Running head: COLLABORATION IN THE VIRTUAL CLASSROOM

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Running head: COLLABORATION IN THE VIRTUAL CLASSROOM. Instructional Design EDU337 Collaboration in the Virtual Classroom Dr. Barbara Hall March 2014. Wiki. Choose and Justifies the Choice of Wiki Wikispaces Free Site 2 GB of Memory Good Tutorial Ease of Use. Wiki. - PowerPoint PPT Presentation

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Running head: UNDERSTANDING LEARNING

Running head: COLLABORATION IN THE VIRTUAL CLASSROOMInstructional DesignEDU337 Collaboration in the Virtual ClassroomDr. Barbara HallMarch 2014

Welcome

Template to have in place 1WikiChoose and Justifies the Choice of WikiWikispacesFree Site2 GB of MemoryGood TutorialEase of Use

We have chosen Wikispaces for collaboration site. Not only is it a free site, it gives us up to 2 GB memory. Since our group is also new to using wiki, wikispaces has a pretty good tutorial to help us learn. Our group has been able to play around some within the wiki to learn some of the functions.

2Wiki

Why It is Best Suited to Meet the Groups NeedsEase of UseGood TutorialAllows for storage and editing of materialsJake Perkins and Ernie Devlin that have contributed to the site, our third member dropped out from the course. We started off by using the Organizational Competency, using email through the college site and then trading gmail account information, which worked up to a point. We have quickly learned that neither of these methods would work over the long period of this course. Ernie created a wikispaces account just to see how a wiki works. He shared it with the group and received responses from Jake. Jake has been instrumental in working inside the wiki and learning some of the functions. Jake noted that since Ernie was the creator, he did not have any editing rights, he could only post; we believe we have that corrected by making Jake an organizer to the account. We have not had any contact with the third member of our team.

This would fit the needs of the students to be able to collaborate.

3Members Individual Interests MilitaryPower GenerationInstructional Design

Jakes interests are: Education, anything from K to higher education, military, power generation and improving it in our country. Besides that he enjoys reading and staying active. Family takes a large portion with his wife's parents and nephew also living with them.

Ernies interest are: Education, everyday we should learn something new. Military plays a huge part in his life, very active in trying to get the word out on PTSD and the unemployment rate our returning Veterans. Loves to travel and learn about history of our great country.

These common bonds among the developers naturally took this to our interest. Performing initial research, we found that Veterans suffer from a larger unemployment than their civilian counter-parts. Many factors may be associated to this: Non members of serving the military being in current hiring positions and cannot associate with military skills and experiences.4Purpose of the Collaboration LessonTransition between military and civilian Successful resume writingLearn good interview skillsTranslate skills and experience in the military into understandable civilian termsWhat do we want veterans to get out of the class?

Collaboration to achieve the ability to write a successful resume. Learn good interview skills from their peers, and to be able to translate their skills and experience in the military into understandable civilian terms.5Military Transition - What Are Skills WorthThe Goal of this training is to show transitioning military members the significance of their training and how it translates to the civilian job market.

From: To:

At the end of this lesson, the learner will be able to collaborate and build upon the following:Identify resources that help translate their current military skills to a civilian resume.Describe how to articulate their current military skills during an interview.

The two largest obstacles a transitioning military veteran faces when leaving the military are relating their skills to the civilian world in a resume or interview. There are resources available that assist veterans with not only translating skills, but there are tools that will specify skills based off of their position, job, and qualifications that many veterans do not know exist.6Military Transition - What Are Skills WorthThe two group of learners identified are:Military Veterans Age group below 35 years of age

Military Veterans Age group over 35 years of age

The group has been broken into two groups. Returning Veterans under the Age of 35 show a higher unemployment rate compared to the national average, whereas Veterans over the age of 35 show lower than the national average (Maffucci, 2013). By comparing overall unemployment rates (Pre and Post 9/11) and combined age groups is misleading to the actual crisis we have among the younger troops (18-24), which has an unemployment rate almost double that of the national average (Tarantino, 2013).7Military Transition - What Are Skills WorthMilitary Veterans Age group below 35 years of ageThis is the first generation of business leaders that largely did not serve.Cultural barrier to understand military experience and skills.60 percent of Veterans say it is a challenge translating military skills to civilian job market.More veterans leaving the military earlier with not as many skill sets.

One of the major concerns currently is that this is the first generation of business leaders that did not serve in the military. Having never served, they have the challenge of recognizing what skills, training, and experience a Veteran has (Tarantino, 2013). A majority of Veterans state that they see it as a challenge to match their skills and experience to current civilian job market (Pearl, 2013).8Military Transition - What Are My Skills WorthMilitary Veterans Age group over 35 years of ageThese Vets have grown in the many of the skills sets that are being sought after in the civilian sector.Older veterans have progressed many times from technician to supervisor.Allows companies to hire these individuals without having to invest much money.Older Veterans leaving the military have the advantage of working through the trades. Many started off as trainees, progressed to the technician ranks, up through senior technicians, and for some, on to a supervisory role (Tarantino, 2013).9CommunicationStudents will collaborate and address:Elaborative (Constructive) FeedbackStudent GrowthRelevancy Feedback on Interviewing SkillsExamples of Useful Feedback Examples of Not Useful FeedbackFeedback on Resume BuildingExamples of Useful Feedback Examples of Not Useful Feedback

Lecturing in the class will be held to a minimum, focus will be emphasized on students growth and relevancy as it relates to Interviewing and Resume Writing. Students will post sample resumes and the other group members will be required to provide feedback on the resume using a collaborative setting. Sample interview questions will be posted, students will respond to the questions with their answers. All group members will discuss these questions and provide feedback. The purpose of the collaboration is to ask questions and help each other relate their military skills and experiences to the resume and interviews.

As instructors, we will supply expectations and show what meaningful feedback is, and what is not meaningful feedback. Instructors will act in the role as facilitators and keep conversations on track.

Weeks Comments:

Since the goal of the course is show transitioning military members how their training translates to the civilian job market and two of the objectives of the course relate to identifying and translate the skills in a resume as well as being able to articulate these skills in an interview; the feedback would be focused on resume building and interviewing skills. The feedback would need to be constructive in nature and stay relevant to the objectives.

According to Hall the best feedback to implement into collaborative activities should elaborative in nature so that it assists propelling the idea of the students forward in growth and relevant in nature. If the feedback is not relevant to what the learner is doing, the likelihood of them using the feedback to get better or advance is slim and the feedback just becomes noise in the background. Based off these statements, at the beginning of the lesson the expectation of feedback is to be discussed to include examples of useful and not useful feedback. Activities in the class that could benefit are resume writing, introductions, and practice interviews. These three activities focus on helping the veteran practice translating their skills into the civilian world and with the right type of feedback help them learn new ways of relating skills or remind them of skills they have forgotten about.

10StructureCourse will be managed by:Macro-ScriptMotivates GroupProvides StructureFlexibilityAdaptabilityRolesClearly DefinedHelper / Learner RolesCommon scenario for class / collaboration:Welcome the students (Motivates)Cover the schedule for the day (Structure)Lecture if any to include good points for questions (Structure)Guest Speakers (Veterans, VA Rep, etc.) (Motivates)Activities to include what to look for and how to give proper feedback (Adaptability)

Class / Collaboration allows for flexibility of the above items

Roles - Roles and expectations are established early and are clearly defined. Roles would be broken out into the helper and learner roles. We will focus on the individuals that have had success in their resume writing or interview skills. These individuals would be able to help those that are not quite as advanced in those areas. These roles will be interchangeable in the sense that the helper in interview skills may be the learner in resume writing. These roles would serve to strengthen a weak area among the students.

Weeks Comments:

The goal to shoot for in regards to structure is to be sufficient to fan the flame for collaboration while not

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