A guidebook to moderating intercultural collaboration online
Edited By Melinda Ann Dooly Owenby
CHAPTER 5 - Looking back: What did we do right? (Melinda Dooly) 149
CHAPTER 5 Looking back: What did we do right? Melinda Dooly Any fool can criticize, condemn and complain – and most fools do. (Dale Carnegie) Summary In this chapter we review some of the essential elements needed to create the environment and design the activities for a successful online collabora- tive language learning project. While it may seem we are repeating what was said in Chapters One and Two, we feel that it is important to high- light the main ingredients for effective online collaboration. Suggestions and guidelines for student assessment are given, with a special emphasis on self and peer assessment. Finally, we take a look at how to assess our own projects, followed by a list of behaviours and frame of minds that fa- cilitate collaboration. What makes a good online collaborative project? We have already discussed this in some detail in Chapter 1 when going over exactly what an online collaborative learning project is. However, it is worth a quick revision in this assessment chap- ter. As we have continually pointed out, collaborative learning must incorporate tasks and activities that encourage students to reflect and dis- cuss their learning process. Learners should share with each other how they came to their solutions of each problem they en- CHAPTER 5 150 countered. This includes discussing problems which emerged during their own learning process – sharing their problems and accomplishments with peers is an effective way to ensure learn- ing – as well as discussing problems they may have with their collaborative...
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