Link to Sponsoring Departments What We Mean by Participation

Dear Habermas Logo and Link to Site Index A Justice Site

Participation Required

Academic Resources - Daily Site Additions
Lectures - Notes - Texts - Self Tests - Discussions
Visual Sociology - Graduate Exam Study
POST TO: Tutoring - Learning Records - Transform-dom
SEARCH: Topics Index - Site Index - Issue Archives
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California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: February 3, 2006
Latest Update: February 3, 2006

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Index of Topics on Site What We Mean by Participation

We live in a complex world today, in which we worry more about privacy and civil rights and our rights to make individual choices than before 9//11. In order to guarantee everyone's answerability and respect in our learning climate, we have taken the following steps to preserve student privacy without barring our collaborative efforts.

    Manifesto on Collaborative Learning

  • Goal: Service to and Inclusion of Our Community
    Discussion Forum on Yahoo, open to all who join our community for purposes of shared dialog.

    Since this is one of our primary goals, linking the academy to the community it services, we depend on the Internet, which allows us to open our discussions to include community members who want to share in our dialog on social justice and criminal justice in current events and issues. We also depend on our field work and the visual aids that stimulate issue discussion when we share with our community.

  • Goal: Privacy Protected for All
    Yahoo uses a Yahoo ID, which none of us have access to. Participation on Yahoo's transform_dom is voluntary, implying consent to an open forum that includes community access.

    People have various reasons for choosing not to participate in a public forum. We ask that you choose a first name, Like Randy, for Yahoo discussions. But there is no requirement that that name be your actual name.

  • Goal: Collaborative Work that Includes Many Skills and Many Participants
    Including everyone's work who is willing to collaborate in a published class project that illustrates our goals and evaluates the degree to which we hope and believe we have met them.

    Dewey noted in the 30s that we learn best when engaging in real activities, requiring the skills we are learning. To that end we've been publishing learning records on our site, Dear Habermas. We do that for a number of reasons.

    • We want our community to be able to see examples of what our students are accomplishing in their study of social and criminal justice issues.
    • We want our students to be enabled to work collaboratively on all activities, if they so choose. As we upload their contributions, they can more effectively collaborate.
    • We want to collaborate with them, not set them barrier tasks they must master. The ongoing publication of our work on the evaluative report enables us to be included in their work.
    • We want to respect the skills they bring, and we want to strengthen the skills they need to develop.
    • We want each student to respect the contingencies that result in their each having different skills. In the process of discovering many of the contingencies, we expect them to respect each other.
    • We know this is labor intensive. Learning is labor intensive. That's what we mean by disciplined learning. We embrace that labor intensity.
    • Because we expect intensive concentration and study, we work collaboratively so that we can each focus on smaller pieces of the whole collaborative evaluation report.
    • Learning also includes "banked education," - the acquiring of factual information and the focussed perusal of theoretical and application sources. We provide such sources on our internet site for all participants, including community members that may not be on our campus, or even near it.

    We have gradually come to this understanding of whatour learning records can and do accomplish. It is through our use of them as a collaborative evaluation report that we have grown in our understanding of their potential. That is what we hope to accomplish with our collaborative evaluative project each semester.

  • Goal: Transparency in Evaluating Learning
    Open and collaborative discussion, together with our collaborative project.

    Because we work collaboratively with our students the process is transparent. They can see what needs to be changed to bring their work to a professional standard by the editing process. Because we insist that we be given small bits of material, no longer than a page, we are able to edit and re-edit until we are all satisfied with the collaborative project. We learn to help one another, and to be clear in our communications over what we mean to express. Because we are working on a shared project, all have access to a succesful model, but each is allowed to participate on his/her own, or collectively with others.

  • Goal: Privacy Protected Grading
    Posting to a non-Public Access site for submissions of material for certification of learning, often referred to as grades. Those who are participating in the collaborate writing effort of an evaluative report of the class signify by posting to that collaborative project that they voluntarily permit their collaborative efforts to be published for learning purposes on the Dear Habermas site.

    Students are asked to post the dialogs they wish to submit for the collaborative evaluation report to a separate site. At CSUDH that site is learning records. Any student who wishes not to have their materials included in the collaborative class evaluation discussion and report may submit their material for certification of learning to a private site, so identified. At CSUDH, those reports will go to

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