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Week 11 Online Class Activity: Red Team
StudentA: we need to decide quickly. we should be on the next step already Mar 22, 2004 11:30:21 AM EST
StudentB: OK. I am going to work as secretary. Mar 22, 2004 11:31:24 AM EST
StudentA: roger that Mar 22, 2004 11:31:30 AM EST
StudentC: Sorry for the late responses Mar 22, 2004 11:31:34 AM EST
StudentA: that leaves Team leader for StudentC Mar 22, 2004 11:31:45 AM EST
StudentA: Is Steve out there somewhere? Mar 22, 2004 11:32:35 AM EST
StudentA: We need a white board drawer Mar 22, 2004 11:33:03 AM EST
StudentA: Why don't I take Team leader also and StudentC can be white board drawer? Mar 22, 2004 11:33:47 AM EST
StudentC: Ok Mar 22, 2004 11:34:12 AM EST
StudentA: Lets begin by identifying possible arguments Mar 22, 2004 11:34:53 AM EST
StudentA: everyone give us one Mar 22, 2004 11:35:18 AM EST
StudentB: you mean supporting or opposing one? Mar 22, 2004 11:35:27 AM EST
StudentA: supporting arguements first Mar 22, 2004 11:35:47 AM EST
StudentA: collaborative tools can serve a knowledge management function Mar 22, 2004 11:36:44 AM EST
StudentA: we need to move faster Mar 22, 2004 11:38:15 AM EST
StudentA: ten minutes remain in this phase Mar 22, 2004 11:38:43 AM EST
StudentC: Is my role drawing the arguments? Mar 22, 2004 11:38:53 AM EST
StudentA: yes Mar 22, 2004 11:38:57 AM EST
StudentA: just write them down for now Mar 22, 2004 11:39:10 AM EST
StudentA: this is a brainstorming session Mar 22, 2004 11:39:24 AM EST
StudentA: learning togethjer is better than learning alone Mar 22, 2004 11:40:26 AM EST
StudentA: just write them down, diagram later Mar 22, 2004 11:41:17 AM EST
StudentB: There is the evidence in the textbook, (Johnson and hohnson,1990) Mar 22, 2004 11:41:23 AM EST
StudentB: I mean learning together... Mar 22, 2004 11:41:42 AM EST
StudentA: we need more supporting arguments Mar 22, 2004 11:42:37 AM EST
StudentA: so far we have two Mar 22, 2004 11:42:49 AM EST
StudentA: small group discussions have a larger positive effect than individual assignments Mar 22, 2004 11:43:27 AM EST
StudentA: positive effects on prior knowledge and subsequent learning Mar 22, 2004 11:44:29 AM EST
StudentA: maximizes interactions among all participants Mar 22, 2004 11:45:03 AM EST
StudentA: five minutes left Mar 22, 2004 11:45:13 AM EST
StudentA: I think we have five arguments. lets get them on the whiteboard Mar 22, 2004 11:48:07 AM EST
StudentA: one minute remains Mar 22, 2004 11:49:51 AM EST
StudentA: Lets begin phase 2 Mar 22, 2004 11:50:41 AM EST
StudentA: lets organize these ARGs in a hierarchical diagram Mar 22, 2004 11:52:09 AM EST
StudentA: what do you guys think? Mar 22, 2004 11:52:50 AM EST
StudentB: I think leaning together... is similar to small group has large effect... Mar 22, 2004 11:54:29 AM EST
StudentA: yes, I think so too Mar 22, 2004 11:54:51 AM EST
StudentB: I mean two ARGs are the same. Mar 22, 2004 11:54:55 AM EST
StudentA: maybe one is a subarg of the other? Mar 22, 2004 11:55:18 AM EST
StudentC: right Mar 22, 2004 11:56:00 AM EST
StudentA: which one is the main arg? Mar 22, 2004 11:56:20 AM EST
StudentC: small group is the subarg Mar 22, 2004 11:56:22 AM EST
StudentB: And also it has evidence. Mar 22, 2004 11:56:39 AM EST
StudentA: ok, lets put them in a diagram that reflects this Mar 22, 2004 11:57:04 AM EST
StudentC: does anyone know how I can relocate the boxes? Mar 22, 2004 11:59:38 AM EST
StudentA: did you figure it out? Mar 22, 2004 12:00:21 PM EST
StudentC: not yet Mar 22, 2004 12:00:31 PM EST
StudentC: the box moves but the text does not Mar 22, 2004 12:00:49 PM EST
StudentA: click on the tool to the far left Mar 22, 2004 12:01:08 PM EST
StudentA: both the box and text can move Mar 22, 2004 12:01:25 PM EST
StudentB: I think this is collaboration Mar 22, 2004 12:01:52 PM EST
StudentA: put the four main ARGs across the top and the subarg below Mar 22, 2004 12:02:07 PM EST
StudentA: reduce box size Mar 22, 2004 12:02:53 PM EST
StudentA: lets make this a converging diagram Mar 22, 2004 12:05:04 PM EST
StudentA: lets put the main point at the bottom, and the supporting arguments above it Mar 22, 2004 12:05:37 PM EST
StudentC: I think I got it Mar 22, 2004 12:06:16 PM EST
StudentC: Now give me directions Mar 22, 2004 12:06:24 PM EST
StudentA: Main Point: Use Online Collaborative Learning Mar 22, 2004 12:07:37 PM EST
StudentB: from small group to learning toghether is bether Mar 22, 2004 12:07:41 PM EST
StudentA: we have seven minutes remaining Mar 22, 2004 12:08:25 PM EST
StudentA: use a blue color font for ARGs Mar 22, 2004 12:09:52 PM EST
StudentA: looking good. can we reduce the font size? Mar 22, 2004 12:10:32 PM EST
StudentA: five minutes Mar 22, 2004 12:10:59 PM EST
StudentC: Sorry we cannot reduce the font size Mar 22, 2004 12:13:17 PM EST
StudentA: don't type so many words across Mar 22, 2004 12:15:17 PM EST
StudentC: I think Positive effect on prior knowledge is related to learning together Mar 22, 2004 12:15:30 PM EST
StudentC: wht do you think' Mar 22, 2004 12:15:39 PM EST
StudentA: make the boxes wider, not longer Mar 22, 2004 12:15:56 PM EST
StudentA: time is up, break time Mar 22, 2004 12:16:22 PM EST
StudentA: learn from these guys, save our work Mar 22, 2004 12:16:55 PM EST
StudentC: HEy all make sure do not use the duster erases everythink Mar 22, 2004 12:19:09 PM EST
StudentA: lets begin phase 3 Mar 22, 2004 12:27:37 PM EST
StudentA: we need evidence, principles & assumptions Mar 22, 2004 12:28:34 PM EST
StudentA: evidence in green Mar 22, 2004 12:28:50 PM EST
StudentA: principles in yellow Mar 22, 2004 12:28:58 PM EST
StudentA: assumptions in orange Mar 22, 2004 12:29:10 PM EST
StudentB: As I said, learning together has a evidence Mar 22, 2004 12:29:27 PM EST
StudentA: StudentB, you list all evidence Mar 22, 2004 12:29:37 PM EST
StudentB: Ok. Mar 22, 2004 12:29:48 PM EST
StudentA: I will list principles and assumptions Mar 22, 2004 12:30:02 PM EST
StudentA: StudentC, you diagram Mar 22, 2004 12:30:10 PM EST
StudentC: O>k Mar 22, 2004 12:30:25 PM EST
StudentB: and also, I think knowlege management is related with consturctivism Mar 22, 2004 12:30:30 PM EST
StudentA: find us evidence Mar 22, 2004 12:31:00 PM EST
StudentC: I think what we have as a subarg is the evidence Mar 22, 2004 12:31:17 PM EST
StudentA: no, the evidence is Schmidt & Moust, 2000 Mar 22, 2004 12:32:21 PM EST
StudentC: evidence for what is schmith & Moust, 2000??? Mar 22, 2004 12:34:13 PM EST
StudentA: Assumption: both collaboration & structure contribute to better learning Mar 22, 2004 12:34:59 PM EST
StudentC: which color you want the assumptions Mar 22, 2004 12:35:42 PM EST
StudentA: small group's positive effect Mar 22, 2004 12:35:54 PM EST
StudentA: orange Mar 22, 2004 12:36:16 PM EST
StudentA: Assumption: Learning through knowledge exchange is a valuable feature of online learning Mar 22, 2004 12:37:56 PM EST
StudentA: Principle: the degree of learner concurrency in your training environment should dictate which collaborative tool you should use Mar
22, 2004 12:40:45 PM EST
StudentA: Principle in yellow Mar 22, 2004 12:40:58 PM EST
StudentA: diagram is looking good Mar 22, 2004 12:41:16 PM EST
StudentC: can you tell me the brief description of what you said Mar 22, 2004 12:41:39 PM EST
StudentA: Principle: Training goals should influence the type of collaborative tools you use Mar 22, 2004 12:42:44 PM EST
StudentA: five minutes remain in phase 3 Mar 22, 2004 12:45:03 PM EST
StudentB: far right green box is the evidence of positve effect on prior knowlege Mar 22, 2004 12:46:03 PM EST
StudentC: I gues we will have a problem of haviong difficulty on locating things Mar 22, 2004 12:47:34 PM EST
StudentA: why? Mar 22, 2004 12:47:46 PM EST
StudentA: connect what we have now to their right ARGs Mar 22, 2004 12:48:50 PM EST
StudentA: one minute Mar 22, 2004 12:49:16 PM EST
StudentB: Jonassen... is the evidence of Max interaction Mar 22, 2004 12:49:52 PM EST
StudentA: lets stop with the evidence and auumptions, etc... and diagram what we have Mar 22, 2004 12:51:01 PM EST
StudentC: Ok Mar 22, 2004 12:52:10 PM EST
StudentC: Please tell me where should we put the principles and assumpt Mar 22, 2004 12:52:42 PM EST
StudentA: connect the orabnge on the far leaft to learning together Mar 22, 2004 12:53:55 PM EST
StudentA: connect the second orange to max interaction Mar 22, 2004 12:55:19 PM EST
StudentA: top yellow to knowledge management Mar 22, 2004 12:56:47 PM EST
StudentA: bottom yellow to positive effect Mar 22, 2004 12:57:38 PM EST
StudentA: StudentB, start listing opposing agruments Mar 22, 2004 12:58:21 PM EST
StudentA: looking good StudentC Mar 22, 2004 12:59:16 PM EST
StudentC: StudentA Mar 22, 2004 1:00:47 PM EST
StudentA: yes? Mar 22, 2004 1:00:55 PM EST
StudentC: Don't look around!!!! Mar 22, 2004 1:01:01 PM EST
StudentA: we have fifteen minutes remaining in phase 4 Mar 22, 2004 1:01:35 PM EST
StudentB: Collaboration tool may make learners confuse because of so much information Mar 22, 2004 1:01:44 PM EST
StudentA: opposing ARG in red Mar 22, 2004 1:02:07 PM EST
StudentB: And also, what if students' interaction have nothing to do with its subject? Mar 22, 2004 1:03:21 PM EST
StudentC: Shoe I do not think what you said is possible Mar 22, 2004 1:03:54 PM EST
StudentB: And how to make learners participate in interaction actively? Mar 22, 2004 1:04:10 PM EST
StudentC: I mean how it can confuse Mar 22, 2004 1:04:11 PM EST
StudentA: online collaboration tools are subject to communication failures Mar 22, 2004 1:04:28 PM EST
StudentA: lets get these down in red Mar 22, 2004 1:05:14 PM EST
StudentB: students could think of chatting as an entertainment. Mar 22, 2004 1:06:00 PM EST
StudentB: Not as a studying tool. Mar 22, 2004 1:06:21 PM EST
StudentA: people have different levels of computer expertise & experience Mar 22, 2004 1:06:33 PM EST
StudentA: different computers may not be compatible Mar 22, 2004 1:07:07 PM EST
StudentC: StudentA your issue is related to which arg? Mar 22, 2004 1:07:59 PM EST
StudentA: which issue? Mar 22, 2004 1:08:12 PM EST
StudentA: knowledge management for the communication failure issue Mar 22, 2004 1:08:58 PM EST
StudentA: five minute remain in phase 4 Mar 22, 2004 1:10:06 PM EST
StudentA: post no more issues. diagram what we have Mar 22, 2004 1:10:36 PM EST
StudentB: I think technical problem issue needs extra place Mar 22, 2004 1:13:53 PM EST
StudentB: I mean it is not related to any ARGs. Mar 22, 2004 1:14:32 PM EST
StudentA: StudentB, read Phase 5. Mar 22, 2004 1:15:07 PM EST
StudentB: OK Mar 22, 2004 1:16:14 PM EST
StudentA: lets begin phase 5 while StudentC finishes the diagram Mar 22, 2004 1:16:44 PM EST
StudentC: I agree on the issue of raising the technical difficulties Mar 22, 2004 1:16:45 PM EST
StudentB: StudentA, did you said communication failure is related to knowlege management? Mar 22, 2004 1:16:52 PM EST
StudentB: StudentC, I do not mean that technical difficulties was irrelevant. Mar 22, 2004 1:17:35 PM EST
StudentC: Also different level among the learners is an important issue deserve a special consideration Mar 22, 2004 1:17:41 PM EST
StudentA: no collaboration with communication failure Mar 22, 2004 1:18:39 PM EST
StudentA: we need to move on to phase 5 Mar 22, 2004 1:18:55 PM EST
StudentC: I mean technical expertise and experience on using the computers and the design tools Mar 22, 2004 1:19:03 PM EST
StudentB: I think communication failure is more related to max interaction Mar 22, 2004 1:19:13 PM EST
StudentC: I am in the phase 5 Mar 22, 2004 1:19:24 PM EST
StudentC: I agree it is also related to max interaction Mar 22, 2004 1:20:07 PM EST
StudentA: it is related to both. good job Mar 22, 2004 1:20:39 PM EST
StudentC: Another limitation is about the limitation of the tools Mar 22, 2004 1:21:05 PM EST
StudentB: the white board is too small. Mar 22, 2004 1:21:43 PM EST
StudentA: No more limitations. We need to list strengths and weaknesses of this activity for StudentB Mar 22, 2004 1:21:56 PM EST
StudentC: i.e interestingly we are not able to copy and paste the text etc Mar 22, 2004 1:22:17 PM EST
StudentA: Weakness: One team member was AWOL Mar 22, 2004 1:22:52 PM EST
StudentB: What AWOL means? Mar 22, 2004 1:23:53 PM EST
StudentC: Strength: Being able to communicate from different locations Mar 22, 2004 1:23:55 PM EST
StudentA: Strength: Everyone participated Mar 22, 2004 1:24:01 PM EST
StudentA: Absent without Leave Mar 22, 2004 1:24:21 PM EST
StudentA: Strength: We had a good internet connection Mar 22, 2004 1:24:58 PM EST
StudentC: Mar 22, 2004 1:25:06 PM EST
StudentC: Strenth: Help the players concentrate Mar 22, 2004 1:26:30 PM EST
StudentA: Weakness: explanations are kept short, and sometimes people don't understand what you meant Mar 22, 2004 1:26:38 PM EST
StudentA: We need to begin the last phase Mar 22, 2004 1:27:27 PM EST
StudentA: Ant more strengths or weaknesses? Mar 22, 2004 1:27:54 PM EST
StudentC: Strength: help users improve technical skills Mar 22, 2004 1:27:57 PM EST
StudentA: nice one Mar 22, 2004 1:28:05 PM EST
StudentA: weakness: some people may be reluctant to participate Mar 22, 2004 1:28:38 PM EST
StudentA: two minutes remain Mar 22, 2004 1:28:54 PM EST
StudentC: Why and how? Mar 22, 2004 1:28:55 PM EST
StudentA: I will stop recording in one minute Mar 22, 2004 1:29:15 PM EST
StudentA: any last thoughts? Mar 22, 2004 1:29:27 PM EST
StudentC: good nice job for the first experience Mar 22, 2004 1:29:47 PM EST
StudentB: why do you suggest solution for weakness? Mar 22, 2004 1:30:02 PM EST
StudentA: I think so too. Thanks for a good online experience Mar 22, 2004 1:30:31 PM EST
StudentA: What do you mean? Mar 22, 2004 1:31:00 PM EST
StudentC: Shoee I guess this question for StudentA right? Mar 22, 2004 1:31:12 PM EST
StudentB: Yes. Mar 22, 2004 1:31:19 PM EST
StudentA: I don't understand the? Mar 22, 2004 1:31:32 PM EST
StudentB: It says list the proposed solutions for resolving some of the problems Mar 22, 2004 1:32:05 PM EST
StudentA: Face to face classroom Mar 22, 2004 1:32:32 PM EST
StudentA: Time to go. Bye Bye Red Team Mar 22, 2004 1:33:06 PM EST
StudentB: any other? Mar 22, 2004 1:33:11 PM EST
Reflections on Activity
RED TEAM
- Strength and Weakness of this Activity
Strength / 1. Being able to communicate from different locations.
2.Everyone participated.
3.We had a good internet connection.
4.Help the players concentrate.
5.Help users improve technical skills
Weakness / 1.One team member is AWOL.
2. Explanations are kept short, and sometimes people
don’t understand what you meant.
3.Some people may be reluctant to participate.
2. The proposed solutions for resolving some of the problem.
Face to face classroom
3. No suggestions or comments.