I chose the competency from the International Board of Standards for Training, Performance and Instruction (2012). The competency I chose is for the learner to engage in collaborative online communication to build knowledge. I chose this one because so many times students feel alone in the online learning realm.
One strategy I chose for an applications and multimedia resource to meet this competency standard is to provide students with a central Facebook page, similar to our Class Café. This Facebook page would contain announcements and questions which the students would have to collaborate with one another to compile their answers. Richardson (2010) states, “Most uses of Facebook by teachers are grounded in the creation of either public but usually private groups on the site where classes can exchange information, write on each other’s walls, answer questions, and create a shared space of materials for the course” (p. 137). The students would have to post a certain number of times each week. “Since students often learn from others, having students share their questions, insights, or experiences with a topic can expand learning for other students. In short, it extends the classroom discussion beyond the classroom” (Edudemic Staff, January 2015, p 1). One URL that promotes the use of social media and Facebook is http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis
Another strategy I chose is to put students in groups for as much of the time as possible. Students could be grouped according to interest in a project. In addition, students can be placed in pairs and work together to find answers to a question. Too many times students are not willing to share information with the entire class, but will work with another person and participate in discussions. In addition, collaborative learning is more effective when students learn from each other. Alber (2015) states, “Learning, and higher-level learning such as synthesizing information from several documents or analyzing scientific data, can hit much deeper when done collaboratively” (Edutopia, (2012)l Groups could be reformed as needed. Connecting students in smaller groupings helps students not to be so overwhelmed if they are struggling. Brindley, Walti, and Blascke state, “Learners are not passive receptacles but are active in their process of knowledge acquisition as they participate in discussions, search for information, and exchange opinions with their peers. Knowledge is co-created and shared among peers, not owned by one particular learner after obtaining it from the course materials or instructor” (p. 230). URL that promotes collaborative learning in groups is http://www.irrodl.org/index.php/irrodl/article/view/675/1271
Brindley, J., Walti, C., and Blasche, L. (2009). Creating effective collaborative learning groups
in an online environment. The Internation Review of Reacher in Open and Distributed
Learning. (10, 3), p. 222-245.
Competency statements obtained from www.ibstpi.org
Davis, V. (2015). A guide for social media in the classroom. Edutopia. Retrieved from
Alber, R. (2012). Deeper learning: a collaborative classroom is the key. Edutopia. Retrieved
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd
ed.). Thousand Oaks, CA: Corwin Press.
Staff (2015). How to use social media as a learning tool. Edudemic (January 2015). Retrieved