Instructional Technology Series Workshop, University of Victoria January, 2013 Mariel Miller Allyson Hadwin

1. Instructional Technology Series:
Enhancing Learning and Teamwork Skills
in Moodle
Mariel Miller
Allyson Hadwin
University of Victoria, BC, Canada
Research funded by a SSHRC Standard Research Grant 410-2008-0700
(A. Hadwin) and SSHRC Doctoral Fellowship (M. Miller) Technology Integration &
University of Victoria
Evaluation Research Lab
1

2. Overview
1. Collaboration as a 21st century skill
2. About the ED-D 101 Collaborative Challenge
3. Demonstration of the Challenge
4. Preliminary Outcomes
5. Questions and Discussion

3. Collaboration
 Collaboration
 Coordinated and mutually interdependent work
 Shared goal in a joint task
 Leveraging distributed knowledge & expertise
 Beyond what any individual could achieve alone
 Critical 21st century skill
 Enhanced learning outcomes
 Does not happen automatically
(Dillenbourg, 1999; Johnson & Johnson, 1989; Kreijns et al., 2003; Phielix, et al., 2011; Rochelle & Teasley, 1995)

4. Successful Collaboration
Requires Regulation
Learning that is:
 Active & Engaged
 Planful & goal directed
 Motivated & confident
 Strategic & adaptive
 Reflective & Responsive

5. Involves Metacognition
 Awareness of learning
strengths and weaknesses What I know
What I don’t know
 Ability to analyze the demands What I need to know
of tasks/activities
 Use of effective thinking and
problem solving strategies to
cope with the challenges tasks
present

6. Involves Motivation
 Genuine interest in learning
 Focus on progress
 Belief that ability is incremental
 Willingness to try challenging
tasks
 View that errors present
opportunities to learn
 Belief that effort and effective
strategy use will lead to success

7. Involves Strategic Engagement
 Choosing strategies best
suited to the learning
situation from a larger
repertoire
 Applying strategies effectively
and efficiently

8. Regulation at the Individual and
Group Level
Co-Regulated Learning
(CoRL)
SR
Supporting one another to CoRL
L regulate in the task
Socially Shared
Regulation (SSRL)
Interdependent or
Self-Regulated Learning collective regulation of
(SRL) SSRL
group processes and
Each team member successful coordination
regulates his/her strategic
engagement of strategies
8 Hadwin, Järvelä, Miller, 2011

9. Regulation is Challenging
task perceptions
misaligned with
each other & the
instructor
Lack of Different
Failure to adapt monitoring
or turn challenge Goals/Plans -
or
into opportunity inaccurate
little precision or
evaluation commitment
Weak strategies,
Where we usually Different ideas
about what to do
intervene

10. Challenges Encountered During
Collaboration
 Planning challenges are commonly reported by students
 different understanding of what to do
 different goals or standards
0.7
Proportion of total challenges reported
0.6
0.5
Strategic Planning
Challenges
0.4
Team Coordination
0.3 Challenges
Soft Skills
0.2
Challenges
0.1
0
Challenges (N=150) reported by Environmental Science students across 3 collaborative
assignments
(McCardle, Helm, Hadwin, Shaw, 2011)

11. Collaborative Planning
 In a recent case study, most group members reported high
consensus in shared plans despite describing different ideas about
task purpose & goals in individual plans
Group Member Task Purpose Consensus
Jay Completely agreed
Aaron Completely agreed
Michael Mostly agreed
Kelsey Somewhat agreed
Green = ideas mentioned by individuals and the group
Red = ideas mentioned by individuals but not the group
(Miller & Hadwin, 2012)

12. ED-D 101 Collaborative Challenge
 ED-D 101: Strategies for University Success
 1st year undergraduate course
 Supporting students in becoming self-regulated learners
 Coursework includes 2 Collaborative Challenge Assignments

13. Goals of the ED-D 101
Collaborative Challenge
 Dual Goals of Collaborative Assignments
 Provide opportunities to enhance domain learning
through collaboration
 Support students in learning to regulate
collaboration
 Leverage Moodle to provide opportunities to develop collaborative
skills
 Use scripting & data visualization to provide students with
opportunities to engage metacognitively and reflectively in
collaboration

14. Collaborative Assignment
Mastering
Expertise
1. Domain Expertise
Solo
Activity
Solo Planning
Reflection
ED-D 101
Collaborative
Assignment
• Each member is “group
expert” on 1 of the 4 topics
covered
In-Class
Collaborative
In-Class
Collaborative
• Each constructed a “crib
Challenge
sheet” on expert topic to cue
Planning
memory of critical information
during the challenge
(O’Donnell, 2011)

15. Collaborative Assignment
Mastering
Expertise
2. Individual Planning
Solo
Solo Planning
Reflection
ED-D 101
Collaborative
Assignment
• Scripted individuals to
construct task
perceptions, goals, and
In-Class
plans for the assignment
In-Class
Collaborative Collaborative
Challenge Planning

16. Collaborative Assignment
Mastering
Expertise
3. Group Planning
Solo
Reflection
Solo Planning
• Scripted groups to co-
ED-D 101 construct task
Collaborative
Assignment perceptions, goals, and
plans for the assignment
• Provided data
In-Class In-Class visualization of individual
Collaborative Collaborative
Challenge Planning plans to the group

17. Collaborative Assignment
Mastering
Expertise
4. In-Class Assignment
Solo
Solo Planning
Reflection
ED-D 101
Collaborative • Groups described &
Assignment
Identified problems
• Generated and justified a
solution
In-Class In-Class
Collaborative Collaborative
Challenge Planning

18. Collaborative Assignment
Mastering
Expertise
5. Individual Reflection
Solo
Reflection
Solo Planning • Scripted individuals to
ED-D 101 reflect on collaboration
Collaborative and identify areas for
Assignment
improvement
In-Class In-Class
Collaborative Collaborative
Challenge Planning

19. Implementing the Collaborative
Challenge in Moodle
Assigned students to groups

20. Types of Moodle Activities
 2 Individual Activity Tools
 Feedback for Solo Planning
 Quiz for Solo Reflections
 3 Group Activity Tools
 Forum for Cheat sheets
 Chat
 OU Wiki for Challenge Activities

21. Collaborative Assignment
Demonstration
 moodle.uvic.ca
 Open “Enhancing Learning and Teamwork Skills” Demo
 Firefox Only
 View assignment materials
 Instructions
 Preparation Activities
 Challenge Activity
 Reflection Activity

22. Collaborative Assignment
Demonstration
1. Coordinate & Create Cheat Sheets (Moodle Forum)

23. Collaborative Assignment
Demonstration
2. Individual Planning (Feedback activity)

24. Collaborative Assignment
Demonstration
Open the Collaborative Challenge (OU Wiki)
 Solo Check-In
 Connect with group
• Enter your first name
• Resize your windows
• Mute chat (speaker icon)

25. Collaborative Assignment
Demonstration
3. Group Planning (OU Wiki)
Assign an editor (Only 1
person can edit at a time)
•Editor: Save changes after
every question
•Others: refresh to see saved
changes

26. Collaborative Assignment
Demonstration
3. Group Problem Solving
 Part A: Analyze Lisa’s Studying (Ou Wiki)
 Midpoint Check-In (Quiz Tool)
 Part B: Suggest a Solution (Ou Wiki)
 Solo Check-Out (Quiz Tool)

27. Collaborative Assignment 2
5. Individual Reflection
 Moodle Quiz Activity
 Cloze items

28. Challenge Performance
 Mean group product grade on Assignment 1 and 2
8
7
6
5
Group Product Grade (10)
4
3
2
1
0
Collaborative Challenge 1 Collaborative Challenge 2

29. Biggest Challenge Students
Reported Encountering
0.7
0.6
0.5
0.4
Collaborative Challenge 1 (n = 241)
0.3
Proportion
Collaborative Challenge 2 (n = 236)
0.2
0.1
0
Checking Doing the Task Group work Planning None
Progress

30. Satisfaction with Group Work
 Students most often reported being extremely satisfied
or very satisfied how things went across both
collaborative assignments
0.45
0.40
0.35
0.30
0.25
Proportion
0.20
0.15
0.10
0.05
0.00
Extremely Satisfied Very Satisfied Moderately Not Very Satisfied Not At All Satisfied
Satisfied
N=477

31. Feelings about Collaboration
 Students most often reported positive emotions about
how things went across both collaborative assignments
0.35
0.30
0.25
0.20
Proportion
0.15
0.10
0.05
0.00
N=477

32. Challenges & Opportunities
 When does scripting  Scripting adaptive habits in learning
become other regulation? and collaboration
 Who is doing the regulating  Helping adapt within and across
(learner, computer, other collaborative experiences
person)?
 Adaptive regulation is a lifelong
 Adapting in the face of new learning skill – not just for academic
challenges vs. adopting success
prescribed scripts
 Shift to view challenges and errors
opportunities to learn to regulate

33. Mariel Miller (fgage@uvic.ca)
Allyson Hadwin (hadwin@uvic.ca)
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