RSA #4: Collaborative Tools within the Classroom

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ907048 

         This week’s reading suggested that, “collaborating and the ability to promote interdependence is a critical element in the formation of an online learning community.  Consequently, it is important that the instructor of an online course pay close attention to ways collaboration can be incorporated or facilitated throughout the course,” (Palloff & Pratt, 2007).  The reading discuss different online tools that students/teachers can use in order to ensure that students have a better understanding of the course and what is expected of them.  Students can use online resources, such as blogs, wikis, and webquests to share ideas and feedback of subject areas with students that are in their same class or with students who are learning the same material. (Palloff & Pratt, 2007).         

         “Blended Learning with Everyday Technologies to Activate Students’ Collaborative Learning” was posted in Science Education International.  The article discusses two case studies in which collaborative tools were used through mobile devices.  Since students are more often likely to bring cell phones to class, this article suggests getting students to use these mobile devices to help with collaborative learning.  (Vesisenaho, Valtonen, Kukkonen, Nuttinem, Hartikainen & Karkkainen, 2010).  The first case had students share lectures notes using Quaiku.  Students would post lecture notes and see what other students’ interpretations of the notes were.  Teachers were also able to use the tool to see if students truly understood what was being discussed. (Vesisenaho, Valtonen, Kukkonen, Nuttinem, Hartikainen & Karkkainen, 2010).  The second case study focused on students using wiki-environments in small groups to create a biology activity.  Students were able to share materials with one another. (Vesisenaho, Valtonen, Kukkonen, Nuttinem, Hartikainen & Karkkainen, 2010).  Overall students enjoyed working with collaborate tools to help further their understanding of concepts being discussed.

         Overall, I feel that there are parts from the above article that helps support the reading from this week.  In both readings, it was encouraged that students work collaboratively with one another in order to enhance understanding.  The article further explained two ways students used collaborative tools to discuss with other students what had been learned in class and it also showed the teacher what students understood or what their interpretations of the material was. 

Resources:

Palloff, R. & Pratt, K. (2007).  Building Online Learning Communities: Effective Strategies for the virtual classroom. (2^nd ed.). San Fransisco: Jossey-Bass.

Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, S. (2010). Blended Learning with Everyday Technologies to Activate Students’ Collaborative Learning.  Science Education International, 21 , 272-283.  Retrived from:

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ907048