MII7008, Kodutöö 2. Rühmatöö: Anastasia Andros, Svetlana Kozlovskaja

Kodutöö 2. Töö valmimise tähtaeg 12.(19) mai. Kodutöö esitatakse blogis või wikis, vajadusel on seal vaid viited esitluste asukoha juurde.

A (practical component) Loovaks ühesõppeks hajutatud õpimaastiku koostamine rühmas ja selles toimuva ühe lubavustepõhise tegevusmustri läbiproovimine ja kirjeldamine etteantud reeglite alusel õpikeskkonna elementide narratiivne kirjeldamine (esitusviis vaba);

B (theoretical component) 1 pedagoogilise töövoo diagramm koos tegevusteks vajalike keskkonna lubavuste kirjeldamisega -diagramm ja narratiivne kirjeldus).  

A. 1. Loovaks ühesõppeks hajutatud õpimaastiku koostamine rühmas

       Distributed Collaborative Online Learning System Design (general, see diagram 1 GLIFFY)

    2. selles toimuva ühe lubavustepõhise tegevusmustri läbiproovimine ja kirjeldamine etteantud reeglite alusel õpikeskkonna elementide narratiivne kirjeldamine (esitusviis vaba);

       Elementide narratiivne kirjeldus:

START

STEP 1→ (Re)Defining instructional goals and objectives

STEP 2.1 → Technology Selection (Availability/Cost of Upgrade, Participant Competencies/Ability, Participant Needs) → STEP 3.1 Mapping Existing Resources

STEP 2.2 → Evaluating Human Resources (Participant Access to Technology, Participant Competencies/Ability, Participant Needs) → STEP 3.2 Delegating/Assigning Roles & Responsibilities

STEP 4→ Implementing Distributed Collaborative Online Learning System (↔Content↔ Communication↔ Interactivity (Trainer- Trainee(s); Trainee-Trainee)↔ Immersion (Confidence & Fidelity/Trust Building)↔)

STEP 5 → STEP 1

FINISH 

B. 1. Sample Collaborative Task (Brainstorming the Opportunities and Limitations of Collaborative Online Learning using 1. pairwork 2. groupwork)

    1.1 Pairwork Activity Using Google Docs (Diagramm)

    1.2 Pairwork Activity Using Google Docs (Narrativne kirjeldus)

         STEP 1 (Re)Defining instructional goals and objectives Task: To brainstorm affordances, opportunities and limitations of collaborative online learning comparing pairwork and groupwork

         STEP 2:1 Technology Selection - we need web-based solutions for collaborative content creation and editing online as well as two-way audio communication tools

         STEP 3.1 Mapping Existing Resources - initially Writeboard (discarded due to limited functionalities, eg no WYSIWYG editing, difficult to embed multimedia), second choice Google Docs for collaborative content management/communication (Email, Google Talk - didn't work due some technical difficulties, so we used this Google Docs document as a chat:), Google Docs); offline technology - mobile/fixed-line phones (for communication); wordprocessors for independent content editing; instructor and participant blogs for work submission

         STEP 2.2 Evaluating Human Resources - 2 female students, access to computers at home/work, software availabilty - partially limited (it is not always possible to use Flash/Gliffy, for example, as installation of additional software requires administrator rights), Internet availability - mostly available, however, people are supposed to work at work and study at home  (Internet is not fast enough at home or work; there are no admin rights at work)

            STEP 3.2  Delegating/Assigning Roles & Responsibilities - since there are only 2 people, both have to share the same amount of responsibility and do their best, however, since the participants do not always have access to collaborative content creation tools, the one who does have access, has to do the final editing.

         STEP 4 Implementing Distributed Collaborative Online Learning System (↔Content↔ Communication↔ Interactivity (Trainer- Trainee(s); Trainee-Trainee)↔ Immersion (Sense of Realism, Confidence & Fidelity/Trust Building)

         STEP 5 → (if necessary) STEP 1

characteristics of distributed web-based learning/training systems (low-tech → high-tech )

 CONTENT/INFORMATION - text; still images/graphics; images in motion; sound: voice, music; special effects

 IMMERSION/SENSE OF REALISM - psychological fidelity/pre-recorded experience; computer-generated participants (games/simulations), virtual reality; physical fidelity of context; real-time; learner-centered, motion and action adaptive to trainee

 INTERACTIVITY/COLLABORATION POTENTIAL - single participants, individual-oriented, multiple-participants, team-oriented

 COMMUNICATIONS/COMMUNICATION RICHNESS - 1-way communication, 2-way communication, asynchronous, synchronous, synchronous with audio/video

COLLABORATIVE ONLINE LEARNING IS PERCEIVED as AFFORDANCE-BASED LEARNING

IT HAS OPPORTUNITIES & LIMITATIONS