Using a collaborative investigation and design strategy to support digital resource development in an online unit of study
Shannon Kennedy-Clark, Australian Film Television and Radio School ; Penny Wheeler, Australian Catholic University ; Vilma Galstaun, University of Sydney
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-1-74138-403-1 Publisher: Australasian Society for Computers in Learning in Tertiary Education
This paper presents the research design and preliminary findings from a study on supporting online students in a collaborative design project. The Collaborative Investigation, Design, Evaluation and Revision (CIDER) approach was used to scaffold the learning activities. CIDER is a learn-technology-by-design approach for collaborative resource design and development . This phase of the study was conducted in a Graduate Certificate in Higher Education unit at an Australian university. Participants, working in small groups, collaboratively developed electronic teaching resources, including a digital story and a website. Data sources for this study include student artefacts, evaluation data, survey data and peer-review feedback from two unit cohorts. The results indicate that geographical proximity was not the key factor in the group’s success; rather, a shared disciplinary area was a better indicator of the students’ ability to develop an online resource. Moreover, the results indicate that formative evaluation via a peer review process offered a practical way of determining the quality or potential quality of a web -based learning resource before it is published.
Kennedy-Clark, S., Wheeler, P. & Galstaun, V. (2013). Using a collaborative investigation and design strategy to support digital resource development in an online unit of study. In Proceedings of Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 471-476). Australasian Society for Computers in Learning in Tertiary Education. Retrieved March 21, 2018 from https://www.learntechlib.org/p/171165/.