This presentation will focus on a pilot in which instructional designers and technologists worked together to develop effective strategies to support collaboration and reflective practice in two new asynchronous Master’s programs at the Columbia University School of Professional Studies. The pedagogical framework for both programs is Problem-Based Learning (PBL).
This presentation will focus on a pilot in which instructional designers and technologists worked together to develop effective strategies that support group work, collaboration and reflective practice in two new asynchronous Master’s programs at the Columbia University School of Professional Studies. The pedagogical framework for both programs is Problem-Based Learning (PBL).
We will share how we leveraged design, technology, and student data iteratively to improve the PBL experience, empower collaboration, optimize group dynamics, and facilitate peer-to-peer as well as individual reflection. The strategies initially developed were ultimately customized to accommodate each program with respect to faculty, student and administrative preferences.
We will be exploring this topic from three different interconnected perspectives: instructional design, educational technology, and student feedback. We will share the strategies we developed to enable our students to engage effectively in collaborative group work, with regard to two key skill sets: 1) providing and receiving constructive feedback; and 2) engaging in personal and group reflection. The strategies include reflective rubrics and a suite of peer review tools that the School is currently piloting.
Students have found the rubric-based reflections helpful in becoming more self-aware about the collaboration process itself, as well as their own experience participating in various group-based PBL projects. Faculty have benefited from gaining insights into the health of group dynamics, and being able to discern the quality and extent of individual contributions more easily. This has enabled them to provide more effective feedback to students.
Topics covered in the presentation will include:
1) How we at Columbia SPS design Problem-Based Learning in asynchronous Master’s level programs; 2) How we address the challenges of asynchronous group work, collaboration, and reflective practice; 3) How we leverage student data insights to facilitate iterative teaching practice, instructional design, and educational technology implementation.
The session will include a presentation, a hands-on group activity, and an open discussion.
By the end of this presentation, participants will be able to:
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Identify the challenges of Problem-based Learning in asynchronous environments.
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Explore various methods for facilitating a range of group and peer-to-peer interactions.
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Discuss how to facilitate effective collaboration in online learning environments.