I’ve noted a sea change in education and learning about which there has been quite a bit of virtual ink spilled. The phenomenon known as a MOOC (Massive Open Online Course) has been added to the education lexicon, much to the joy of futurists, learners everywhere, and to the consternation of a number of university and college administrators. Like most things, I can see the light and the dark, along with the difficult.
Image by aussiegall via Flickr
In my earlier post about the “glue” of collaboration, I spent the time describing the area of discussion and none about the actual measurement. That wasn’t exactly by design, as much as it was a realization that measuring collaboration means establishing some ground rules and accepting some risks and vagueness.
The ground rules are both simple and tough. Define what it is you’re trying to measure. I’m involved with that right now on my team and it is not easy. Objective measurement, as well as methodology, of collaboration and/or teamwork means setting up scales, deliverables, degrees of importance or weight (“So, was that assist worth a 5 or a 7?” and what does that mean?). There’s also the issue of whether this measurement applies to the group or to individuals and how you measure individual collaboration in a way that reduces the ability to game the system (“I’ll give you a +5 in the assessment if you give me one as well.”). Messy stuff….