Running head: COLLABORATION IN THE VIRTUAL CLASSROOM
Instructional Design
EDU337 Collaboration in the Virtual Classroom
Dr. Barbara Hall
March 2014
Wiki
Choose and Justifies the Choice
of Wiki
Wikispaces
Free Site
2 GB of Memory
Good Tutorial
Ease of Use
Wiki
Why It is Best Suited to Meet the
Group’s Needs
Ease of Use
Good Tutorial
Allows for storage and editing of
materials
Member’s Individual
Interests
Military
Power Generation
Instructional Design
Purpose of the Collaboration
Lesson
Transition between military and
civilian
Successful resume writing
Learn good interview skills
Translate skills and experience in
the military into understandable
civilian terms
Military Transition - What Are
Skills Worth
 The Goal of this training is to show transitioning military
members the significance of their training and how it
translates to the civilian job market.
From:
To:
 At the end of this lesson, the learner will be able to
collaborate and build upon the following:
 Identify resources that help translate their current military
skills to a civilian resume.
 Describe how to articulate their current military skills
during an interview.
Military Transition - What Are
Skills Worth
The two group of learners
identified are:
Military Veterans – Age group below
35 years of age
Military Veterans – Age group over 35
years of age
Military Transition - What Are
Skills Worth
 Military Veterans – Age group below 35
years of age
 This is the first generation of business
leaders that largely did not serve.
Cultural barrier to understand military
experience and skills.
60 percent of Veterans say it is a challenge
translating military skills to civilian job market.
 More veterans leaving the military earlier
with not as many skill sets.
Military Transition - What Are
My Skills Worth
 Military Veterans – Age group over
35 years of age
These Vets have grown in the many of
the skills sets that are being sought
after in the civilian sector.
Older veterans have progressed many
times from technician to supervisor.
Allows companies to hire these
individuals without having to invest
much money.
Communication
Students will collaborate and address:
 Elaborative (Constructive) Feedback
 Student Growth
 Relevancy
 Feedback on Interviewing Skills
 Examples of Useful Feedback
 Examples of Not Useful Feedback
 Feedback on Resume Building
 Examples of Useful Feedback
 Examples of Not Useful Feedback
Structure
Course will be managed by:
 Macro-Script
 Motivates Group
 Provides Structure
 Flexibility
 Adaptability
 Roles
 Clearly Defined
 Helper / Learner Roles
Group Composition
The types of collaborative groups are:
 Heterogeneous
Requires minimal knowledge of the skill
sets
Helpful in generating ideas and
broadens scope
 Homogeneous
Similar Skill Sets
Similar Backgrounds
Similar Experiences
Grounding
Common Ground
Imperative to achieve goal
Introductions and Backgrounds
Common Bonds
Shared Experiences
Community Building
Allows Grouping
Questions
Presentation / Portfolio
 Write a Resume
Understand
 Generate Presentation
Participate in Interview
Lessons Learned
Corrective Actions
Questions
Construction
Generate Conceptual Map
Resume Writing
Interview Techniques
Essay
Overcoming barriers
Open-ended questions
Question’s
Substitute / Correction
An example would be:
Select the underlined words that is
incorrect.
The main difficulty for transitioning military
personnel is the linguistic barrier of skills and
accomplishments between the military and
civilian jobs.
Question’s
Substitute / Correction
Another example would be:
Select the best response
Managed and directed the daily activities of
seven (7) mechanics
OR
Supervised Personnel
References
Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective
collaborative learning groups in an online environment. The
International Review of Research In Open and Distance
Learning, 10(3), n.p. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/6
75/1271
Hall, B. M. (in press). Designing collaborative activities to promote
understanding and problem solving. International Journal of eCollaboration, 10(2).
Maffucci, Jacqueline (2013). Year-End Review: Post 9/11 Veteran
unemployment in 2013. Retrieved from
http://iava.org/blog/year-end- review-post-911-veteranunemployment-2013
References
Pearl, Andrew (2013). Military to Civilian Transition: Transferable Skills
in Your Resume. Youtube.com. Retrieved from
http://www.youtube.com/watch?v=TYorsmUcs5U
Scalise, K., & Gifford, B. (2006). Computer-based assessment in elearning: A framework for constructing “intermediate
constraint” questions and tasks for technology
platforms. Journal of Technology, Learning, and Assessment,
4(6). Retrieved from
http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1653/14
Tarantino, Tom (2013). The Ground Truth on Veterans’
Unemployment.
Retrieved from
http://nation.time.com/2013/03/22/the-ground-truthveterans-unemployment/
about-
Contributions
Week 1
Contributions
Week 2
Contributions
Week 3
Contributions
Week 4
Contributions
Week 4
Contributors
Jake Perkins
Ernie Devlin