Lesson 4: Managing online team projects
Strategies for online team projects
Online courses can provide students meaningful opportunities to work together and co-construction of knowledge, whether towards major team projects or as ongoing collaborative activities such as in online discussions. Online learning provides a space to share ideas and perspectives, and to promote reflection and feedback.
Instructional designs for synchronous and asynchronous interactions
Both online synchronous and asynchronous interactions can be used to support team projects. Plan ahead, connect activities to course learning outcomes, communicate early to students on the purpose of interactions, and be flexible are all important factors to success online team work.
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Synchronous interactions
- Set-up breakout rooms
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Asynchronous interactions
- Set-up discussion forums for each group
- Prepare a shared document/space
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Synchronous interactions
- Group norms and group contract
- Share other tech/spaces that can be used
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Asynchronous interactions
- Share criteria for success (e.g. rubric)
- Review and approve group contracts
- Share other tech/spaces that can be used
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Synchronous interactions
- Join breakout rooms and/or arrange meetings with each group for check-ins
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Asynchronous interactions
- Review weekly posts/updates
- Provide feedback to the groups
- Synthesize feedback
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Synchronous interactions
- Peer feedback in breakout groups
- Individual group meetings
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Asynchronous interactions
- Student self-assessment
- Peer assessment feedback loops
Plan online teamwork
Lesson checklist
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Identify opportunities for online team projects in your course
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Plan an online team project
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Plan how to integrate sync and async group activities
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Explore technology to support group work (elearn.ucalgary.ca)
Resources
Brown, B. & Vaughan, N. (2018). Designing group work in blended learning environments. In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching and Learning (pp. 82-97). Retrieved from the Society for the Teaching of Psychology web site: https://teachpsych.org/ebooks/useoftech
Hammond, M. (2017). Online collaboration and cooperation: the recurring importance of evidence, rationate and viability. Education and Information Technologies, 22, 1005 - 1024
Garrison, D., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: a retrospective. The Internet and Higher Education, 13(1), 5–9.