Criteria for Online Projects

Check out the criteria for a successful student web 2.0 project that Marie  Salinger from Whitefriars College just posted on a PLP NING group page:

What makes a good online project? The following VELS-based criteria may be addressed:

  • Interpersonal – students should work in teams and have opportunities to develop speaking, listening, decision making and conflict management skills. They should also have specific roles and responsibilities in relation to those of others and the overall team goal.
  • Personal – Students learn to seek and use feedback from their teachers and peers and draw on other members of the community who may provide feedback, knowledge and advice about skills that support their learning.
  • Communication – development of literacy skills and opportunities to present information, ideas and opinions in a range of forms eg verbal, written, graphic, multimedia and performance.
  • ICT – opportunities to communicate and collaborate and develop new thinking and learning skills in creative ways.
  • Thinking – An explicit focus on thinking and the teaching of thinking skills to develop students’ thinking to a qualitatively higher level with opportunities for creative problem solving, decision making and conceptualising.

Projects will also be assessed for effective use of websites and web 2.0 tools, creativity, clarity of instructions and overall presentation.

The project and supporting materials should be presented in such a way that other teachers could follow the instructions and use/adapt the project with their own students.

From: http://www.education.vic.gov.au/Teacher/Webquests.htm

Lots to think about there.  Do you have criteria for online projects?

Photo credit: http://flickr.com/photos/darrendraper/3199912725/in/pool-858082@N25

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3 thoughts on “Criteria for Online Projects

  1. This is a great post, thanks. I do have a rubric I have been using to grade students for their participation, but that’s hardly like these criteria. She spells them out perfectly. I think the hardest one is the “personal” one because students so often see the computer at school as a 1-way tool…they enter stuff in and print it out or press play, etc. They’re not used to the two-way nature that it can be. The depth required to take in comments and revise is the same challenge faced in classrooms, I suppose.

  2. Hi, Alex.

    I wanted to say here that I wondered if there was an emphasis on interacting with people outside the community sphere and reformatting what we consider community to be. I have been bringing up in my conversations with people the idea that we should have more digital projects that break through the school layer and redefine what a school district is, in terms of its boundaries. It would be great if these schools and these students could interact outside of their normal range and find information and ideas and feedback that they normally would not experience.

    • Doug — No doubt this would be good. I’ve found that the best connections happen first when a member of our community goes abroad and we can connect with them. Skyping with China discusses this.

      We also have a community member going to Greece on an Earthwatch trip. She’ll report back to her class during the trip. Tons of potential there.

      Lastly, we have had success bringing big speakers into school remotely via Polycon Video Teleconference systems.

      We need to begin to pull down the walls. We have so many tools. We need to develop relationships that lead us to rip down the walls.

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