Our group has decided to utilize Google Docs to collaborate throughout the course.

Google docs allows for easy file share of all types of files. Collaboration among team

members is easily seen in google docs. Google docs also allows for multiple group

members to work on the same file at the same time without compromising the

document. All editing can be done online without the need of downloading the

document. Google doc has a similar look as Microsoft products allowing easy

transfer from Microsoft to Google Docs. Finally, Google Docs is free beyond a 30

day trial. When look at many of the other available options some only allowed a 30

day trial. By having access to the documents created past 30 days will allow team

members to use the material after the course is completed.

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Communication between collaborative group members includes Feedback,

Timeliness, and on-task and off task (Hall. 2013). Feedback is important for all

collaborative to provide clarity and help relieve stress. Submitting each subcategory

in a timely manner is important to receive feedback from the instructor. Off topic

communication will take place before the collaborative groups are formed in an

Introductory discussion. The introduction discussion will allow learners to get to

know each other and decide whom they would like to work with.Communication

within the collaborative group can take place; in the group discussion board, instant

message, Wiki, phone calls, text messages and or video chats.

Our collaborative group will break down each section of the decision into the

following categories: Production, Price, Distribution, Advertising expense, Public

Relations, Marketing Research, Capacity, Financing, Sales, and Economy. Learners

will assign roles among collaborative members. Learners will first choose which

collaborative group they will join and its members by the end of the first week. Any

learner who did not choose a group will be assigned a group. Each collaborative

group will read the required information and submit a subsection of the overall

project. Each learner will submit the same assignment with evidence supporting the

portion in which they contributed.The instructor will review each submission and

provide feedback and questions for the collaborative groups to include in their

lesson.

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Group size is very important, “Heterogeneous groups with low, middle, and high

ability levels (Hall 2013)” is suggested. By requiring each collaborative group to

consist of no more than 5 members it increases the chances of having heterogeneous

groups. Learners will form their own collaborative groups requiring learners to

communicate off-task in the introduction discussion. Ability grouping will be taken

into account. However, strict adherence to a specific grouping will not be exercised.

Flexibility will be used when grouping learners.

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The design of a collaborative work area should include both content and social

spaces that allow for, and stimulate, social interaction (Hall, 2013). Choice will be

given to the learners to dictate how much they interact with each other. General

guidelines will be given at the start of the process.Collaborative vs. cooperative

behavior will be recommended throughout the process.

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A performance assessment of this nature would be the preferred type for our lesson

because of its applicability to real-world scenarios (Osterlind, 1998). The directness

of the tasks that need to be accomplished are also more appropriate to a lesson that

has multi-tiered subjects.

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This is an example of the decision form learners will collaborate to complete.

Learners will also be provided a blank form to complete their project.

Image Citation: Fox, J. and Fritts, E. (2015). Example Decision Form. EDU 337:

Collaboration in the Virtual Classroom. Ashford University

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