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Online Learning provides multiple avenues for students to "show" what they know and receive support, ideas, feedback, and encouragement.
When designing for online collaborative learning projects with differently-abled students consider:
Is the project complex enough to encompass a wide variety of information?
Is the project structured enough so everyone can find a place for success without stepping on other's toes?
Is there enough time in your design to ensure student's can get the support they need to contribute meaningfully?
Will students easily be able to access the work outside of your classroom?
Will student contributions be "protected" and "safe?"
Will the technology learning needs overwhelm the intended learning objectives? (Are students going to spend so much time trying to figure out how to contribute that they can't spend any time trying to learn the actual content?)
Can you design for interdependence--where the product of the whole group will result in a better outcome than if the "most talented" person in the group had simply done it him/herself?
Can you design for independence--where the major contributions of individuals are visible and separate from the whole so a person's final grade isn't solely tied to the collective effort?
Can you integrate self and peer assessment opportunities so that everyone has a "voice" in shaping your final evaluation of their work?
Learn more about developing assessments for collaborative online learning at
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