Michelle Trim
ABSTRACT
This experience report details the advantages gleaned from moving course development from individuals to a mixed team of collaborators. We will present in detail what we learned from our experience working as a team of graduate students, junior and senior faculty in converting a long-standing traditional course to one offered asynchronously by remote. Our presentation will include effective strategies for collaboration, including an overview of course developments made possible through a melding of expertise, shared cultural competencies, and negotiated outcomes. We will share how our course development process was strengthened by the collaborative nature of this course redesign process, and we will discuss some of the implications for applying our methods to improving computing rich communication courses in ordinary, less unique circumstances as those occasioned by an international pandemic.
- William Hart-Davidson, Mark Zachry, and Clay Spinuzzi. 2012. Activity streams: Building context to coordinate writing activity in collaborative teams. In Proceedings of the 30th ACM International Conference on Design of Communication, October 3-5, 2012, Seattle, WA, 279-288. DOI: https://doi.org/10.1145/2379057.2379109Google Scholar
Digital Library
- Jason Swarts. 2000. Document collaboration and tacit knowledge. In Proceedings of the IEEE Professional Communication Society International Professional Communication Conference and Proceedings of the 18th Annual ACM International Conference on Computer Documentation: Technology & Teamwork, September 24-27, 2000, Cambridge,MA,407-418. DOI:https://doi.org/10.1109/IPCC.2000.887298Google Scholar
- Douglas Talbott, Matthew Gibson, and Suzanne Skublics. 2002. A collaborative methodology for the rapid development and delivery of online courses. In Proceedings of the 20th Annual International Conference on Computer Documentation, October 20-23, Toronto, Ontario, 216-225. DOI: https://doi.org/10.1145/584955.584987Google ScholarDigital Library
- Sweta Baniya, Nathan Mentzer, Dawn Laux, Aidan Holtan, Shawn Farrington, Christi Eden, Derek Sherman, and Liwei Zhang. 2019. Creating interdisciplinary collaborative teaching/learning praxis with design thinking, communication, and composition. In Proceedings of the 37th ACM International Conference on the Design of Communication, Article 5, ctober 4-6, 2019, Portland, OR, 6 pgs. DOI: https://doi.org/10.1145/3328020.3353930Google ScholarDigital Library
- Eric J. York, and Johndan Johnson-Eilola. 2020. Enduring designs, transient designers: A comparison of the workspaces and materials of professionals and novices. In Proceedings of the 38th ACM International Conference on Design of Communication, Article 40, October 3-4, 2020, Denton, TX, 8 pages. DOI: https://doi.org/10.1145/3380851.3416783Google Scholar
- Rob Cross and Jonathon N. Cummings. 2004. Tie and network correlates of individual performance in knowledge-intensive work. Academy of Management Journal, 47, 6 (Dec. 2004), 928-937. DOI: https://doi.org/10.5465/20159632Google ScholarCross Ref
- Neomy Storch. 2019. Collaborative writing. Language Teaching, 52, 1 (Jan. 2019), 40-59. DOI: https://doi.org/10.1017/S0261444818000320Google ScholarCross Ref
- Sang Soo Kim. 2020. Exploitation of shared knowledge and creative behavior: the role of social context. Journal of Knowledge Management, 24, 2 (Nov. 2019), 279-300. DOI: https://doi.org/10.1108/JKM-10-2018-0611Google ScholarCross Ref
- Irina Engeness. 2021. Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44, 1 (Nov. 2020),96-114. https://doi.org/10.1080/02619768.2020.1849129Google ScholarCross Ref
- Orit Avidov-Ungar and Alona Forkosh-Baruch. 2018. Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73 (April 2018), 183-191. DOI: https://doi.org/10.1016/j.tate.2018.03.017Google Scholar
- Fredrik Barth. 2002. An anthropology of knowledge. Current Anthropology, 43, 1 (Feb. 2002), 1-11. DOI: https://doi.org/10.1086/324131Google Scholar
- D. Douglas Caulkins. 2004. Identifying culture as a threshold of shared knowledge: a consensus analysis method. International Journal of Cross Cultural Management, 4, 3 (Dec. 2004), 317-333. DOI: https://doi.org/10.1177/1470595804047813Google ScholarCross Ref
- Tabitha Grier-Reed and Anne Williams-Wengerd. 2018. Integrating universal design, culturally sustaining practices, and constructivism to advance inclusive pedagogy in the undergraduate classroom. Education Sciences, 8, 4, Article 167 (Oct. 2018), 12 pages. DOI: https://doi.org/10.3390/educsci8040167Google Scholar
- Susan McLeod. 2014. The Pedagogy of Writing Across the Curriculum. In Gary Tate (Ed.). A Guide to Composition Pedagogies. Oxford University Press, Oxford. 149-65.Google Scholar
- Michelle Trim. 2017. Increasing ethical awareness in [future] software developers using audience-based writing. In Proceedings of the 35th ACM International Conference on the Design of Communication, Article 30, August 11–13, 2017, Halifax, NS, 5 pages. DOI: https://doi.org/10.1145/3121113.3121219Google ScholarDigital Library
- E. Shelley Reid. 2003. A changing for the better: Curriculum revision as reflective practice in teaching and administration. WPA: Writing Program Administration, 26, 3 (Spring 2003), 10-27.Google Scholar
Recommendations
Integrating synchronous and asynchronous support for group cognition in online collaborative learning
ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2The Virtual Math Teams (VMT) environment has recently integrated a wiki component into its text chat and shared whiteboard system. The wiki component serves a number of purposes, such as summarizing synchronous small-group interactions and sharing the ...
A Collaborative Course for Learning How to Teach Summer Java Coding Camps
SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science EducationSummer coding or programming camps are popular. With sufficient organization, offering these camps at higher education institutions can facilitate outreach objectives including engaging underrepresented groups. However, the challenges involved in ...
Gender Effects on Collaborative Online Brainstorming Teamwork
CHI EA '19: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing SystemsIt is common for individuals with diverse demographic backgrounds to collaborate through computer-mediated communication (CMC) technologies. Groups with internal diversity are typically considered to be advantageous to group performance due to the ...
Comments