CHRISTINA M. COMBS

Online Collaboration and Learning (OCL)

 

Activity Description and Objectives

 

            This Consumer–Credit Identity Fraud lesson is available to low-income adults enrolled in the Adult Basic Education Financial Literacy program.   As students move toward becoming financially savvy consumers, it is imperative that they are aware of the dangers and consequences associated with identity fraud.  The Consumer–Credit Identity Fraud module is a two-week course and all students have successfully completed week one.  This group assignment requires students to read and respond to case studies in a presentation format, collaborating in their designated wiki spaces.  Students in this course have used wikis throughout the Financial Literacy program, but this will be their first time using wikis in groups.  At the end of this lesson, students will be able to:

1. Recognize different ways that identity fraud occurs

2. Identify preventive measures of identity fraud

3. Develop collaboration skills using a wiki space  

4. Select appropriate Web 2.0 tool for online presentations

 

Activity Outline

            The instructor divides the students into groups of three and directs students to log into the LMS to access their study group area. Students can see their group members in this area.  Written instructions to the assignment, along with a list of resources, are available in the group study area.  Prior to beginning the activity, the instructor directs students to watch the video located in the group area. In this video, the instructor explains the purpose of collaborating in an online environment and the usefulness of case studies.  The video also gives an overview of group participation expectations and the wiki chat feature requirement.   All chats must take place in the wiki chat room and members must post all chat session transcripts in the study group area.

            After watching the video, students click on a hyperlink that will lead them to their group’s wiki page.  A notice from the instructor appears on the homepage of each group, notifying students that the instructor will be monitoring their progress throughout the group process to offer suggestions and additional resources, and to correct students if they use inaccurate information relative to consumer fraud identity. Each group will see a case study in their group space, courtesy of American Bankers Association.  Each group will read the case study, develop a response, and select a Web 2.0 tool to present their case studies.  Students can find a variety of online presentation Web 2.0 tools at  http://webtools4u2use.wikispaces.com/Presentation+Tools.  Each group will upload their presentations to the class wiki page on the last day of week two.  Presentations must include the following:

                    1.  Assigned case study

                    2.  A definition and a 100-150 word summary of consumer identity fraud

                    3.  Clearly stated solution

       4. At least two online sources (students may select sources from the instructor’s list located in each group’s wiki space or conduct independent        research). If students opt to conduct independent research, they must provide website links.

 

Each group member must create a journal entry in their learning journal space on the LMS after uploading the final project, reflecting on their overall experiences with collaborating in an online environment

 

Activity and Technology

            Although OCL makes use of the Internet, the majority of OCL discussions are text-based (Harasim, 2012).  Providing text-based wiki spaces in this course creates a space for students to interact with one another, post their thoughts, and exchange ideas.  The use of Web 2.0 tools for collaboration in an online learning environment “support and sustain thinking and idea creation in a community” (Lee & McLoughlin, 2010, p. 70).  Learning is facilitated as wikis enables groups to brainstorm and work through new knowledge problems toward collective solutions.

            Additionally, students use Web 2.0 tools to share their presentations. Sharing presentations supports interaction amongst students and students continue to build knowledge on identity fraud by viewing presentations created by other groups.

 

Activity and Online Collaboration and Learning Theory

            Online collaboration and learning theory (OCL) focuses on collaborative learning, knowledge building, and Internet use (Harasim, 2012).  OCL is integral to this activity, as learners must work together in an online learning environment to further their understanding of identity fraud and to reach a consensus in in how to resolve the case study issues.  Accordingly, Harasim (2012) states that OCL refers to learners broadening their understanding about advanced problems, which enables learners to collaborate and apply their new knowledge and understanding to developing solutions.   

            Collaboration and discourse are key elements of OCL in building knowledge (Harasim, 2012).   At the beginning of this activity, group members meet in their designated wiki spaces to discuss their case studies, to determine the sources that are relevant to their cases, and to determine how to present the case study.  The role of the instructor is also vital to OCL, as the instructor becomes more involved throughout the entire collaboration process.  Throughout this activity, the instructor is actively involved by checking into the groups’ wiki pages regularly to monitor progress and offer direction and suggestions. 

            Instructors must also become mediators between the learners and knowledge community (Harasim, 2012).  The main purpose of this activity is to have learners to think about protecting their personal information and what measures to take should they become victims.  In order for students to build concepts and correct any prior misconceptions, instructors must assist learners in becoming a part of the knowledge community (Harasim, 2012).  Additionally, instructors structure student groups around knowledge problems (Harasim, 2012).  In this activity, responsibly informed consumers make up the knowledge community in which instructors induct learners.  In this activity, the instructor aims to mediate between the students and knowledge community by providing an extensive list of sources and being readily available to assist students in furthering their knowledge to develop solutions to their case studies.

 

 

 

Activity Rubric

Criteria	Exemplary 3	Proficient 2	Unsatisfactory 1
Understanding	Demonstrates thorough understanding of topic by providing a clearly stated solution and addressing all problems presented in the case study.	Demonstrates an acceptable understanding of topic by providing a solution. Solution does not address all problems presented in case study.	Demonstrates minimal understanding of topic. Solution is not provided.
Summary	Provides an exemplary definition and summary within 100-150 word requirement.	Provides an adequate definition and summary but is not within 100-150 word requirement.	Does not provide an adequate definition or summary.
Research	Includes two sources relevant to case study.	Includes one source relevant to case study.	Does not include sources or included sources are not relevant to case study.
Technology Use	Each group member made multiple entries on wiki page and each group member used the Web 2.0 tool during presentation design.	Some group members made multiple entries and some group members used Web 2.0 tool during presentation design.	Group members did not make entries on wiki page and did not use Web 2.0 tool during presentation design.
Presentation	Includes all 4 requirements (case study, definition/summary, solution, references).	Includes at least 3 requirements. (case study, definition/ summary, solution, references).	Includes only 1-2 requirements. (case study, definition/ summary, solution, references).
Group Participation	Each member participated regularly in group discussions and contributed equally in determining solution and presentation design.	Each member participated regularly but some group members contributed more than others did in determining solution and presentation design.	All group members did not participate or contribute in determining solution and presentation design.

 

 

References

 

American Bankers Association. (2013). Get smart about credit. Protecting against identity fraud: Case studies. Retrieved from

http://www.aba.com/Engagement/Pages/getsmartaboutcredit.aspx

 

Harasim, L. (2012). Learning theory and online technology. New York, NY: Taylor & Francis.

 

Lee, M.J.W., & McLoughlin, C. (2010). Beyond distance and time constraints: Applying social networking tools and Web 2.0 approaches in distance

education.  In G. Veletsianos, Emerging technologies in distance education,(pp.61-87). Retrieved from http://www.aupress.ca/books/120177/ebook/04_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf