Module Code: H7TC
Long Title Teamwork & Collaboration
Title Teamwork & Collaboration
Module Level: LEVEL 7
EQF Level: 6
EHEA Level: First Cycle
Credits: 5
Module Coordinator: ARLENE EGAN
Module Author: BRENDAN FLANAGAN
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Understand the benefits and potential disadvantages of collaborative teamwork in learning environments
LO2 Be able to demonstrate the activities that best facilitate collaborative learning in F2F and in online environments
LO3 Have developed the skills necessary to productively engage in (and encourage) collaborative learning
LO4 Be able to demonstrate how to overcome collaborative group problems: conflict and social loafing, and encourage engagement etc.
LO5 Be able to design effective assessments for group co-operation and individual contributions
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Co-operation & Collaboration
• Understanding the stages of team development (Tuckman). • TEAM or do they? • Mutual gain. • Objective criteria. • Advantages and dis-advantages of collaboration • Overcoming ‘resistance’ to collaboration and co-operation
Skills needed for Successful Collaboration
• Priority of team over individual needs • Encouraging engagement Overcoming ‘social loafing’ • Managing anxieties • Handling conflict within learning
Collaborative Teamworking Methods
• Case Analysis • Collaborative Writing • Peer Help systems • Building a Knowledge or Resource Database • Peer Editing • Online Discussions • Effects of changing team membership
How to Assess Collaborative Learning
• The need for individual and group rating • Providing clear guidelines for learners in a collaborative environment and how it will be assessed • Establishing a framework with the team to assess collaboration.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Assignment % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
The learning group is required to research, produce and present an agreed report into a relevant area of educational collaboration.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 2 Once per semester 0.17
Independent Learning No Description 8.5 Once per semester 0.71
Total Weekly Contact Hours 0.17
 

Module Resources

Recommended Book Resources
  • Susan A. Wheelan. (2005), Faculty groups : from frustration to collaboration, Sage, Thousand Oaks, Calif. : Corwin ; London :.
  • Stacey. M. (2009), teamwork and Collaboration in Early Years Settings, Sage, p.144, [ISBN: 9781844455683].
  • Marilyn Friend, Lynne Cook. (2013), Interactions: Pearson New International Edition: Collaboration Skills for School Professionals - See more at: http://catalogue.pearsoned.co.uk/educator/product/Interactions-Pearson-New-International-Edition-Collaboration-Skills-for-School-Professionals/97, 7th. Pearson Higher Education, [ISBN: 9781292041674].
Supplementary Book Resources
  • Glenn M. Parker.. (2008), Team players and teamwork : new strategies for developing successful collaboration, Jossey-Bass,.
  • Julie Lindsay, Vicki A. Davis. (2013), Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time, Allyn & Bacon, p.360, [ISBN: 9780132610353].
Recommended Article/Paper Resources
  • Friend, M 2000, Academic Search Complete, EBSCOhost, viewed 29 October 2014.. (2000), 'Myths and Misunderstandings About Professional Collaboration., Remedial & Special Education,, 21, 3,, p.130.
  • Eva, KW. (2002), 'Teamwork during education: The whole is not always greater than the sum of the parts', Medical Education, 36, 4,, p.314.
This module does not have any other resources
Discussion Note: