UBC Wiki - User contributions [en]

Documentation:UBC Content Management System/CLF Theme/List of currently available shortcodes/the plain tags

2012-03-30T22:13:45Z

Alanhan:

The [the_plain_tags] shortcode returns in plain text a list of tags associated with the post. This must be used with in the [[Documentation:UBC_Content_Management_System/CLF_Theme/Loop|[loop]]] shorcode.

Documentation:UBC Content Management System/CLF Theme/List of currently available shortcodes/the plain tags

2012-03-30T22:09:08Z

Alanhan: Created page with "The [the_plain_tags] shortcode returns in plain text a list of tags associated with the post."

The [the_plain_tags] shortcode returns in plain text a list of tags associated with the post.

Documentation:UBC Content Management System/CLF Theme/List of currently available shortcodes

2012-03-30T22:07:27Z

Alanhan: /* T */

Here’s the list of the [[Documentation:UBC Content Management System/What is a shortcode?|shortcodes]] that can currently be used on the UBC CMS platform.

==A==
* <code>[allowed_tags]</code>
==B==
* <code>[bloginfo]</code>
==C==
* <code>[category_description]</code>
* <code>[[Documentation:UBC Content Management System/Shortcodes/Column|[column]]]</code>
* <code>[comments_link]</code>

==F==
* <code>[[Documentation:CLF_Advanced_WordPress_Theme/RSS_feed|[feed]]]</code>
==G==
* <code>[gallery]</code>
* <code>[get_category_link]</code>
* <code>[get_ip]</code>
* <code>[get_permalink]</code>
* <code>[get_tag_link]</code>

==L==
* <code>[loggedin]</code> displays the content for logged in users only
* <code>[loggedout]</code> displays content to logged out users only
* <code>[[Documentation:UBC_Content_Management_System/CLF_Theme/Loop|[loop]]]</code>
==M==
* <code>[[Documentation:CLF_Advanced_WordPress_Theme/Menu|[menu]]]</code>
==O==
* <code>[odd-even]</code>
==P==
* <code>[post-class]</code>
==S==
* <code>[[Documentation:CLF Advanced WordPress Theme/Slideshow|[slideshow]]]</code>
==T==
* <code>[tag_description]</code>
* <code>[[Documentation:CLF Advanced WordPress Theme/tabs|[tabs]]]</code>
* <code>[term_description]</code>
* <code>[the_author]</code>
* <code>[the_author_aim]</code>
* <code>[the_author_description]</code>
* <code>[the_author_email]</code>
* <code>[the_author_firstname]</code>
* <code>[the_author_ID]</code>
* <code>[the_author_lastname]</code>
* <code>[the_author_link]</code>
* <code>[the_author_login]</code>
* <code>[the_author_meta]</code>
* <code>[the_author_nickname]</code>
* <code>[the_author_posts]</code>
* <code>[the_author_posts_link]</code>
* <code>[the_author_url]</code>
* <code>[the_author_yim]</code>
* <code>[the_category]</code>
* <code>[the_date]</code>
* <code>[the_ID]</code>
* <code>[the_modified_author]</code>
* <code>[the_modified_date]</code>
* <code>[the_modified_time]</code>
* <code>[the_permalink]</code>
* <code>[[Documentation:UBC_Content_Management_System/CLF_Theme/List_of_currently_available_shortcodes/the_plain_tags|[the_plain_tags]]]</code>
* <code>[the_post_thumbnail]</code>
* <code>[[Documentation:UBC_Content_Management_System/CLF_Theme/List_of_currently_available_shortcodes/the_post_thumbnail_src|[the_post_thumbnail_src]]]</code>
* <code>[the_tags]</code>
* <code>[the_terms]</code>
* <code>[the_time]</code>
* <code>[the_title]</code>
* <code>[the_title_attribute]</code>

==W==
* <code>[wp_dropdown_categories]</code>
* <code>[wp_dropdown_pages]</code>
* <code>[http://codex.wordpress.org/Function_Reference/wp_get_archives [wp_get_archives]]</code>
* <code>[wp_list_authors]</code>
* <code>[wp_list_bookmarks]</code>
* <code>[wp_list_categories]</code>
* <code>[http://codex.wordpress.org/Function_Reference/wp_list_pages [wp_list_pages]]</code>
* <code>[http://codex.wordpress.org/Template_Tags/get_posts [wp_list_posts]]</code>
* <code>[wp_login_url]</code>
* <code>[wp_logout_url]</code>
* <code>[[[Documentation:CLF Advanced WordPress Theme/wp tag cloud|wp_tag_cloud]]]</code>

Thread:User talk:Alanhan/Organizing your PHYC208TM pages/reply (5)

2011-01-04T21:12:49Z

Alanhan: Reply to Organizing your PHYC208TM pages

Hi Will,

Thanks for your effort! I have changed the embed links in my Vista pages and everything looks fine!

Thread:User talk:Alanhan/Organizing your PHYC208TM pages/reply (3)

2011-01-04T19:13:47Z

Alanhan: Reply to Organizing your PHYC208TM pages

One more question, I'm embedding all the PSYC208TM pages in UBC Vista, do I need to change the embed link address in my Vista pages if the wiki pages have been moved?

Thanks again!

Thread:User talk:Alanhan/Organizing your PHYC208TM pages/reply (2)

2011-01-04T19:12:19Z

Alanhan: Reply to Organizing your PHYC208TM pages

Hi there,

Thank you for reorganizing all the wiki pages, this is my first time creating wiki pages so I'm not 100% sure about some of the rules or guidelines.

PHYC is a typo, it should be PSYC, it'll be great if you can move all the pages.

Thank you!

Course:PSYC208TM/References

2010-12-24T21:11:38Z

Alanhan:

Burgess, H. (2007). Group projects: A conflict resolution guide for students. Retrieved from http://www.beyondintractability.org/user_guides/students/?nid=6577
Chrisholm, R. M. (1990, August). Coping with the problems of collaborative writing. Writing across the Curriculum, 2, 90-108.
Conflict Research Consortium. (1998). General information about framing. Retrieved from http://www.colorado.edu/conflict/peace/problem/framing.htm
Hargreaves, E. (2007). The validity of collaborative assessment of learning. Assessment in Education, 14, 1-14.
Rau, W. & Heyl, B. S. (1990). Humanizing the college classroom: Collaborative learning and social organization among students. Teaching Sociology, 18, 141-155.
Rocker-Gladen, N. (2009, March 27). How to deal with difficult group project members: College student strategies for writing with slackers and chatters. Web log post Retrieved from http://www.suite101.com/content/how-to-deal-with-difficult-group-project-members-a105401
Sibley, J. & Parmelee, D. X. (2008). Knowledge is no longer enough: Enhancing professional education with team-based learning. New Directions for Teaching and Learning, 116, 41-53. doi: 10.1002/tl.332
Srinivas, H. (2010). Collaborative Learning. Retrieved from http://www.gdrc.org/kmgmt/c-learn/index.html
University of British Columbia (2010). What can I do with an Arts degree? Retrieved from http://www.arts.ubc.ca/students/careers/what-can-i-do-with-an-arts-degree.html
Young, K. E. (1993, Spring). Writing a group paper. Teaching Concerns. Retrieved from http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1993/TC_Spring_1993_Young.htm

Course:PSYC208TM

2010-12-23T23:55:37Z

Alanhan: /* PSYC 208 */

{{Infobox_New_Course

|title= Team Learning - Manual to Improve Teamwork

|picture=Image:wiki.png

|subject code=PSYC

|course number=208

|section number=

|instructor=TBA

|instructor 2=

|instructor 3=

|instructor 4=

|instructor 5=

|email=

|office=

|office hours=

|schedule=

|classroom=

}}


===Team Learning - Manual to Improve Teamwork===

'''Developed by Arts Instructional Support'''

Course:PSYC208TM/Introduction to teamwork

2010-12-23T23:54:22Z

Alanhan: moved Introduction to teamwork to PSYC208TM:Introduction to teamwork

Teamwork can be a very effective and beneficial approach to learning, but it can have its challenges. This resource has been made to help you make the most of your team learning experiences. This manual will suggest ways to approach and progress through team-based assignments that involve collaborating with your peers. Practical tools such as online technologies will be introduced that will make the process more efficient. Communication tools that can help team members communicate with one another will also be suggested. Despite the best intentions, sometimes problems and conflicts can arise, such as when trust becomes an issue for the members of a team. This manual also includes some conflict management techniques that focus on resolution in a mature and professional manner. Teamwork can be an opportunity to develop your abilities to work in a team and be able to assert your ideas in a productive way. After reading this manual and implementing the techniques described within, you should be able to work in a team effectively and efficiently, making the experience positive and worthwhile.

Course:PSYC208TM/Benefits of Collaborative Learning

2010-12-23T23:54:08Z

Alanhan: moved Benefits of Collaborative Learning to PSYC208TM:Benefits of Collaborative Learning

==What is Collaborative Learning?==
Collaborative learning is based on groups or teams of learners working together to solve authentic problems by completing assignments or presentations together. Collaborative learning is a social act where students in a team discuss issues amongst themselves, helping each other understand a concept. Communicating allows team members to present new ideas, suggest improvements, or raise any questions about the nature of work they are to complete together. Most importantly, every member is actively engaged.

==What are the Benefits?==

Collaborative learning has many benefits for you right now.
The following is a list of potential benefits (Hargreaves, 2007; Rau & Heyl, 1990):

*Reinforces knowledge by articulating concepts to peers.
*Increases self-efficacy and confidence.
*Sharpens communication and social interaction skills.
*Helps you achieve beyond your own capacity.
*Allows a diversity of views on assignments.
*Develops higher-level and critical thinking skills.
*Increases your accountability to others.
*Builds positive peer relationships.

Collaborative learning also provides you with experiences that can be helpful in your future career.

The following lists some examples of skills developed from working in a team that can benefit you when you enter the work force (University of British Columbia, 2010).
*Working with different types of people and personalities
*Leadership
*Communication
*Conflict resolution
*Time management
*Peer review and editing
*Networking
*Online tool use (i.e. online communication tools)

==What specifically can you learn from a team project?==
Learning with colleagues in your class in a team-based environment can help you meet a variety of learning objectives that are useful for success now and in your career. Below is a chart of some of the learning objectives that are often achieved through collaborative team learning. Learning and collaborating within a team can be instrumental in understanding new concepts and being able to apply course content to assignments or real-world situations.

{| class="wikitable"
|-
! Example Learning Objectives
|-
| '''Develop basic skills such as writing, grammar, and editing'''
How? You can proofread and peer edit each other’s work improving your own writing and grammar.
|-
| '''Understand complicated concepts and principles that you encounter'''
How? Discussing new concepts with peers will help you construct your own understanding of a topic as you explain it and compare it with others’ understanding.
|-
| '''Enhance problem-solving skills'''
How? Working on an assignment with your peers allows you to come together as a group and discuss the problems that you encounter. Thinking of solutions with suggestions from other people will be a lot easier than solving everything alone. Additionally, when conflicts arise within your team, you will further improve your skills in alleviating conflicts. Peer feedback “allows students to explore other students’ thinking and articulate their own thinking more clearly” (Sibley & Parmelee, 2008).
|-
| '''Accept and understand different perspectives & value diversity'''
How? Through collaboration with your peers, you will hear different perspectives and views on certain issues. By being open to each other’s diverse opinions you will be able to refine your opinion and understanding.
|-
| '''Improve communication skills'''
How? By working on a team assignment, you will need to clearly articulate your ideas and understanding to others, which will sharpen your communication skills. When students present ideas to their peers, they have to defend their decisions and explain to those who may question their decision making process. Communicating in teams helps students reach “a higher-level of reasoning, encourage divergent thinking, foster creativity, and promote long-term retention” (Sibley & Parmelee, 2008)
|-
| '''Assess a certain amount of resource material within a constrained amount of time'''
How? Critically evaluating resource material can take time. However, if you and your team members each evaluate a certain number of resources for your assignment (i.e. sharing the task), you can evaluate a higher number of resources in a limited time.
|-
| '''Improving Peer Evaluation skills'''
How? When students finish a project or an assignment, doing a peer evaluation will help students learn how to evaluate other people honestly and give constructive feedback based on their performance. This will help the individual succeed in the work force in the future because it will familiarize them with how to evaluate other people they work with.
}

Course:PSYC208TM/Tips for Collaborative Team Assignments

2010-12-23T23:53:54Z

Alanhan: moved Tips for Collaborative/Team Assignments to PSYC208TM:Tips for Collaborative/Team Assignments

==Getting Started==

* Prior to beginning the research required for a team assignment, determine your team’s goals and tasks collectively. Below are suggested steps for you to follow:

# Carefully look over your assignment information and evaluation criteria as that is where you will '''find the assignment deadline''' which will frame your schedule '''and the criteria''' for the assignment.
# Once you have understood your team assignment, determine the '''specific goals/tasks''' that you will collectively need to do and the deadlines for each.
#* Example: Goal 1 – Find a certain number of useful scholarly resources by a certain date.
# When determining the deadlines for each goal/task make sure to discuss with all team members to '''ensure there aren’t any conflicts'''.
#* Example: Don’t plan a deadline on the same date that a team member may have a midterm unless the team member is okay with this.
# When setting the deadlines for goals/tasks, '''allow time for team feedback''' and a revisions cycle.
# Once you have determined the goals/tasks and their corresponding deadlines, set up '''times for your group to meet either in person or online''' or confirm that you will be communicating asynchronously (through WebCT Vista discussion boards or e-mail). Again, take into account everyone’s schedule if you are arranging for in-person or synchronous online meetings (e.g., real-time chat).

* Every member should '''listen to each team member’s opinion''' even if you may disagree with certain ideas. When there is disagreement, you can take the opportunity to reflect and critically explore the issue (Hargreaves, 2007). Rather than looking at the disagreement negatively, embrace it and try to work with your team members to come up with '''compromised agreement'''.

* Throughout the process of the assignment, you and your team members should '''continuously update one another'''. If at anytime, you feel that you are running behind or unable to meet a deadline, let your peers know so they can help you or adjust task deadlines if necessary. However, keep in mind that '''your team depends on your involvement to complete the assignment on time''' so make sure to contribute your share as much as possible. Furthermore, if your instructor assigns a peer evaluation, your team members will evaluate your contribution to the team assignment.

==Plan==
* Once you have established the goals/tasks and corresponding deadlines, equally distribute the responsibilities of each team member clearly. '''Make sure that each team member understands their task and is comfortable with the associated deadline'''. Depending on the number of tasks and the number of people in your group, some team members may work on a task together while others may work on a task individually.
* Before determining each team member’s task, '''share your strengths and weaknesses''' with one another. For example, one person may be very good at editing while another member may be very good at finding resources. Knowing each other’s strengths will help you know who to contact if you need help with something. For example, if you are not sure how to search for scholarly resources contact your team member who has had experience in this area. Team members with different abilities can help one another giving the opportunity to learn from one another (Rau & Heyl, 1990).
* '''Divide tasks equally amongst your team members'''. For example, one person should not be responsible for doing all the researching, another responsible for all the writing, and one personfocused on the editing. A better approach would be to allow each member to have a share of the work at each stage.
* However, it is recommended to '''assign one person to review the final paper at the end''' so one voice is maintained throughout the essay and formatting is consistent.

==Connect with your Team==
<ul type="disc"> <li>You should know how to connect with your team members outside of class. The best place to exchange ideas is either meeting regularly in person or online or using the discussion board topic set up for your particular team, allowing the team members to read or contribute to the discussion topic at their own time of convenience. Your discussion topic is confidential to only your team, your instructor, and the teaching assistants for the course. An advantage to using the discussion board topic is that your instructor and teaching assistants will see which team members are actively contributing ideas and which are less engaged. Hence, if there was a dispute over team members’ involvement, your instructor and teaching assistants can refer to the discussion board to determine how to handle the issue. You can also attach versions of your written team assignment or useful resources to discussion board postings.</li> <li>You can use the discussion board topic to arrange times to meet synchronously with your team members. You can meet in person or you can meet online using Google chat, Skype or the chat room available in your WebCT Vista course if it is setup by your instructor. </li> </ul>

==Choose a team leader==
<ul type="disc"> <li>The team leader’s responsibility is to coordinate the team members’ activities and organization of the project.</li> <li>You may select your team leader by voting or through first impressions (it may be possible that the first time your team meets, one member especially stands out and is already demonstrating leadership qualities).</li> <li>Select someone who you feel that will help bring the team together (e.g. ensure deadlines are met, everyone is working collaboratively and there are no discrepancies between members).</li> </ul>

==Stay Involved==
<ul type="disc"> <li>Let your team members know if you do not understand something so they can help clarify it for you.</li> <ul type="circle"> <li>Example: Sometimes team members may feel shy about asking questions or indicating that they do not understand the assignment or their task. You and/or the team leader should check in with everyone to make sure they are comfortable with their task and make sure there isn’t any confusion.</li> </ul> <li>Keep a record of the literature you used in the assignment in order to make a collective bibliography or reference list at the end. </li> </ul>

==Speak Up!==

<ul type="disc"> <li>You should speak up and let your team members know if there is something you feel uncomfortable about or disagree on. All team members should support the decisions made – if you do not agree with the team’s decision, then let everyone know early so you can you can sort out differences. These discussions are beneficial to bounce around ideas and learn from one another. </li> </ul>

Course:PSYC208TM/Writing a Team Research Paper

2010-12-23T23:53:43Z

Alanhan: moved Writing a Team Research Paper to PSYC208TM:Writing a Team Research Paper

Below is a suggested outline for writing a team research paper. Depending on the size of your assignment or paper, you may be meeting much more frequently (adapted from Young, 1993):
==First Meeting==

<ul type="disc"> <li>Review the objectives and criteria for the assignment.</li> <li>Identify the main aspects of the topic you wish to address in your project. </li> <li>Discuss strategies for approaching each aspect of the topics you identified. </li> <li>Determine the different tasks and deadlines required. </li> <li>All members of the team choose an aspect of the issue to address (sometimes more than one member will focus on a issue or topic). </li> <li>Establish how you will communicate with one another (i.e. discussion board topic) </li> </ul>

==Between the first meeting and the second meeting==

<ul type="disc"> <li>Team members share scholarly resources that may help one another in completing the assignment.</li> <li>Write the segment of the assignment that you are responsible for (first draft). </li> <li>Share your first drafts with one another using your group’s discussion topic in WebCT Vista. </li> <li>Peer review/edit one another’s drafts offering constructive criticism and ideas for improvement. </li> <li>You can use the following methods for peer review/editing: </li> <ul type="circle"> <li>Use Microsoft Word’s track changes and commenting tool, which will color-code each member’s team member’s edit or comment. Once you have edited the draft make sure to share it back to the original author and the rest of the team by attaching it to a discussion post. You may also choose to use one of the online tools discussed at the end of this manual instead for peer edit/review. </li> </ul> </ul>

==Second Meeting:==

<ul type="disc"> <li>Discuss the peer-edits that took place prior to the meeting and establish the next steps for refining the assignment. </li> <li>Check to make sure that everyone is on track and contributing their share towards the assignment. If there are any concerns about a team member’s involvement notify your instructor or teaching assistants now. </li> <li>Discuss strategies for transitions between sections of the assignment and determine who will write the introduction and conclusion. Also, determine who will go over the final paper to make sure the voice and format is consistent and who will aggregate all the references used in the final paper and make sure they are all formatted in APA (American Psychological Association). </li> <li>Establish the time of the next meeting if you haven’t already done so. </li> </ul>

==Between Second and Third Meeting==
<ul type="disc"> <li>Circulate your revised drafts including the introduction and conclusion.</li> <li>Peer review/edit each other’s drafts. </li> <li>If a team member is not able to submit their draft by the deadline, determine whether the deadline can be postponed by a few days for the individual or if their share of the work will need to be redistributed amongst the team members. If it is the latter case, notify your instructor and teaching assistants of the issue.</li> <li>Send in all your references to the team member who will be aggregating all of them. You can share your own reference lists through your discussion board topic in Vista. Make sure they are in APA formatting. The references page should go at the end of the final paper. </li> <li>One member will combine all sections of the paper together to ensure consistency of voice and format. This complete version will be posted to the discussion board topic so that all team members can review it and provide comments.</li> </ul>

==Third Meeting:==

<ul type="disc"> <li>Discuss any final edits to be made to the final paper collectively. Make sure to look for areas for elaboration, overlap, and inconsistency. </li> <li>Once everyone in the team is happy with the product, submit it to your instructor.</li> </ul>

==After Submitting your Team Assignment==

<ul type="disc"> <li>Complete the peer evaluation for each team member. This will help the instructor know which team members have contributed towards the assignment and which have not been involved. </li> </ul>

Course:PSYC208TM/Avoiding and Dealing with Conflict

2010-12-23T23:53:26Z

Alanhan: moved Avoiding and Dealing with Conflict to PSYC208TM:Avoiding and Dealing with Conflict

==Conflict Avoidance Guidelines==

===Correcting Framing Problems (Conflict Research Consortium, 1998)===

Framing problems tend to be problems of perception, emotion, and communication. For example, it is common for people to interpret (or frame) a conflict based on what has happened to an individual in the past, what values are important to them, one’s life experiences and their background. These accumulated perceptions of an individual, therefore shapes how particular events that happened to that individual is interpreted.

Try to correct perception or framing problems:

<ol start="1" type="1"> <li>Look at the situation from the other person's perspective. It is important to understand what they think or feel even though you may not agree with their perceptions of the situation. Try to understand why they feel that way. </li> <li>Never assume the worst in a team member. Try to avoid any assumptions you may have about the person when evaluating their work or listening to their ideas. </li> <li>Avoid blaming the other person for the problem. It will only make the individual more defensive and is generally counterproductive. </li> </ol>

===Emotional Problems===

Emotional problems include distrust, fear, anger, and humiliation. These emotions are very strong, and may affect the completion of the project (Burgess, 2007). <ol start="1" type="1"> <li>Try not to react emotionally to the other person and let him or her express their emotions to you. Try to listen to the other person actively showing that you understand both the content and the emotion of the message they are trying to express.</li> <li>Try apologizing or expressing sympathy to the situation and is it may help defuse the strong emotions present.</li> </ol>

===Misunderstandings===

The following are some communication strategies that can help avoid miscommunication between team members. These include: <ol start="1" type="1"> <li>When a team member is speaking, show that you are paying attention and not directing your attention elsewhere. </li> <li>When it is your time to speak or suggest something, don’t just respond immediately but think about what you actually want to say before you speak. </li> <li>Always use active listening, which helps you show the other person that you understand both the content and the feelings behind the words.</li> <li>Using I-messages will allow you to express your feelings without directly “attacking” the person you are talking to.</li> <ul type="disc"> <li>Example: I feel that we need to arrange another meeting so we can further discuss our research topic.</li> </ul> </ol>
===Focus on Interests, Not Positions===

When a problem arises, instead of arguing who did not do this or who did not do that and finding someone within the team to blame, you should try to understand each other’s perspectives. Blaming others in your team means that someone will “lose" the dispute. Instead of thinking of losing or wining the dispute, focus on coming up with a compromise or solution that satisfies everyone to a certain extent. When working in a team, not everyone will be happy with all collective decisions but it is important to listen and consider everyone’s opinions and try to make collective decisions as democratic as possible. Consider the following when there is a dispute: <ol start="1" type="1"> <li>Try discovering what your team member’s needs and demands are and then try to understand what the real problem is about. Sometimes problems can be solved after understanding the problem and talking about it openly. If you are not able to understand the problem talk to your other team members as they may be able to explain the problem or come up with a solution.</li> </ol> <ol start="2" type="1"> <li>If the dispute is about a team member not contributing his or her share, determine the underlying reason that causes the person to feel that the deadline is impossible to meet. Evaluate the workload of all team members and collectively determine if responsibilities can be redistributed so that everyone feels their workload is fair and reasonable.</li> </ol>

==DEALING WITH CONFLICTS (Srinivas, 2010):==

One-Way to peacefully resolve conflict is for each side <ul type="disc"> <li>To come together voluntarily. </li> <li>To work cooperatively on the issues. </li> </ul> Bring your conflicted parties together in a private location, and: <ul type="disc"> <li>Gather information:  identify key issues without making accusations. </li> <li>Focus on what the issues are, not who did what. </li> <li>Avoid accusations, finding fault, calling names. </li> </ul> Each party; <ul type="disc"> <li>States their position and how it has affected them; others listen attentively and respectfully without interruption. </li> <li>Tries to view the issue from others’ points of view beside the two conflicting ones. </li> <li>Brain storms to find the middle ground, a point of balance, creative solutions, etc. </li> <li>Volunteers what he or she can do to resolve the conflict or solve the problem. </li> </ul> Then: <ul type="disc"> <li>A formal agreement is drawn with agreed-upon actions for both parties; </li> <li>A procedure is identified should disagreement arise. </li> <li>Progress is monitored. </li> <li>Progress rewarded or celebrated. </li> </ul>

Psyc208tm:References

2010-12-23T23:53:16Z

Alanhan: moved Psyc208tm:References to PSYC208TM:References

#REDIRECT [[PSYC208TM:References]]

Course:PSYC208TM/References

2010-12-23T23:53:16Z

Alanhan: moved Psyc208tm:References to PSYC208TM:References

Burgess, H. (2007). Group projects: A conflict resolution guide for students. Retrieved from [http://www.beyondintractability.org/user_guides/students/?nid=6577] Chrisholm, R. M. (1990, August). Coping with the problems of collaborative writing. Writing across the Curriculum, 2, 90-108. Conflict Research Consortium. (1998). General information about framing. Retrieved from [http://www.colorado.edu/conflict/peace/problem/framing.htm] Hargreaves, E. (2007). The validity of collaborative assessment of learning. Assessment in Education, 14, 1-14. Rau, W. & Heyl, B. S. (1990). Humanizing the college classroom: Collaborative learning and social organization among students. Teaching Sociology, 18, 141-155. Rocker-Gladen, N. (2009, March 27). How to deal with difficult group project members: College student strategies for writing with slackers and chatters. [Web log post Retrieved from [http://www.suite101.com/content/how-to-deal-with-difficult-group-project-members-a105401] Sibley, J. & Parmelee, D. X. (2008). Knowledge is no longer enough: Enhancing professional education with team-based learning. New Directions for Teaching and Learning, 116, 41-53. doi: 10.1002/tl.332 Srinivas, H. (2010). Collaborative Learning. Retrieved from [http://www.gdrc.org/kmgmt/c-learn/index.html] University of British Columbia (2010). What can I do with an Arts degree? Retrieved from [http://www.arts.ubc.ca/students/careers/what-can-i-do-with-an-arts-degree.html] Young, K. E. (1993, Spring). Writing a group paper. Teaching Concerns. Retrieved from [http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1993/TC_Spring_1993_Young.htm]

Psyc208tm:Common Difficulties

2010-12-23T23:52:59Z

Alanhan: moved Psyc208tm:Common Difficulties to PSYC208TM:Common Difficulties

#REDIRECT [[PSYC208TM:Common Difficulties]]

Course:PSYC208TM/Common Difficulties

2010-12-23T23:52:59Z

Alanhan: moved Psyc208tm:Common Difficulties to PSYC208TM:Common Difficulties

When a professor believes that the best way to learn the material requires collaborative teamwork, some students may react negatively. Some students look forward to opportunities to learn collaboratively, but others may have the perception that they will have to do all the work, that no one will cooperate and that other members will bring their marks down. These challenges sometimes arise in collaborative work, but many are preventable and can be dealt with – both of which are part of the collaborative learning experience. The following are some problems that students encounter when it comes to working in a team. Trying to use the strategies suggested below may help team members solve or prevent these common problems. The following are some problems students (and professionals in many careers) can encounter when working as a team. 

==Struggling: not being able to move forward==
Suggestion: When you are struggling with your project, try communicating with your team the problems you are having Example: I understand that this is what I am suppose to do; however I don’t understand… and I can’t seem to … What should I do in order to continue with this project?

==Equal Participation==

Suggestion: If you notice that some members are not participating in a discussion or offering ideas, try to get them involved. Example: Do you have any opinions with this idea? How do you think we can improve or add to what we just suggested? Suggestion: If you find that you still cannot get certain members in your team to participate suggest that everyone must provide an idea. This can be done during an in-person meeting or can be done via a discussion board. Suggest that everyone must provide an idea or opinion on the project by a certain deadline. Then, discuss all ideas when you meet (in-person or online). If there is still unequal participation, let your teaching assistants or instructor know so they can remind the class that team members will evaluate each other’s participation at the end of the assignment.

==Moving away from the task==

Suggestion: You may encounter instances where your team directs their attention elsewhere and is not focusing on the project and the topics discussed are beginning to not relate to the assignment specifications. Try to speak up or let your group leader know and try to get the group to relate back to what you are suppose to discuss about. Example: Why don’t we go back to what we were discussing about before and try to acknowledge what we were trying to do? Is the topic that we have chosen causing us to be distracted too easily?

Course:PSYC208TM/Common Difficulties

2010-12-23T23:52:31Z

Alanhan: moved Common Difficulties to Psyc208tm:Common Difficulties

Course:PSYC208TM/References

2010-12-23T23:52:13Z

Alanhan: moved References to Psyc208tm:References

Course:PSYC208TM/References

2010-12-23T23:51:37Z

Alanhan: Created page with "Burgess, H. (2007). Group projects: A conflict resolution guide for students. Retrieved from [http://www.beyondintractability.org/user_guides/students/?nid=6577]..."

Course:PSYC208TM/Common Difficulties

2010-12-23T23:26:48Z

Alanhan: Created page with "When a professor believes that the best way to learn the material requires collaborative teamwork, some students may react negatively. Some students look forward to opportun..."

Course:PSYC208TM/Avoiding and Dealing with Conflict

2010-12-23T23:24:11Z

Alanhan:

Course:PSYC208TM/Avoiding and Dealing with Conflict

2010-12-23T23:21:49Z

Alanhan: Created page with "==Conflict Avoidance Guidelines== ===Correcting Framing Problems (Conflict Research Consortium, 1998)=== Framing problems tend to be problems of perception, emotion, and commun..."

Course:PSYC208TM/Writing a Team Research Paper

2010-12-23T23:18:56Z

Alanhan: /* Third Meeting: */

Course:PSYC208TM/Writing a Team Research Paper

2010-12-23T23:16:49Z

Alanhan: Created page with "Below is a suggested outline for writing a team research paper. Depending on the size of your assignment or paper, you may be meeting much more frequently (adapted from Young, 19..."

Below is a suggested outline for writing a team research paper. Depending on the size of your assignment or paper, you may be meeting much more frequently (adapted from Young, 1993):
==First Meeting==

<ul type="disc"> <li>Review the objectives and criteria for the assignment.</li> <li>Identify the main aspects of the topic you wish to address in your project. </li> <li>Discuss strategies for approaching each aspect of the topics you identified. </li> <li>Determine the different tasks and deadlines required. </li> <li>All members of the team choose an aspect of the issue to address (sometimes more than one member will focus on a issue or topic). </li> <li>Establish how you will communicate with one another (i.e. discussion board topic) </li> </ul>

==Between the first meeting and the second meeting==

<ul type="disc"> <li>Team members share scholarly resources that may help one another in completing the assignment.</li> <li>Write the segment of the assignment that you are responsible for (first draft). </li> <li>Share your first drafts with one another using your group’s discussion topic in WebCT Vista. </li> <li>Peer review/edit one another’s drafts offering constructive criticism and ideas for improvement. </li> <li>You can use the following methods for peer review/editing: </li> <ul type="circle"> <li>Use Microsoft Word’s track changes and commenting tool, which will color-code each member’s team member’s edit or comment. Once you have edited the draft make sure to share it back to the original author and the rest of the team by attaching it to a discussion post. You may also choose to use one of the online tools discussed at the end of this manual instead for peer edit/review. </li> </ul> </ul>

==Second Meeting:==

<ul type="disc"> <li>Discuss the peer-edits that took place prior to the meeting and establish the next steps for refining the assignment. </li> <li>Check to make sure that everyone is on track and contributing their share towards the assignment. If there are any concerns about a team member’s involvement notify your instructor or teaching assistants now. </li> <li>Discuss strategies for transitions between sections of the assignment and determine who will write the introduction and conclusion. Also, determine who will go over the final paper to make sure the voice and format is consistent and who will aggregate all the references used in the final paper and make sure they are all formatted in APA (American Psychological Association). </li> <li>Establish the time of the next meeting if you haven’t already done so. </li> </ul>

==Between Second and Third Meeting==
<ul type="disc"> <li>Circulate your revised drafts including the introduction and conclusion.</li> <li>Peer review/edit each other’s drafts. </li> <li>If a team member is not able to submit their draft by the deadline, determine whether the deadline can be postponed by a few days for the individual or if their share of the work will need to be redistributed amongst the team members. If it is the latter case, notify your instructor and teaching assistants of the issue.</li> <li>Send in all your references to the team member who will be aggregating all of them. You can share your own reference lists through your discussion board topic in Vista. Make sure they are in APA formatting. The references page should go at the end of the final paper. </li> <li>One member will combine all sections of the paper together to ensure consistency of voice and format. This complete version will be posted to the discussion board topic so that all team members can review it and provide comments.</li> </ul>

==Third Meeting:==

<ul type="disc"> <li>Discuss any final edits to be made to the final paper collectively. Make sure to look for areas for elaboration, overlap, and inconsistency. </li> </ul> Once everyone in the team is happy with the product, submit it to your instructor. 

==After Submitting your Team Assignment==

<ul type="disc"> <li>Complete the peer evaluation for each team member. This will help the instructor know which team members have contributed towards the assignment and which have not been involved. </li> </ul>

Course:PSYC208TM/Tips for Collaborative Team Assignments

2010-12-23T22:47:32Z

Alanhan:

Course:PSYC208TM/Tips for Collaborative Team Assignments

2010-12-23T22:46:30Z

Alanhan:

Course:PSYC208TM/Tips for Collaborative Team Assignments

2010-12-23T22:43:59Z

Alanhan:

Course:PSYC208TM/Tips for Collaborative Team Assignments

2010-12-23T22:36:03Z

Alanhan:

Course:PSYC208TM/Tips for Collaborative Team Assignments

2010-12-23T22:15:43Z

Alanhan: Created page with "==Getting Started== * Prior to beginning the research required for a team assignment, determine your team’s goals and tasks collectively. Below are suggested steps for yo..."

Course:PSYC208TM/Benefits of Collaborative Learning

2010-12-23T21:24:33Z

Alanhan:

Course:PSYC208TM/Benefits of Collaborative Learning

2010-12-23T21:14:06Z

Alanhan: Created page with "==What is Collaborative Learning?== Collaborative learning is based on groups or teams of learners working together to solve authentic problems by completing assignments or prese..."

Course:PSYC208TM/Introduction to teamwork

2010-12-23T21:03:57Z

Alanhan: Created page with "Teamwork can be a very effective and beneficial approach to learning, but it can have its challenges. This resource has been made to help you make the most of your team learning ..."

Course:PSYC208TM

2010-12-23T21:00:20Z

Alanhan: Created page with " {{Infobox_New_Course |title= Team Learning - Manual to Improve Teamwork |picture=Image:wiki.png |subject code..."

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=PSYC 308=

'''Team Learning - Manual to Improve Teamwork'''
 
'''Developed by Arts Instructional Support'''