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Discuss the term that Restaino appropriates to collaborative writing.

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Discuss the term that Restaino appropriates to collaborative writing.

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Discuss the term that Restaino appropriates to collaborative writing

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Writing Together: An Arendtian Framework for Collaboration 

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Writing Together: An Arendtian Framework for Collaboration 

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Is having a contract among group members promote collaboration?

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Thomas uses a similar model of collaboration that is commonly used in the field of science and tech comm industry (forming, storming, norming, performing, and adjourning) and applies it to a more academic environment. Will this model have the same effect or do we need a pedagogical framework?
Response: Thomas reported  that "[o]verall, the results show that the collaborative writing assignment was successful in helping the students to learn about working in a team. Although some of the teams experienced problems, they were able to overcome those problems and most of the
students (over 90% for all aspects) had a positive experience of working in teams and felt that they had learnt something about team work that they would use in the future." The second cycle reported mixed results in enjoyment of the collaboration, but overall there appeared to be respect and other positive assessments of the collaborative process. I would argue that the adapted model seemed functional, but the transfer didn't seem 1-1. A pedagogical model based on Thomas's work would be useful for pedagogical application.

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What is the difference between participation and collaboration?
-  As Janda sees it, participation is conforming to the prescribed role you're in (input-output model)
- Collaboration is more generative, different power dynamics
- Collab doesn't follow I-E-R
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What kind of pedagogy are encouraged for instructors to use when trying to create a collaborative work environment?
- Nobody comes in as blank slates - so honoring prior knowledge
- Initiation-Response-Evaluation (similar to IRE from the article) --- not productive
- Apply feminist pedagogy: decentralize authority and empower all members of the class - might promote collaboration
- Need for explicit instructions
- Disrupting norms of the classroom.

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Bruffee states that "knowledge is maintained and established by communities of knowledge peers" (p.646). What do you think he means and how can it be applied to collaboration knowledge?

It makes us think about establishing of conventions for a discourse community (i.e., what is acceptable and what isn't). It can be applied to collaboration knowledge in terms of normal/abnormal discourse. Normal discourse is when everyone is on the same page and understanding. Abnormal is when that's not the case. Abnormal discourse is pushing for new knowledge, while normal discourse is maintaining current knowledge.

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What is normal discourse and how does it promote a collaborative learning experience?

"...the sort of writing most people do in their everyday working lives..."

A set of socially accepted conventions occurring within a specific, stable context.

This is important for the collaborative process, because people need to have a similar vernacular and shared conventions to effectively communicate. Students benefit from this, because the ultimate goal of academic training is to communicate effectively with your chosen field.

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In the section titled "Conversation and the nature of thought and knowledge" (p. 638) Bruffee states the relationship between knowledge and dialogue, external and internal. How is internal and external dialogue important to collaboration?

Internal dialog (internalized conversation) is necessary for external dialog (within a community of scholars, business, government people) to take place. Collaboration takes place in the externalized space once the conversation has taken place in the internal space of one's thought process.

"We converse;
we internalize conversation as thought; and then by writing, we re-immerse
conversation in its external, social medium," says Bruffee.

Team JRN claims this land. We are willing to negotiate though.

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How do you deal with conflict in collaboration?

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What do you use in your class or work to create a collaborative learning environment?

Chakrika Jennifer and Evelyn

- Emphasize names but students don't communicate with each other (don't refer to each other by name) --- encourage them to use each other's names - to act like colleagues
- Need for more dialogue with each other
- Use ice-breakers (various, including oriented around names)
- Put students in different groups throughout the semester
- Use name cards/tags
- Use of pronouns (i.e. they, etc.)
- Maybe it's a question of time
- Give students a note card; ask students: is there a way to  make the class more comfortable/valuable
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What is the difference and which is better when we describe collaboration? (p. 9)

Quasi-synchronous collaboration is close to real collaboration but it is not fully real-time. It is better than asynchronous collaboration because collaboration is better when it's closer to real-life interaction.

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Can collaboration happen without engaging in cooperation in the example provided about Wikipedia? (p. 8)

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What is the difference of collaboration, co-elaboration, and cooperation?

"Collaboration is a coordinated, synchronous activity that is the result of a continued attempt to construct  and maintain a shared conception of a problem" (5).

Co-Elaboration: Part of the process of true quasi-synchronous collaboration

Cooperation: Division of Labor, Each person a part of the process of problem-solving

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What is the importance of creating an environment that sees all collaborators as equals? Can equal input  happen without conflict?

We think equal input can happen without/with minimal conflict (depending on how you define conflict).

We can create contract/shared vision/guiding principles to enter common grounds.

But we have to recognize that everyone has their own agency, and that agency needs to be valued in any collaborative effort.

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One of the major reasons to collaborate is that two heads think better than one in problem solving. Can original thought incur from the collaboration of several people or are we still just "one writing machine plugging into other"?

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How does self Identity help wit collaboration and what does Lay say about women and self-identity as being a precursor to collaboration?

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How do you create an androgynous collaboration?

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Darcy et al. Collaboration but differently

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Darcy et al. Collaboration but differently

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Can collaboration happen individually?

Like we always tell our students... we are entering a conversation when we collaborate.

Is there still "an individual" if we believe Adams St. Pierre that we are always-already collaborating?

-- Social construction of knowledge
-- Utterance

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How does the author-text-world assemblage working? How does that work work? What happens? What's possible?

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Define it. Provide an example. Either from your experience or made up.

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Define Lay provides a solution using a Rogerian sense of conflict negotiations, does it seem feasible to use this model or what do you use to deal with interpersonal conflict? Already done. cannot choose.

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In addition to the collaborative grade, the students in the model of assessment have an individual grade? Does that undermine the importance of collaboration?

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What do you use to assess collaboration in your class?

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Is the assessment devices provided on page 35 a good way to measure assessment in collaboration? If so why and if not what would you add or change?

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Collaboration in collaborative learning

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Collaborative learning and the conversation of mankind

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Collaboration in a traditional classroom environment

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Beard et. al. mention 3 components of collaboration. What are they? How important is engagement in collaborative work? What would you do to engage students into collaborating?

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Developing team skills through a collaborative writing

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An assessment system for collaborative-writing groups:..

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Interpersonal conflict in collaborative writing:..

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An always already absent collaboration