Cooperative Tasks
An important part of the project was to develop and describe cooperative
tasks appropriate for the introductory computer science curriculum. As
background for this work we examined the basic elements for a cooperative
task. These elements are:
- positive interdependence (group members dependent on each other)
- face-to-face promotive interaction
- individual accountability
- social skills (interaction skills)
- group members examine process
Description of a Cooperative Task
These basic elements were incorporated as part of a worksheet that was filled out for each
task. This worksheet captured the various aspects of describing a task.
The worksheet is augmented with an explanation of each aspect.
Participants used the worksheets to describe cooperative tasks they were
already using and ones that could be used. The activities ranged from
specific, for a topic and course, to general, for any introductory course.
Classification of Cooperative Tasks
Two of the categories for classification of tasks is the duration of the
task and its objective. The tasks that were developed given in the
following, classified by these two categories.
In-Class
All tasks in this grouping are done in class and require anywhere from 10
minutes to the entire class period.
Introduction/Team Building
These tasks are intended for students to interact and get acquainted with
each other. Some of these tasks are intended for the first meeting of a
newly formed group.
Example activities:
Informal Discussion
Although no specific activities were developed in this category, a simple
type of cooperative activity is for students to turn to a partner in class
and have a short discussion about a specific problem or concept.
This type of activity usually does not have the students submitting any
written result of this work, but is used to engage students in active learning.
Group Activity
This type of activity results in a single outcome, either a piece of paper
or an oral presentation, from the students. While a result is produced the
objective is student participation and not an immediate evaluation of the
student on the material. Hence any grade of the activity is usually based
on participation only and any evaluation of the material might appear later
on an exam or project.
Example activities:
Group Graded Exercise
This type of activity is similar to the previous except there is an
immediate group grade. The activity objective is both participation and
evaluation of student learning.
Example activities:
In-Lab
A number of group activities were identified as appropriate for a
laboratory setting. These activities are centered around the use of
computing equipment. The exercises are for learning with some exercises
involving group evaluation.
Example activities:
Out-of-Class
These activities involve out-of-class work, possibly combined with in-class
activities. The groups are set up on a long-term basis with both group and
individual evaluation for the activity. Student self-assessment of
each of member's contribution is included. Students may be surveyed to
gather information for forming students into groups. Samples of information
to use ask in forming groups are available from WPI and Victoria
University of Wellington.
Example activities: