LDT832

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Lesson 2: Learning Design for the Virtual Classroom

A Jigsaw Asynchronous Collaboration Part 1

Two people holding pieces of a puzzle — **Figure 2.2:** Individual parts of a jigsaw collaboration.
Credit: iStock, BsWei

These activities will prepare you for a jigsaw chapter summary discussion activity. A recent meta-analysis by Graham and Hebert (2010) reported an effect size of .52 on experimenter-designed posttests in 19 studies for those students who wrote text summaries of the course texts compared to other treatment interventions that included reading only, rereading (i.e., reading it twice), reading and studying, and receiving reading instruction.

Further, they reported an effect size of .77 on experimenter-designed tests across 9 studies in favor of metacognitive reflection where students personalized, analyzed, or interpreted course texts compared to reading the text, rereading it, reading and studying it, reading and discussing it, and receiving reading instruction.

What do you think is the rationale for students acting as course moderators? Think of some answers, and click Show Answer to compare your answer to an expert answer.

Answer

The moderators obtain the benefit of summary writing as they boil down the chapter into the summary discussion document.
All class members should gain from the engagement and metacognitive reflection engendered by reading and commenting on the summary discussion document and in-class discussion.
All members gain from the final summary document artifact, both near term (memory retrieval while rereading the summary comments) and far transfer (i.e., as a “take away” set of notes on the chapter topics for use much later).
Perhaps most important, this approach alters your expectations, more often engendering a learning community to become a community of inquiry.

To prepare for the Chapter 1 Jigsaw Collaboration during next lesson, complete these tasks.

Review the Penn State accessibility article concerning Google Docs and Google Drive. Seek to follow those guidelines when adding to the Chapter 1 Google Doc in Activity 6 below, paying special attention to headings.
ASAP Sign up for a 'piece' of the Chapter 1 jigsaw Activity on the Chapter 1 Jigsaw sign-up sheet Gooogle Doc found in the folder called Module 1 and 2 in our course Google Drive folder (see the left navigation area).
ASAP Read Chapter 1: "Designing E-Learning" in the textbook. Summarize your Chapter 1 self-selected section and add it to the Chapter 1 JIgsaw activity google doc (be sure to get it done this week by Tuesday, since we will discuss these jigsaw contribution pieces starting on Wednesday), this google doc is found in the folder called Module 1 and 2 in our course Google Drive folder (see the left navigation area).
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You will be the expert on your section! Insert questions in your section for us to think about and answer. Next week, we will all read this Chapter 1 collaborative Google document and comment, so be sure to get your section done before next week!

Reference

Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

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Lesson 2: Learning Design for the Virtual Classroom

LDT832:

Lesson 2: Learning Design for the Virtual Classroom

A Jigsaw Asynchronous Collaboration Part 1