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Producing Types of Deliverables

Case Studies: Psychology Research Methods

Further Information

 

Assignment Outcomes
Sequencing Deliverables
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Sequencing Deliverables

Deliverables (student items and/or performances for assessment) should allow you to “pace” students through a milestone approach for the assignment. Sequencing your deliverables carefully will help to create a strong collaborative research project.

Your collaborative research assignment sequence may lead to a related series of products or a single, well-developed product that has been worked on incrementally. Some deliverables may be developed by learning teams, while others may be generated by individual students. Your list of deliverables may include items such as:

Example: Simultaneous Learning Teams

A sequenced assignment that requires increased sophistication on each deliverable—including both written and oral responses over the course of an entire term—might look something like this:

Consensus Reflection Each student posts on Blackboard a brief, informal reflection on the consensus process used in class to select the class-wide research question, and then reads and responds to the posts of others.
Exploratory Paper Each student submits a brief (two-page), informal paper responding to the topic chosen by the class, citing prior knowledge and indicating what perspectives peak interest for conducting research. A second copy is posted to the Learning Team on Blackboard, using the small group feature.
Learning Team Assessment Each Learning Team creates a Learning Team assessment. It includes a short analysis of their strengths and weaknesses in pursuing success as members of a collaborative team, based on a class-generated list of criteria.
Best Source with Cover Sheet Each student submits one carefully selected source to a common “research bin” on Blackboard. Each contribution includes a cover sheet that includes content, empathic, and critical interactions with the source.
Issues Briefs Each Learning Team develops an issues brief that addresses the common claims and counterclaims generated by the class in a whole-group workshop. Issues briefs include citations to sources in the common research bin.
Performance Using their issues briefs, Learning Teams interact in a cooperative debate to share perspectives and engage in reasoned decision making.
Issue Reflection Each student submits a brief (2-page) position paper stating her or his post-debate perspectives on the issue.
Collaboration Evaluation Each student submits a brief evaluation of the collaborative success of her or his Learning Team, based on common criteria generated for the earlier Learning Team assessment.

Example: “Leading” Learning Teams

For an example of a way in which Learning Teams step forward to “drive” individual deliverables through whole-class facilitation, see Jennifer Simonds’ example in Case Studies: Psychology Research Methods.

Written and Oral Deliverables Creating the Assessment Collaborative Deliberation Developing Learning Teams Learning Through Reflection Learning Outcomes Posing the Problem Supporting Multiple Perspectives Making Informed Decisions Invitational Communication Climate