5 Steps: Group Feedback and Comparing Engaging Screenagers

DrWarren Showing Massive Learning Analytics Generated from eWorkbooks with Google Forms

5 Steps: Group Feedback and Comparing Engaging Screenagers

When you were in school did you ever complete a group project for a class?
Wouldn’t it be interesting if a tool like an eWorkbook could make a great difference?


 
Isn’t it interesting how educators ask students to work in groups but tell them little about how to work in groups? (junk engagement)


It seems education is not the only genre, as when I worked in Human Resources we struggled with forming and motivating groups.
Way back then we tried several different methods and didn’t have the results we wanted.
Moving into the classroom where I taught communications, again I tried several methods to motivate groups and still struggled as the results were not what I would settle for with my learners.
In previous blogs I’ve mentioned using eWorkbooks (Google Forms with the teaching slides as well as interactive questions, curating links and tasks, example images and videos, etc. which Engaging Screenagers complete using their mobile devices) for students to interactively learn.
When students use eWorkbooks to answer questions, interact, etc. while I taught, and after they submitted their answers, they would get their learning sent to their inbox so they could be reminded of their learning Moments of Growth. (optimal engagement)
An interesting thing happened when we asked students to use their eWorkbooks in groups.
DrWarren Showing Massive Learning Analytics Generated from eWorkbooks with Google Forms
DrWarren Showing Massive Learning Analytics Generated from eWorkbooks with Google Forms







Here are the steps they experienced:
1st: At the beginning of the semester we asked students to form groups, each group selected their case from a list of 21 case studies (all were slightly different in context and problem/solution focus.)
2nd: Each week in class they were introduced to a new method to address their case problem, and then groups were to curate solutions using their eWorkbooks.
3rd: With this newly curated content, groups created memes and infographics, and then they inserted these communication devices into each group’s ePortfolio (all group ePortfolios were linked to the class website.
4th: About mid-semester, the groups were giving this exercise marginal effort so each student was asked to give peer feedback to 3 other groups using their eWorkbooks.
5th: After this peer feedback exercise, each group’s effort in this exercise exploded, and it was almost crazy how much more effort each of the groups was making as they were all comparing their progress throughout the rest of the semester.
Lesson:
The students learned to be more creative by looking for and creating ideas from other groups.

StrengthsFinder 2.0
Because the groups had slightly different cases, they weren’t able to just copy content from other groups, but they could get idea about design, layout, color, etc., from the other groups.
This peer feedback and comparing gave them more creative ideas and their competitiveness took over after that. 
If you think about it, marketing professionals are continually looking at other marketing, content, art, colors, etc., but we tell students they are not supposed to look at others, is that fair?

Blink: The Power of Thinking Without Thinking
Wouldn’t it be great if teachers could use eWorkbooks to guide their Engaging Screenagers to be more creative?
Can’t we trust learners to learn from others and then create their own works?
In this world of Social sharing, aren’t we cheating learners by stopping them from learning from others?

Let students learn from comparing to be more creative.

You can see examples of screen innovations for Optimal Experiences at JOIN THE CURATION: Google+.
Remember to engage tomorrow.
Following with you.
Keep it simple.
All the Best, Warren
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Dr Warren LINGER © 2017
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