Overview

Students who know how to collaborate successfully in the classroom will be better prepared for professional success in a world where we are expected to work well with others. Students learn collaboratively, and acquire the skills needed to organize and complete collaborative work, when they participate in thoughtfully-designed learning activities.Learning to Collaborate, Collaborating to Learn uses the author’s Taxonomy of Online Collaboration to illustrate levels of progressively more complex and integrated collaborative activities.- Part I introduces the Taxonomy of Online Collaboration and offers theoretical and research foundations.- Part II focuses on ways to use Taxonomy of Online Collaboration, including, clarifying roles and developing trust, communicating effectively, organizing project tasks and systems.- Part III offers ways to design collaborative learning activities, assignments or projects, and ways to fairly assess participants’ performance.Learning to Collaborate, Collaborating to Learn is a professional guide intended for faculty, curriculum planners, or instructional designers who want to design, teach, facilitate, and assess collaborative learning. The book covers the use of information and communication technology tools by collaborative partners who may or may not be co-located. As such, the book will be appropriate for all-online, blended learning, or conventional classrooms that infuse technology with “flipped” instructional techniques.

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9781620368053

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Western understanding of collaborative learning and work in Asia is in stark contrast to the way it is actually practiced among Chinese students. Surprisingly, they do not relish many of our best attempts to design collaborative learning processes. This is due in large part to social loafing, over-reliance on linguistic skills of others, cross-cultural disconnects, and misalignments in student/teacher expectations. Learning to Collaborate, Collaborating to Learn gives instructors a tangible framework to understand, organize, assess, implement, and redesign methodologies toward effective student-centered existential collaborative processes inside or outside of the classroom. In our Fieldwork in Leadership Studies course, we strive to give theory practical application. The taxonomical approaches, the assessments, and the activities offered here are invaluable and can give us tangible guidelines to help us improve our deliverables. --Brendon C. Fox, Ph.D., Assistant Professor of Leadership Studies Fort Hays State University US/Sino partnership with Sias International University, Xinzheng, Henan, PR China Employers keep saying that they want employees who can be good team players and work collaboratively, and Janet Salmons has finally provided faculty and course-writing teams with a useful, well-grounded and practical guidebook for creating learning experiences that help our students build those critical skill-sets. Dr. Salmons has provided us with a remarkably well-grounded and useful guidebook for helping create truly collaborative learning experiences for our students--and helping students move from 'ugh, group work', to 'yes, collaborative teamwork'! --William C. Schulz III, Director of Academic Initiatives, Office of Academic Affairs, School of Management, and Founding Director, Walden Center for Social Change Walden University Collaboration is a part of our life. In this book Janet illuminates how collaboration can be a positive experience and how we can intentionally learn to be an effective collaborator no matter the circumstances, our role, our preference way of working, and end point. At a time when working effectively with others is seen as a vital skill, this book unpacks how it possible to thrive and flourish as we learn to understand the collaborative process, how working with others can be put into practice, and most importantly how we can grow as individuals personally and professionally. --Narelle Lemon, Associate Professor, Education Swinburne University of Technology, Melbourne, Australia

Author Information

Janet Salmons is an independent researcher and writer through Vision2Lead. She is the author of five books about online research; the most recent are Doing Qualitative Research Online (2016) and Qualitative Online Interviews (2015). Dr. Salmons served on the Ph.D. faculty in Educational Technology at Walden University and on the graduate faculty of the Capella University School of Business, where she was honored with the Harold Abel Distinguished Faculty Award for 2011-2012 and the Steven Shank Recognition for Teaching in 2012, 2013, 2014 and 2015. Dr. Salmons lives and works in Boulder, Colorado. Lynn A. Wilson

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