Online Collaborative Learning - eLearning Activity
OMDE 610 - March 18, 2013
Author's note: The one takeaway from my undergraduate study of business and marketing is an interest in advertising. I enjoy the organization and creative thinking that advertising brings out in people. The following write-up is an example of how students can learn about basic principles in a subject like advertising, using the following e-learning activity.
Brief description, intended audience, objectives
This learning activity is designed for distance education students at the undergraduate level and will cover online learning environments. This activity applies to a variety of subjects including, but not limited to: business, mass communication, and advertising. Students will be introduced to the concepts of advertising, basic advertising theories, and principles to practice. Students will be introduced to a number of free websites where they can develop advertisements online. Over the course of two weeks, the students will be separated into groups of three-to-five people. Each group is responsible for developing an advertisement, using the Internet and any related resources. Each group member is responsible for submitting a corresponding essay discussing the concepts developed. Students who successfully complete the assignments will learn the following:
Activity outline
This learning activity is a two-week segment of a semester consisting of complete online instruction. At the end of the activity, groups will present their advertisements to the class and students will deliver a written academic essay. Professors can use the advertisement and essay as deliverables to assess comprehension. During the first week, students must meet with their group members online and collaborate on project ideas. Students must decide what they are going to advertise and which medium is best suited for their advertisement.
In the first week, a lot of collaboration is necessary because of the short timeframe of the assignment. Nearing the end of the first week, students should have started their group advertisements. At the start of the second week, students should begin writing their academic essay. The essay will include a discussion of advertising theories as well as a brief discussion on the group project. The student will also be asked to include an assessment of their teammate’s contributions. The students will be provided a grading rubric to assess their teammates and their own level of participation, which the instructor can factor into individual grades. At the end of the second week, students will submit both deliverables. After all group projects are submitted and posted online, the instructor can opt to facilitate a group discussion about the various projects. The instructor can welcome students to comment on the work of other groups.
Activity and technology
There are a variety of free software programs that facilitate the creation of advertisements and group work. The students must first decide on which software program to use and then how to use the software. By using these free resources online, students are engaging in online collaborative learning. The technology used in this learning activity is what Harasim (2012) would call an Online Collaborative Learning (OCL) tool, which refers to “web tools that can facilitate or enable particular tasks in a learning activity” (p. 98). Students collaborate on the assignment and create new ways of completing the assignment, within the parameters given, thus producing knowledge products. Harasim (2012) defines knowledge products as those that “can be characterized as inventions or innovations; new ways of doing things as well as doing new things” (p. 82).
Activity and learning theory
Online collaborative learning theory (OCL) is the focus of this activity. The activity begins with an exploration of free online advertising software. The groups must then collaborate on what software to use and how to use the respective software as a team. The team must share ideas, negotiate differences, and cooperate throughout the entirety of the group portion of the project. This learning activity consists of any or all of the following five attributes of OCL environments in that it is place and time-independent, many-to-many, text-based and internet/computer mediated (Harasim, 2012).
Throughout this activity the instructor posits a different pedagogical role, whereas he/she will provide feedback throughout the activity. He/she is responsible for as Harasim (2012) states, “representing their knowledge communities, and as such introduce the learners to the appropriate language as well as its application within the particular discipline” (p. 94).
Furthermore, students progressing through this learning activity will be able to broaden their knowledge and understanding of the concepts by passing through three intellectual phases. Harasim (2012) denotes these three intellectual phases as “idea generating, idea organizing and intellectual convergence” (p. 80). Students engage idea generating through brainstorming free online advertising software, they engage idea organizing by finalizing an agreed upon medium, and they engage intellectual convergence by submitting their advertisement.
The assignment
This assignment is two weeks long and consists of a group project and individual essay. Students will be divided into groups of three to five. Each group must select a free online ad creator. Groups may choose from the list provided or select new software (instructor approval required if choosing software not on the list). Using the concepts discussed in class, groups are to create an online advertisement to share with the class at the end of the second week. Students are instructed to remember their intended audience and basic advertising theory.
In addition to the group project, each student is to submit an individual essay in 400-500 words using Times New Roman 12 point font, double spaced. In the essay students should briefly discuss why the ad software was chosen, what advertising theories are being used, and their thoughts on the group work/team building exercise. At the end of the essay, students need to include the attached rubric grading the performance of other team members. The instructor will factor the grades of your respective teammates into your final grade. Below is a grading rubric for this activity:
Author's note: The one takeaway from my undergraduate study of business and marketing is an interest in advertising. I enjoy the organization and creative thinking that advertising brings out in people. The following write-up is an example of how students can learn about basic principles in a subject like advertising, using the following e-learning activity.
Brief description, intended audience, objectives
This learning activity is designed for distance education students at the undergraduate level and will cover online learning environments. This activity applies to a variety of subjects including, but not limited to: business, mass communication, and advertising. Students will be introduced to the concepts of advertising, basic advertising theories, and principles to practice. Students will be introduced to a number of free websites where they can develop advertisements online. Over the course of two weeks, the students will be separated into groups of three-to-five people. Each group is responsible for developing an advertisement, using the Internet and any related resources. Each group member is responsible for submitting a corresponding essay discussing the concepts developed. Students who successfully complete the assignments will learn the following:
- Students will identify concepts of advertising
- Students will identify basic advertising theory
- Students will demonstrate principles to practice
- Students will design effective advertising strategies that combine the use of print, online and other multi-media
- Students will develop skills in team building and project development
Activity outline
This learning activity is a two-week segment of a semester consisting of complete online instruction. At the end of the activity, groups will present their advertisements to the class and students will deliver a written academic essay. Professors can use the advertisement and essay as deliverables to assess comprehension. During the first week, students must meet with their group members online and collaborate on project ideas. Students must decide what they are going to advertise and which medium is best suited for their advertisement.
In the first week, a lot of collaboration is necessary because of the short timeframe of the assignment. Nearing the end of the first week, students should have started their group advertisements. At the start of the second week, students should begin writing their academic essay. The essay will include a discussion of advertising theories as well as a brief discussion on the group project. The student will also be asked to include an assessment of their teammate’s contributions. The students will be provided a grading rubric to assess their teammates and their own level of participation, which the instructor can factor into individual grades. At the end of the second week, students will submit both deliverables. After all group projects are submitted and posted online, the instructor can opt to facilitate a group discussion about the various projects. The instructor can welcome students to comment on the work of other groups.
Activity and technology
There are a variety of free software programs that facilitate the creation of advertisements and group work. The students must first decide on which software program to use and then how to use the software. By using these free resources online, students are engaging in online collaborative learning. The technology used in this learning activity is what Harasim (2012) would call an Online Collaborative Learning (OCL) tool, which refers to “web tools that can facilitate or enable particular tasks in a learning activity” (p. 98). Students collaborate on the assignment and create new ways of completing the assignment, within the parameters given, thus producing knowledge products. Harasim (2012) defines knowledge products as those that “can be characterized as inventions or innovations; new ways of doing things as well as doing new things” (p. 82).
Activity and learning theory
Online collaborative learning theory (OCL) is the focus of this activity. The activity begins with an exploration of free online advertising software. The groups must then collaborate on what software to use and how to use the respective software as a team. The team must share ideas, negotiate differences, and cooperate throughout the entirety of the group portion of the project. This learning activity consists of any or all of the following five attributes of OCL environments in that it is place and time-independent, many-to-many, text-based and internet/computer mediated (Harasim, 2012).
Throughout this activity the instructor posits a different pedagogical role, whereas he/she will provide feedback throughout the activity. He/she is responsible for as Harasim (2012) states, “representing their knowledge communities, and as such introduce the learners to the appropriate language as well as its application within the particular discipline” (p. 94).
Furthermore, students progressing through this learning activity will be able to broaden their knowledge and understanding of the concepts by passing through three intellectual phases. Harasim (2012) denotes these three intellectual phases as “idea generating, idea organizing and intellectual convergence” (p. 80). Students engage idea generating through brainstorming free online advertising software, they engage idea organizing by finalizing an agreed upon medium, and they engage intellectual convergence by submitting their advertisement.
The assignment
This assignment is two weeks long and consists of a group project and individual essay. Students will be divided into groups of three to five. Each group must select a free online ad creator. Groups may choose from the list provided or select new software (instructor approval required if choosing software not on the list). Using the concepts discussed in class, groups are to create an online advertisement to share with the class at the end of the second week. Students are instructed to remember their intended audience and basic advertising theory.
In addition to the group project, each student is to submit an individual essay in 400-500 words using Times New Roman 12 point font, double spaced. In the essay students should briefly discuss why the ad software was chosen, what advertising theories are being used, and their thoughts on the group work/team building exercise. At the end of the essay, students need to include the attached rubric grading the performance of other team members. The instructor will factor the grades of your respective teammates into your final grade. Below is a grading rubric for this activity:
Included rubric for student completion (Be sure to asses yourself):
List of free ad design websites:
www.addesigner.com
www.ad.gogopin.com
www.adkreator.com
Conclusion
Online collaborative learning theory is ever present throughout this e-learning activity. Collective feedback is an essential element to the learning process taking place, whether student-student, student-group or instructor-student. Using the affordances of Web 2.0 technologies, distance students can collaborate and learn together online.
References
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
www.addesigner.com
www.ad.gogopin.com
www.adkreator.com
Conclusion
Online collaborative learning theory is ever present throughout this e-learning activity. Collective feedback is an essential element to the learning process taking place, whether student-student, student-group or instructor-student. Using the affordances of Web 2.0 technologies, distance students can collaborate and learn together online.
References
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
