Tuesday, 02 January 2018 09:09

801 - Winter 2018 Syllabus

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From the course documentation: This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in professional practice. This, in turn, will lead to the creation of a collaborative learning community within the context of the course where the knowledge and skills of professional inquiry will be explored and demonstrated.

Please note:

  • There is overlap in the timing of the modules and they are of varying lengths.
  • Module 4 is perhaps the most intensive as it requires group work, an extensive literature review and engagement with external communities (the name of the course is Collaborative Inquiry).
  • As you will note in the course Gantt chart (following the weekly syllabus), you should start thinking about potential group members and associated work in Module 2.
  • I urge you to review the entire course structure in order to be clear on the progression of ideas and content and to be able to make connections between the various elements of the course.
  • I am happy to negotiate deadlines and due dates as needed. However, please consider your classmates when doing so.

Module Structure

There are five (main) modules in GDPI/PME 801 - Collaborative Inquiry. Some of the modules overlap throughout the duration of the course. There are also un-numbered modules that mark the beginning (Course & Personal Introductions module), the middle (Mid-course Consultation module) and the end of the course (Course Closure module). The main modular structure is as follows:

  • Module 1: Collaborative Inquiry about Core Concepts
  • Module 2: Knowledge Building
  • Module 3: Develop and Share Artifacts
  • Module 4: Engage in Collaborative Design with Course Peers
  • Module 5: Connect with a Professional Community: Communicating about Collaborative Inquiry 


Feedback and reflection are integral to successful professional inquiry. Across the GDPI/PME courses, participants are provided with various ways to reflect on their progress (e.g. blogging, portfolio development) and to receive on-going feedback about the progress of their ideas, actions and concerns (e.g. group discussion, collaboration, written comments). The instructor, along with other participants in the course, will provide feedback as part of the day-to-day course functioning, however at two points in this course a formal interaction between the instructor and each participant will take place.

At roughly the mid-point of the course, participants will conduct a self-assessment. This process has 2 parts. First, participants will complete the Participant’s reflection section of the GDPI-PME Rubric of Professional Inquiry. In addition, participants will consider the 5 elements of inquiry represented on the rubric and construct a profile of the quality of their own learning to date. Once both sections are completed, participants will submit the rubric to the instructor via the Dropbox.

The instructor will then respond with his/her own assessment of the learning on both the rubric and through the Instructor’s Remarks. No grade is to be assigned as this mid-course use of the Rubric of Professional Inquiry is for formative purposes only. At the end of the course, again using the Rubric of Professional Inquiry and following the same pattern of interaction, a summative assessment will be completed by the instructor.





Course & Personal Introductions

 Jan 8th – 14th

1 week

  • Discussion Board:
    • About this Course (only if you have questions)
  • Activity:
    • Collaborator Artifact
    • Discussion Board – Jan 14th
      • Share link to portfolio / artefact
      • About me as a Collaborator
  • Discussion Board: Jan 14th
    • Background

Module 1.

Collaborative Inquiry Core Concepts

Jan 15th – 28th

2 weeks

  • Discussion Board:
    • Collaborative Inquiry Core Concepts Jan 21st  
  • Discussion Board:
    • Case Study Jan 28th
  • Activity: Core concepts map (draft) - Jan 28th
    • Discussion Board:
      • Post concept maps

Module 2.

Knowledge Building

Jan 29th – Feb 11th

2 weeks

  • Activity:
    • Knowledge Forum Feb 11th
  • Activity:
    • Technologies Montage – video (draft)
    • Discussion Board:
      • Post your video Feb 11th
  • Discussion Board: Our Professional Communities
    • Consider potential group members for Module 4
    • Consider one potential professional community to join for Module 3 and 5 Feb 11th

Module 3.

Develop & Share Artifacts

Feb 5th – 18th

 2 weeks

  • Activity: Final Core Concepts Map
    • Submit to dropbox Feb 11th
  • Technologies Montage
    • Submit to dropbox Feb 18th
  • Activity: Professional Community Initial Proposal
  • Submit to Module 2 Discussion board: Our Professional Communities Feb 18th

Mid-Course Consultation - Submit to dropbox Feb 18th

Module 4.

Engage in Collaborative Design with Course Peers

Jan 15th – Mar 11th

Over several weeks

  • Activity: Solution Concept Written Proposal Mar 11th
    • *Note – this is a group activity and assignment
    • Discussion Board:
      • Post your proposal

Module 5.

Connect with a Professional Community: Communicating about Collaborative Inquiry

Feb 26th – Mar 18th

  • Activity: Connect with a professional community Mar 18th
    • Or, create digital foothold
    • Discussion board:
      • Submit evidence to “Our Professional Communities”

Course Closure


March 12th - 18th

  • Activity: My Growth So Far artifact Mar 18th
    • Discussion Board:
      • Submit artefact

Final Course Consultation Submit to dropbox March 18th


pme 801 w 2018

Read 274 times Last modified on Tuesday, 02 January 2018 09:39
Dr. Paul Leslie

Associate of Taos Institute: http://www.taosinstitute.net/

Education is a Community Affair. 

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