About deliverables-- In the Taxonomy model, arrows represent process and stars represent outcomes/deliverables. When I started my research, I thought about deliverables for each level-- but my study showed that more often the work from one level lead to another level. The instructors I interviewed used project-based learning or linked assignments through a term that integrated a variety of activities at different levels. In the webinar I shared one example of a multi-step collaborative project.
(As a related point-- I have a whole another area of work on assessment, which is beyond the scope of this webinar discussion series...perhaps a future event.)
To your other point: "if there is a class and a collaborative team of students has an assignment and a deliverable, some of them may be more focused on the learning, while some on the grade, while some on the time commitment (etc.). They may describe their work as collaborative, while the majority of the work is really done by one or two of the members." Niki made a related point about lurkers... To address this issue I strongly recommend that the first stage of any collaboration is the development of an agreement/charter. That is the first deliverable-- and it shows who will do what, when and how. In terms of skills-building, in a situation where people come into it with mixed levels of commitment, I suggest that more structure and clear accountability is useful.
In the class I teach called "Leading Teams," the expectation spelled out loud and clear is that each person must contribute to each team assignment. Learners first complete the charter, then each week they present one deliverable (steps in a case analysis) and report on how they completed the assignment. Did their work follow the charter, if not how did things work out? It is readily apparent if someone is trying to get a free ride, and lurking is not an option. You can use a 360 degree style of assessment to get each person's view of the participation of team members.As an instructor you can choose to use grading, coaching or other strategies with missing in action learners.
Right now I am interviewing a sample of learners who took this class as a continuation of my collaborative e-learning research. These are working adult MBA learners . One of my questions probes whether they have you used knowledge or skills they would attribute to the team experience in the Leading Teams course. So far, everyone has pointed to the chartering process and discussed how they use charters in their worklife to lay foundations for collaborative team work.