Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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28 – Online Collaboration: An Overview insight on learners’ perspectives, still serves as a framework of inspiration for what we might expect of current and future online learners. It is a cliché to invoke the notion of a wave of the future. However, as technological advances occur, we find ourselves with more and varied opportunities to interact with people unconstrained by time and space. To take full advantage of these advances, collaboration, in some form, is a necessity. Since a field like education potentially has the luxury of experimenting with collaboration for collaboration’s sake, by examining what collaboration may look like in ideal circumstances with ample preparation time and little or no pressure to produce end-products, we feel that a close examination of research in that field suggests possibilities for other professionals to take up in their own fields and teaching endeavours. Chapter summary “Great discoveries and improvements invariably involve the cooperation of many minds. I may be given credit for having blazed the trail but when I look at the subsequent developments I feel the credit is due to others rather than to myself.” (Alexander Graham Bell) “Creativity arises out of the tension between spontaneity and limitations, the latter (like the river banks) forcing the spontaneity into the various forms which are essential to the work of art or poem.” (Rollo May, 1975, p. 115) We have presented background on circumstances and factors that ideal collaborative learning in an online environment might require, and we have indicated potential pitfalls of such collaboration. The first pitfall is definitional, and we follow researchers’ attempts to draw distinctions between what is cooperative and what is collaborative. Understanding that collaboration represents a deeper and richer notion than cooperation, we examined how diversity in the classroom naturally lends itself to collaborative learning, and we then looked at the roles of teachers, moving on to focus on the core of such learning, which is the group. This served as background for a variety of issues such as tools, assessment, and a range of other concerns that may influence the success or failure of collaborative endeavours. It is noteworthy that the learners’ stories highlight assessment as an area where advances in collaborative learning next need to take place. Perhaps this should not be surprising, given that learners’ primary feedback from a course is assessment. Although rote memorization may once have represented the be-all and end-all of learning, we have arrived at a more sophisticated notion that what needs to be evaluated is how learners use the knowledge they acquire. However, there is no consensus on how such evaluation should operate. In this sense, collaboration, as the Rollo May quote (above) suggests, can be regarded as a way not only to bring new material to the learner, but also to foster collaborative endeavours that may help us to reach a consensus on evaluation, a consensus that may provide seeds for ubiquitous, spontaneous, continuous, and collaborative learning. Acknowledgments We would like to thank Sylvia Currie and Bonnie Johnston for kindly contributing their stories to this section. We appreciate all the time and effort that they devoted to reflecting upon their experiences, while Talking the Walk (Beaufait, 2006) and writing and revising their stories afterwards. Thank you, Sylvia and Bonnie, for sharing your stories. Glossary Collaborative learning. Learning techniques that emphasize student-to-student interaction in the learning process (McInnerney and Roberts, 2004). Cooperative learning. Learning techniques where students are required to work in small groups, usually under the guidance of the instructor (McInnerney and Roberts, 2004). References Bates, T. (2000). Managing technological change: Strategies for college and university leaders. San Francisco, CA: Jossey Bass. Beaufait, P. (2006). SCoPE Seminar: Talking the Walk: Narratives of Online Learner Collaboration [asynchronous moodle seminar, March 22–April 2]. Simon Fraser University, Vancouver, BC, Canada. Retrieved October 19, 2007, from http://scope.lidc.sfu.ca/mod /forum/view.php?id=246 Bender, Trisha. (2003). Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, VA: Stylus Pub. Education for a Digital World 457
28 – Online Collaboration: An Overview Bielaczyc, Katerine & Collins, Allan. (1999). Learning communities in classrooms: a reconceptualization of educational practice. In Charles M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II (pp. 269– 292). Mahwah, NJ: Lawrence Erlbaum Associates. Cameron, Donna, & Anderson, Terry (2006). Collaborative learning activities using social software tools. Retrieved October 19, 2007, from http://www.writely .com/View.aspx?docid=ag9j97p7pg73_ahh5gqp63qx4 Carnegie Mellon University (2002). Teaching with Technology: Facilitating Online Collaboration and Interaction. Retrieved October 19, 2007, from http://www.cmu.edu/teaching/technology/collab.html Chirnside, Derek (2006). Blog event [community discussion post; March 20, 2006, 04:30]. Retrieved October 19, 2007, from http://home.learningtimes.net/learn ingtimes?go=1168925 [login required] Chamot, Anna Uhl (1995). Creating a community of thinkers in the ESL/EFL classroom. TESOL Matters 5(5), pp. 1, 4. Concord Consortium (2002). The Concord Consortium e-learning model for online courses. Retrieved October 19, 2007, from http://www.concord.org/courses /cc_e-learning_model.pdf Crichton, Susan, & LaBonte, Randy (2003). Innovative Practices for Innovators: Walking the Talk—Online Training for Online Teaching. Educational Technology & Society 6(1) [ISSN 1436–4522]. Retrieved October 19, 2007, from http://www.ifets.info/journals /6_1/crichton.html Daradoumis, Thanasis, & Xhafa, Fatos (2005). Problems and opportunities of learning together in a virtual learning environment. In Tim S. Roberts (Ed.), Computer-supported collaborative learning in higher education (pp. 218–233). Hershey, PA: Idea Group Publishing. Dede, Chris (2005). Planning for neomillennial learning styles: Implications for investments in technology and faculty. Retrieved October 19, 2007, from http://www.educause.edu/PlanningforNeomillennial LearningStyles%3AImplicationsforInvestmentsinTec hnologyandFaculty/6069 Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches (pp. 1–19). Oxford: Elsevier. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. Retrieved October 19, 2007, from http://www .scil.ch/congress-2003/program-09-10/docs/09-track-1 -1-txt-dillenbourg.pdf Dirkx, John M. & Smith, Regina O. (2004). Thinking Out a Bowl of Spaghetti; Learning to Learn in Online Collaborative Groups. In Tim Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 132– 159). Hershey, PA: Information Science Publishing. Ferderer, Peggy (2003a). GENSeminar! Online Courses About Teaching Online—Re: Bob’s comments [online discussion post #33 (January 21, 2003; 06:26)]. Retrieved October 19, 2007, from http://scope.lidc .sfu.ca/mod/resource/view.php?id=260 [login required] & http://vu.cs.sfu.ca/vu/tlnce/cgi-bin/VG/VF _dspmsg.cgi?ci=219&mi=33 [guest login required] Ferderer, Peggy. (2003b). GENSeminar! Online Courses About Teaching Online—Re: straining e-facilitators [online discussion post #54 (January 22, 2003; 13:22)]. Retrieved October 19, 2007, from http://scope.lidc.sfu.ca/mod/resource/view.php?id=2 60 [login required] & http://vu.cs.sfu.ca/vu/tlnce/cgi -bin/VG/VF_dspmsg.cgi?ci=219&mi=54 [guest login required] Guribye, F., Andreassen, E. F., & Wasson, B. (2003). The organization of interaction in distributed collaborative learning. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments (pp. 385–294). Dordrecht, Netherlands: Kluwer Academic Publishers. Graham, Charles R. & Misanchuk, Melanie (2004). Computer-Mediated Learning Groups: Benefits and Challenges to Using Groupwork in Online Learning Environments. In Tim Roberts (Ed.), Online Collaborative Learning: Theory and Practice, pp. 181–202. Hershey, PA: Information Science Publishing. Haavind, Sarah (2005). Tapping online dialogue for learning: A grounded theory approach to identifying key heuristics that promote collaborative dialogue among virtual learners. Retrieved October 19, 2007, from http://scope.lidc.sfu.ca/file.php/8/moddata/forum /47/338/05Elearn_Haavind_fp.pdf [guest login required] Haavind, Sarah (2006). Understanding collaboration: collaborative dialogue [Moodle seminar archive]. Retrieved October 19, 2007, from http://scope.lidc.sfu .ca/mod/forum/discuss.php?d=160&parent=840 [login required] Harris, Judy (1995). Mining the Internet. The Computing Teacher, 22(5), 66–69. Retrieved October 19, 2007, from http://lrs.ed.uiuc.edu/mining/February95 -TCT.html Huang, Hsiu-Mei (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33 (1), 27–37. 458 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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2 Virtual Design Studios: Solving L
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3 Challenges Confronted and Lessons
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12 Articulation and Transfer of Onl
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17 E-learning Standards Randy LaBon
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21 Media Selection Peter Fenrich If
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Part 5: Engagement and Communicatio
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25 - Tools for Online Engagement an
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Page 502 and 503: 31 Looking Forward: Stories of Prac
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Page 516 and 517: Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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