=/personal/dany66

# data[].attributes.body
I agree with the first consideration of Dr. Valente. Peer evaluation is not always easy if it is not anonymous. Sometimes, however, sympathy or antipathy prevail. That is why I prefer anonymous surveys. As far as the weight I give to individual evaluation in the group depends: on the behaviour during the work, on the commitment that I note, on the attitude of feedback from the group. In any case, therefore, at least 30%.

# data[].attributes.body
I have used the checklists and headings for evaluation. In truth, I have often used prearranged columns because writing is not always easy and fast. I find the checklists much more functional, even with students. They are more understandable and immediate, closer to reality.

# data[].attributes.body
I completely agree with that. I too give freedom in the formation of groups. If this is the case, I decide to assign different areas depending on the group that has been formed. In any case, students feel more responsible because they are satisfied with the formed group. The evaluation is carried out according to tests prepared by me or through digital instruments. In addition to Edmodo, google forms I have also used Surveymonkey. If the questionnaire is anonymous, students feel freer to express their opinion.

# data[].attributes.body
I think that Antonio's evaluation method is complete and objective. It involves the students, leaving them free autonomy, but at the same time ensures control and verification and comparison of teachers and continuous adaptation in case of problems.

# data[].attributes.body
I think that the three elements considered, individual performance, group performance and group functionalities allow us to have a complete view of the situation. Peer evaluation is sometimes not easy for students. It may be that personal elements influence the assessment.

# data[].attributes.body
I think that the evaluation of collaborative work does not discourage students but rather stimulates them to improve their results or is even a recognition for those who, in individual work, are not able to achieve the same results. My assessment is usually made immediately after the end of the collaborative activity. Students thus have immediate feedback on the quality of their work.

# data[].attributes.body
Self-assessment and peer assessment can be fast, timely
and objective when assessing collaborative learning if:
(1) it is implemented in parallel with learning activities,
(2) it uses the same language used by group participants,
(3) it is conducted diplomatically so as not to create obstacles in the social relationship of the group.
Ultimately, assessment has to be useful for learning; it must make sense for those being assessed
and not only for those assessing.

# data[].attributes.body
1. Understanding the principles of assessing collaborative learning

2. Identifying the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available to them

3. Understanding the value of using rubrics and checklists for assessing collaborative learning, and how to construct them

4. Appreciating the importance of involving students in the definition of assessment tools used for collaborative learning

5. Beginning work on one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

# data[].attributes.body
Activity 1 -  n. 2 low level of collaboration
Acitvity 2 - n. 5

# data[].attributes.body
I think the template scenario is very useful and detailed to define exactly the scheduled tasks. But I think it's also very difficult to fully compile the template before you start the task. Too detailed?

# data[].attributes.body
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 and 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.

# data[].attributes.body
The rubric is important because it is a reference point to check that the activity is taking place as planned. For this reason it is probably important to prepare it first.  In my school we started using rubric, both in project evaluation and in the evaluation of activities. On the one hand the advantage is that you always have the situation under control. The disadvantage is that in my opinion you can't really manage to organize every situation.

# data[].attributes.body
These are the questions a teacher is asked when listening to students working in groups, and I think they are essential questions and the answer is only found when students complete the activity. In the end you can use rubrics to verify that all items have been considered.

# data[].attributes.body
Sono d'accordo che la capacità di collaborare deve essere insegnata attraverso l'attività pratica: collaborare in gruppo, in coppia, in tre, e cosi via. Anche gli spazi nell'aula devono essere ristrutturati per favorire l'apprendimento cooperativo. A volte è difficile perchè le aule sono così piccole da non poter nemmeno spostare una sedia.

# data[].attributes.body
1. Understanding how to embed collaborative learning into lesson design

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

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

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

# data[].attributes.body
Low level of collaboration: work to create a poster in which each one draws an element (for example a poster in which they illustrate the most interesting places of their city and write a caption), write a story in which each group tells an episode (starting with the title, the subject and the characters; then the first group starts the story, the second reads the first piece and continues and so on).
High level of collaboration: a history activity in which each group deals with an aspect of civilization, prepares, studies, illustrates and explains it to others in a clear and complete way. It is generally a job that takes at least one month.

# data[].attributes.body
I am lucky because so far I have worked with other teachers who are happy to collaborate. The case of students is different. Sometimes it has happened that some students are not really able to engage in the activity. In this case it's very difficult to involve the student, sometimes it's useful to give him/her a specific task or help him/her choose the preferred topic to avoid isolation and lack of interest.

# data[].attributes.body
In my opinion, it is not so difficult to assess cooperative learning. First of all, you can check the quality of content and monitor the activity by checking how the work proceeds. Then self-evaluation and peer review are crucial. Students are the first to reveal who and how much their colleague has worked! Finally, the creation of checklists helps to verify that all aspects have been taken into account.

# data[].attributes.body
Yes, I often organize group activities especially to study history topics. For example for the Egyptians or for the Etruscans. Each group dealt with an aspect of civilization, made drawings and wrote texts using material provided by me (books or files). Then, in each group, the rapporteur referred the subject to the class and the others took notes. In the end, we made a Power Point presentation with all the works. Then there was also a test test. Children prefer to work this way because they feel more capable of overcoming difficulties.

# data[].attributes.body
Collaborative Learning is a process through which learners at various performance levels
work together in small groups toward a common goal. It is a learner-centred approach
derived from social learning theories as well as the socio-constructivist perspective on
learning. Collaborative learning is a relationship among learners that fosters positive
interdependence, individual accountability, and interpersonal skills. For collaborative
learning to be effective, teaching must be viewed as a process of developing students’
ability to learn. The teacher’s role is not to transmit information, but to serve as a facilitator
for learning. This involves creating and managing meaningful learning experiences and
stimulating learners’ thinking through real-world problems. The task must be clearly
defined and be guided by specific objectives. Sometimes cooperative and collaborative
learning are used interchangeably but cooperative work usually involves dividing work
among the team members, whilst collaborative work means all team members tackle the
problems together in a coordinated effort.

# data[].attributes.body
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

# data[].attributes.body
This week’s learning activity  is a self-assessment exercise. You will need to
describe in your Learning Diary two collaborative learning activities you have
designed or carried out, explaining why you think each activity represents a low or
high level of student collaboration.
In next week’s learning activity you will then get the opportunity to re-assess these
activities using a specially designed rubric.
Enjoy module 1 and good luck with this week’s learning activity! Remember you can
exchange with course participants using Padlet and the forum, and feel free to share
your ideas and thoughts via our Facebook group and Twitter. Best of luck!

# data[].attributes.body
http://learningdesigner.org/browser.php?uri=/personal/dany66/public

# data[].attributes.body
https://www.zeemaps.com/edit/cv0zId_xkFGXYr-1eMrrKbPgSYrap0L9

# data[].attributes.body
I teach in primary school, first grade this year (6). I love technologies and I use them in my job every day.
I've got PC and LIM. I use it to write, to make exercices, to see video or presentation, to find anything...
It's a wonderful tool. I need it!

# data[].attributes.body
I'm Daniela and I live  in Cattolica- Rimini , Italy. I love teaching and I think to collaborate inside and outside the classroom is the first step to stay well, students and teachers. And all is easier!
Good job to all!