The use of group roles for better engaged learning

When working with groups of learners one of the challenges is always keeping everyone on task. The problem is further exacerbated by the nature of human development which have learners who not only learn differently, but require various methods and levels of engagement, have their own values/beliefs and meaning of self, strengths and weaknesses. By engaging learners in group based activities, opportunities for cooperative and collaborative learning become possible. By extension this affords for a more learner centered approach to teaching and learning as learners interact to scaffold their knowledge and the development of social competencies.

When assigning roles in WebQuests, the assumed parts played by the learners as they engage in the simulated real world activity allows all the group participants to engage in  first person, real world exploratory perspective with focused activities which are in some way mutually dependent and contribute to a group project and articulated learning outcomes.

It is a good idea to do some research on the roles which learners will be expected to perform when designing WebQuests to ensure that the task the learner is required to perform matches the role and thus makes the learning experience as authentic as possible. It would make little sense to assign learners a role(s) for which there is no direct link to the topic under investigation or for which it would be difficult to find data or information. By utilizing roles each group member is able to present a different perspective to the group activity and thus positively contribute to the realization of the project goals.

An engaging scenario

No doubt, when attempting to engage learners the trick is to capture their attention by stimulating their imagination. To this end, when creating WebQuests it becomes essential to design one with a stimulating introduction and engaging scenario. Easier said than done and for this reason educators must be clear on their project goals.

To a novice at project based learning approaches the process becomes an incremental one as attempts are made to mesh the motivational and cognitive effectiveness of the introduction while ensuring that tasks are aligned to assessment standards and are doable, engaging and challenge the learner's thinking beyond mere rote comprehension.

On engaging with WebQuests

WebQuests provide a practical implementation for project-based approaches to learning as they provide solutions to some of the challenges which educators embarking on a project- based learning may encounter. These include providing opportunities for self-directed learning, collaboration, motivation and a framework for organising and managing project elements whether it be a short or long term project.

As it relates to 21st century skills WebQuests allow learners to engage in content which is single or multidisciplinary. Educators may engage learners through a variety of task approaches and learners are allowed to assume a role in investigating a scenario. This augurs well for removing curriculum compartmentalization and allows learners to improve their research, critical thinking and ICT skills as they scaffold their knowledge.

Just as with a successful project, proper planning of the tasks, processes involved and methods of evaluation are essential to creating a relevant and engaging WebQuest. As I embark on creating WordQuests I am acutely aware of the need to ensure a balance in efficiency as I manage for time, collaborative opportunities, critical & problem solving skills and technology incorporation in my projects. These dimensions coupled with the need to ensure that my project learning outcomes are related to my curriculum goals is also essential.

Armed with this new knowledge my foray into project-based learning should be positive... God Speed :)

Reflections on conflict

Conflict is such an important topic when we think of groups and group dynamics. Conflict manifests itself in so many forms. Managing and resolving conflict is where the true test lies as it is important as a tutor to remain neutral and objective, ascertain the facts and deal with each member's concerns in an impartial, non-judgmental manner. Everyone needs to feel a sense that they have been given an opportunity to be heard and justice has been allowed to prevail, whether in their favour or not. The tutor is after all the mediator whether face to face or online.

On facilitation..

As a continuation to the discussion on engendering trust in online communications, as a facilitator I am resolute towards:

• Creating a safe and nurturing environment where the opinion of every participant is valued

• Providing feedback which is objective and free from bias

• Providing feedback which highlight those areas of performance which satisfy standards and expectations

• Stiving to uphold the highest of moral and ethical values

• Motivating you to always give of your best

• Striving to design, utilise and execute teaching and learning activities based on educational best practice

• Fostering critical thinking through effective pedagogy

• Encouraging communication based on mutual trust and respect