Magazine - ESHA

supposed to comment and supplement the post if required. This
way the blog becomes the place where students share refl ections
about the lessons and the subject taught.
Everyone involved fi nd it nice with the common understanding and
the possibility to refresh the memory. Also content from the blog
can be reused/remixed by the students for later assignments.
And example on E-Teacher collaboration
Tom is studying to become a mechanic and when he gets engaged
in an exciting project, it is part of his mind all day long. Today is one
of these days that really gets him going. The class has begun on a
new project on the topic “Engines”. Tom is teamed up with two of
his classmates and they have decided to focus on Wankel engines
after a two-day brainstorming process using MindMeister.
During the two-day process many ideas and notes were posted – at
school, in the bus, from home etc. Pros and cons. Different tech-
nologies. Pictures. Blog posts. And so on. During this process their
teacher has participated with ideas and guiding comments. When
the team met the next day the focus were settled within fi fteen min-
utes. Many issues had already been dealt with. Next step was to
defi ne a problem statement and to have it approved by their teacher.
Once again the document was created in a Google document and
the writing process supported by their teacher. Once approved the
team had been setting up some project documents to work on:
• A public project site, inviting friends with a special interest in
Wankel engines to join. The project site also links to the overall
project site.
• A blog acts as a project log to document the work process and
refl ections throughout the project.
• A project calendar for mile stones and deadlines as well as tasks
management.
• A number of online documents to work on collaborative.
E-TEACHER 2.0
ESHA MAGAZINE SEPTEMBER 2011 31