Murphy et al. identifies a social constructivist model that is used to “promote student centred and active learning. Collaborative learning occurs through interaction with others, exchanging ideas, meaning negotiation, reflecting on perspectives of others” (p.342). 

The attached is an example of collaborative assignment in which I worked with three other students in MDE 603. The purpose of the assignment was to draw from each our experience, complete research, share our perspectives on a particular subject, and potentially develop a sense of camaraderie amongst ourselves through this effort.  I say potentially develop because, there may be some risk associated with the students not getting along, due to a variety of reasons, including poor organizational skills, personality conflict, or poor performance by individual team members.

Redesigning an Athabasca University Course   

This was my first collaborative assignment with another student in a distance education environment. At the time, the experience was very challenging. Not necessarily because of the individuals that I worked with. It was more about trying to decide who would do what tasks or research components, how to keep the group organized and on track, respecting changes in people's circumstances that might affect their commitment to the team, and communicating to others about your ability to deliver on work.

As part of the assignment, the team members were asked to mark themselves on their performance. I found that I marked myself harder than other my team members did. Perhaps due to self-modesty, perhaps due to differing expectations of oneself as compared to the way that others see you and your effort, or perhaps due to the other members feeling obliged to give you a good mark in hopes that they receive the same beneficial treatment. Regardless the self assessment made up only 10% of the overall assignment mark.

The following spring term,  another collaborative assignment was to be completed in MDE 620.  I worked with one of my previous team members on the assignment and the second time around was easier. It was easier and less stressful because I had experienced working on-line in  a collaborative environment and further I had shared success with that particular individual that I chose to work with again, and obviously the feeling was mutually shared by the other person.

Break-even Analysis of a Planned Technology Innovation

References

Murphy, K., Mahoney, S., Chen, CY., Mendoza-Diaz,N., Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussions. Distance Education Vol.26, No.3, November 2005, pp.341-366.

Competency Categories Exhibited - 

1. Problem Solving, Analysis, & Decision Making

2. Instructional Design & Development

3. Communication Technologies & Networking

4. Communication & Interpersonal Skills

5. Research