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dc.contributor.authorBrown, Barb
dc.contributor.authorThomas, Christy
dc.date.accessioned2017-06-28T21:55:53Z
dc.date.available2017-06-28T21:55:53Z
dc.date.issued2017-05
dc.identifier.urihttp://hdl.handle.net/1880/52111
dc.description.abstractWorking collaboratively is a necessary competency for students engaging in complex interdisciplinary learning. However, students struggle when there are issues with the quality or timeliness of peer contributions and when negotiating ideas with others in a group. Instructors can use participatory technologies and formative assessment strategies to support collaborative work and set conditions to promote positive social networks. In this paper, three scenarios from instructors’ reflective journals are used to discuss challenges in designing an interdisciplinary group project for undergraduate students. Reflecting on the challenges and strategies employed by the instructors can be used to inform subsequent iterations of collaborative activities.en_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectcollaborationen_US
dc.subjectgroup worken_US
dc.subjectteamingen_US
dc.subjectassessmenten_US
dc.subjectsocial networksen_US
dc.titleStrategies for Successful Group Worken_US
dc.description.refereedYesen_US
dc.contributor.facultyWerklund School of Education
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5344


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Attribution 4.0 International
Except where otherwise noted, this item's license is described as Attribution 4.0 International