Activities this session iPad: ‘iBrainstorm’ for starter activity Mindmap: ‘Inspiration’ for group brainstorm Voting systems: Turning Point for group quiz Screencasting: ‘Poll everywhere’ to demo online voting Wikis: ‘You Tube’ interactive demo video clip iPad: ‘Notes’ for wiki simulation activity iPad and blogs: ‘Warwick blogs’ for iPad evaluation activity.

Collaborative E-Learning Sara Hattersley

Learning outcomes To discuss the benefits and issues arising from collaborative learning approaches. To explore key technologies which can be used to foster collaboration. To consider the ‘purposeful use’ of e-learning tools and to discuss how to incorporate collaborative e-learning into planning.

What is collaborative learning? The grouping and pairing of learners for the purpose of achieving a learning goal. An instruction method in which learners at various performance levels work together in small groups toward a common goal. The learners are responsible for one another's learning as well as their own.

Screen shot from Freemind (free mindmap software)

Key benefits Interdependence and ‘accountability’; encourages learners’ responsibility for learning. Fosters constructivist learning approach; removes teacher from ‘didactic’ position. Peer teaching reinforces learning for individuals. Develops communication skills, decision-making and can increase group cohesion. Frees up teacher to observe and assess learning taking place.

Key issues The need for sound curriculum design to ‘make it work’. This includes pre- and post-activity instruction and reflection. Collaborative learning has to be purposeful. Learners may not have collaborative learning skills – this may need teaching explicitly. Encouraging ‘equal contributions’ can be challenging; as can managing different levels. Teacher feels ‘out of control’ as just a facilitator.

Teaching activities during collaborative e-learning NRDC (2007) Effective teaching and Learning: Using ICT, London, pg.39

Collaborative e-learning The principles of collaborative learning can be applied to the e-learning context. Additional considerations will be access to technology, room layout etc. Classroom based V remote approaches The importance of finding the best tool to match learning outcomes. Accounting for technology failure!

Voting systems Allow the whole class to work towards a common learning outcomes, with individual responses. Individual learners are not identified in responses; can contribute anonymously. Whole group and individual performance can be assessed and reflected upon. Good for understanding percentages. Can be used in conjunction with M-Learning.

Voting system example: Press and hold Menu key to turn on the remotes Select your answer Press the send key Receive personal feedback Numerous Question types

Voting system example:

Voting system example:

Wiki Creating shared resource– authorship (learner- centred/ecological approach). Responsibility – only accurate, suitable materials are sustained (e.g. good contributors ‘last’). Democratic – all learners are ‘knowledge creators’. Good for developing writing skills and understanding of ‘hypertext’ genre, error checking. Encourages reading skills such as scanning and comprehension.

Wiki example: How to create a wiki:

Wiki example:

Wiki example: Contributions from others can be viewed and compared. On the wiki page, however, the combined texts appears as continuous, unidentified prose.

Podcast/ Screencast Recorded in ‘real time’ and can be uploaded to the Internet, played, saved and downloaded. ‘Authentic voices’ – tutor or learner Encourages visual/auditory/kinaesthetic learning styles. Can be used to give instructions to learners, or them to instruct each other. Good for the developing of spoken discourse Recording learning for later use/supportive distance study materials

Podcast/screencast examples:

Webquest A sequential, directed learning activity where learners progress through a number of clearly defined stages. Structure encourages ‘purposeful’ use of ILT. Can eliminate the need for direct tutor input. Encourages constructivist model/discovery method of learning. Good for developing understanding of instructional text, reading through hypertext, group projects and anything requiring sequential learning approaches.

Web 2.0 The use of technology on the World Wide Web which allows any kind of interactive content Includes use of blogs, chat facilities and social networking. Enables remote access and distance study possibilities. Many learners already familiar with Web 2.0 formats and conventions. Ability to embed other e-learning objects (e.g. questionnaires, podcasts) within these. Encourages holistic approaches to learning

Blog example:

Social networking example: Links to photos and videos Events and notices Group privacy settings Links to key resources

Purposeful design Some learning objectives lend themselves more readily to collaboration. Alternatively, some learning objectives, traditionally taught as individual tasks, could be adapted to collaboration. Design must include ethical considerations, such as access to technology and equity of skills and opportunity. Structuring and preparation of the activity is as important as the learning objective (e.g. good instructions; established equipment etc).

Evaluative cycle What is the learning objective? Why might it benefit from a collaborative approach? Which technology might be helpful and why? What might the issues be (learner, organisational, tutor etc?)? Is this a purposeful use of collaborative e- learning?

Lesson planning Collaborative e-learning can be used… As a whole group session starter As the ‘delivery mechanism’ for a new concept As a tool for peer assessment and checking For formative and summative assessment purposes. In pairs, small groups or whole class arrangements In the classroom or remotely as a homework task.

Activity design Pre-task Setting up of equipment/electronic learning tools Considering where it fits in overall session plan Notes on session plan (e.g. learner groups) Clear instructions to learners, including learning objectives During task Facilitator role with support as required Reinforcing of instructions and encouragement of collaboration Refer to session plan (including timings) Observation/formative assessment of collaboration and learning Post-task Plenary and summative assessment opportunities – learning objectives Evaluation from learners (on collaboration and learning) Evaluation by tutor (notes on session plan?) Re-design of activity

Sara Hattersley Essential Skills Resource Centre