WAYS OF INTEGRATING IT IN COLLABORATIVE ACTIVITIES

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WAYS OF INTEGRATING IT IN COLLABORATIVE
ACTIVITIES

• Presnted by
• Ahmed Bahloul
• Mahdia July 2002

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Part one The One Computer Classroom
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• The education system in any country portrays the
  classroom as an island on which the teacher, a
  group of students, standardized textbooks, and
  other limited resources exist in isolation.
• There exist islands of knowledge on the
  "information superhighways" of this world. These
  islands of knowledge contain a rich and broad
  range of resources that can enrich the learning
  experience of students. Accessing these islands
  of knowledge is no longer a difficult task,
  thanks to the Internet and the resources therein.

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• Thanks to the use of computers, students can
  select materials related to the topics they are
  dealing with, and remodel them according to their
  needs and levels.
• Assignments and projects can be made available
  on-line on the WWW. Students can access class
  materials at anytime and from anyplace (via a
  computer), save or print handouts, assignments,
  etc.
• Help can be sought from classmates or other
  sources, including the teacher himself.

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• Students can then submit assignments, projects
  and take-home exams electronically.
• Alternatively, all the handouts and the
  hypermedia software can be provided to the
  students on disk and they can browse the
  materials off-line at their convenience.

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• One of the main benefits of computer-assisted
  instruction is that it increases motivation
• To prove that, several questionnaires can be
  designed to explore the various facets of the
  motivational aspects of using computers
• The learners might be given these questionnaires
  and asked to reorder the statements according to
  their beliefs and attitudes

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• Survey questions
• Learning how to use computers is important for my
  future
• I enjoy seeing the things I write printed out
• I enjoy using the computer to communicate with
  people around the world
• An advantage of email is that you can contact
  people any time you want
• Using email and the Internet is a good way to
  learn about different people and cultures
• Computers help people overcome weaknesses and
  powerlessness
• I am less afraid to contact people by email than
  in person

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• Communication
• Using email and the Internet makes me feel part
  of a community
• I enjoy using email to communicate with my
  teacher
• I enjoy using the computer to communicate with my
  classmates
• Writing to others by email helps me develop my
  thoughts and ideas
• Contrary to what many people think, computers
  help bring people together, starting with the
  classroom itself
• Using email and the Internet is a good way to
  learn more about different people and cultures
• Email helps people learn from each other
• Communicating by email is a good way to improve
  my English
• Learning to use a computer gives me a sense of
  accomplishment
• I enjoy using the computer to communicate with
  people around the world

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• Empowerment
• Computers help people overcome weaknesses and
  powerlessness
• Computers are not usually frustrating to work
  with
• Computers help people overcome isolation
• Compared to those who cant use the computer, I
  feel more powerful as I possess a tool they dont
  have
• Using a computer makes classes totally learning
  and learner-centered
• In computer-based lessons, I feel I ma more
  proactive than reactive
• I enjoy the challenge of suing computers
• I feel that there are no barriers for me to
  express my thoughts or carry out the tasks my
  teacher asks me to do

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• Learning
• Using a computer gives me more control over my
  learning
• I can learn English faster when I use a computer
• I enjoy writing my assignments on a computer more
  than by hand
• I can write better essays when I use a computer
• Working by computer makes me more creative
• I can learn English more independently when I use
  a computer
• Revising my work is a lot easier when I use a
  computer
• Learning while using computers is seen as a
  collaborative and cooperative process where
  students constantly interact with the teachers
  and with others students
• Discussion and information sharing nurture the
  learning process as different views of the
  subject result in new, shared knowledge ( Whipple
  1987 )

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• If I have a question or a problem, it is easy for
  me to find the answer to it by using a computer
  due to the wealth of resources I can consult
  immediately
• Learning to use a computer gives me a greater
  sense of accomplishment than when I receive
  instruction from the teacher only
• Using a computer gives me more opportunities to
  read and use authentic English
• I can learn English in a more cooperative
  atmosphere when using a computer with some of my
  classmates
• Computer-based lessons allow and encourage
  learning before, during and after class
• Using a computer gives me more chances to
  practice English
• Using a computer offers me the chance to go
  beyond what I am exposed to in the classroom
• I can learn at my own pace while using a computer

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FAQ 1
What can a GOOD teacher do...
with ONE computer?
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Manage responsibilities andpaperwork...

• manage student records, grades, and attendance
• generate tests, worksheets, handouts, and
  displays
• produce reports, letters, and notes
• create and modify curriculum
• increase teacher professionalism

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Make dazzling presentations...

• illustrate concepts and ideas
• manage and organize information
• assist in classroom management
• encourage student participation
• enliven demonstrations

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Lead incredible discussions...

• prompt discussion
• promote debate
• manage information
• support role playing
• create compelling context
• enhance drama and excitement

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Inspire enlightening self-discovery...

• provide access to information
• offer tools for organizing and manipulating data
• engage exploration in a compelling context
• display content in alternative forms

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FAQ 2
OK, so now I know WHAT I can do...
but HOW do I get thirty kids per hour, 5-6 hours
per day on ONE computer?
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One way is to use a large projection display
device...
Hi, Im ADAM!
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Another way is...
cooperative learning!!
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FAQ 3
What is cooperative learning?
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FAQ 4
What are some examples of cooperative learning
groups?
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Cooperative learning activities enable...

• information dissemination
• paced group movement
• distributed responsibilities
• group interdependence
• individual student involvement as part of a team
• prompt cross-group interactions

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FAQ 5
Now...I know WHAT to do with ONE computer, I
know HOW to do it...
but how do I INTEGRATE the technology into MY
curriculum?
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The ultimate learning activity...
a thematic unit integrating technology,
collaborative on-line projects, and cooperative
learning groups
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Where can I get information regarding on-line
projects?
FAQ 6
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Many sites now have collaborative projects
available on-line. The better projects are those
written by teachers and field-tested in
classrooms utilizing on-line resources. A growing
collection of on-line projects is available at
the Louisiana Challenge site.
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On-line Resources
Louisiana Challenge On-line Projects
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• http/etrc33.usl.edu/lessons/lalessons/collab.html
  

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• The World Wide Web (WWW) provides access to a
  vast array of useful information related to
  almost any subject matter. For example, ISWORLD
  at http//www.isworld.org/isworld.html is a WWW
  site that represents a junction for many
  information systems related resources. Course
  outlines, cases, research papers, excerpts from
  journal articles, software tools, conference
  proceedings, calls for papers, descriptions of
  programs, working papers, and proposals for
  collaborative effort are some of the resources
  that can be accessed at ISWORLD.

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• Research has overwhelmingly indicated that
  cooperative learning improves academic
  achievement, improves behavior and attendance,
  increases self-confidence and motivation, and
  increases liking of school and classmates.
• However, to be effective, all cooperative
  learning tasks must be carefully structured so
  that

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• individual students are held accountable for
  their work
• groups are held accountable for the learning of
  each member of the group
• the project assigned must be an authentic problem
  (that is, must have a level of complexity which
  engages the students and cannot be more
  effectively solved by one student)
• students are encouraged to talk to work out
  solutions to problems and
• students can have a clear understanding of
  academic and social goals for the lesson.

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Which factors should be considered when setting
up a collaborative task ?

• The nature of the collaborative task puzzle
  solving, editing a newsletter
• The nature of the collaborators peer,
  teacher-student, student - computer
• The number of collaborators 2, 3, 100 ( e.g. a
  shared hypertext system with entries by many
  people)
• The previous relationship between collaborators
  how many shared experiences

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• The motivation for collaboration intrinsic
  interest, quest for success, knowledge, etc.
• The setting of collaboration classroom, home
• The conditions of collaboration physically
  co-present, computer-mediated
• The time-period of collaboration minutes, hours,
  days, weeks, years
• ( Source http//www.ul.ie )

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The role of the computer 

• Looking at cognitive changes and learning
  processes, Kurland Kurland (1987) refer to
  Collins (1984) in discussing ways the computer
  can be used to support learning
• it can allow one to simulate situations that
  would be impossible in the real world,
• it can maintain traces of student actions that
  can be used in improving problem-solving
  strategies,
• it can reify the process of thinking, not just
  the product,
• it can make the invisible visible, it can help
  create functional learning environments where the
  student can acquire goals and knowledge while
  pursuing goals that are meaningful to them,

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• At the most basic level, the computer can be used
  simply as a data-gathering tool that can support
  the investigation of collaborative learning
  processes between people, allowing for
  presentation of a task, and perhaps recording of
  responses, and later analysis of these responses.
  
• In this case, the computer makes the task of the
  researcher easier but does not really affect the
  collaborative learning process per se.
• The computer can also be seen as a "tutor" with
  whom the pupil interacts, or even collaborates
  and a tool that could help the student in
  understanding a problem domain by pointing out
  flaws in the students conceptual model evidenced
  by their responses to problems

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• Another viewpoint, stresses the use of the
  computer as a medium or resource for
  collaborative learning (Crook, Newman). The
  computer can help students to communicate and
  collaborate on joint activities, providing
  assistance in the coordination process. This
  mediational role of the technology emphasizes the
  possibilities of using the computer not simply as
  an individual tool but as a medium through which
  individuals and groups can collaborate with
  others.
• Basic electronic mail has been used for some time
  to provide a simple computer-mediated learning
  environment for students (e.g. Levin et al.,
  1984). The immediacy of the medium, and its
  ability to go beyond the classroom walls, even
  across countries, certainly does have an
  undeniable appeal.

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• Having a computerized trace of the activities
  engaged in by the students can be useful, as it
  allows teachers and students to study their
  exchanges and engage in new learning activities
  involving spelling, idea coherence, presentation,
  etc.

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• It is important to note that the technology per
  se is usually not the crucial issue, rather the
  social practices surrounding its use.
• Simply providing a physical or electronic
  connection between people does not guarantee that
  any collaborative learning will take place. The
  important thing is to create a social activity
  through which learning can occur.
• Indeed, a nice example of how simple email
  exchanges can be upgraded to a more complex set
  of collaborative activities is given by Riel
  (1985) in the development of a Class Newspaper.
  This spawned a whole new set of activities such
  as researching, editing, layout etc, which
  provided opportunities for the students to learn
  a variety of new skills.

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• An interesting example of the use of an
  electronic network for collaborative learning via
  information dissemination and general discussion
  is the establishment of a network of users which
  supports mailing lists and bulletin board
  services concerning a wide variety of themes,
  subjects and interest areas. Of particular
  interest are the requests for information or help
  that can be sent out on the network, and the
  responses generated.

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• Developments in technology, such as the
  increasing number of local area networks ( LANs )
  in many settings, including schools, provides new
  opportunities for CSCL. The emergence of these
  new phenomena would be difficult to conceive of
  as developing without the computer medium.
• An example of this might be the creation of an
  Earth Lab, for example, when the topic studied is
  Save the Earth, where students and teachers
  collaborate with other students and teachers in
  doing research, collecting observations, and
  reporting their findings for a collective
  project.

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• The databases created provide new opportunities
  for sharing information and creating new
  activities and a variety of tasks that can be
  assigned, delegated, negotiated, and all mediated
  through the computer. The power and flexibility
  of the computer allows for the simultaneous
  coordination of multiple activity systems, for
  students and teachers performing a variety of
  interconnected and local tasks.

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• Part Two
• Assessment via computers

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• Technology can be used for assessment purposes at
  various levels ranging from the management of the
  assessment information to a fully automated
  assessment system.
• Using technology for the management of assessment
  information can enable information to be
  presented in different ways to meet the needs of
  different audiences (such as teachers, students,
  course organisers administrators and parents ).

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• Not only the quality of presentation of reports
  but more importantly the range and scope of their
  content can be improved by utilising technology
  for this purpose.
• At the other extreme, in a fully automated
  assessment system all aspects of the system from
  the assessment which the student completes to the
  processing and administration of the marks,
  including the overall management of assessment
  information, is technology-based.
• Assessment strategy should be considered during
  Course Design,
• Here it is useful to ask ourselves

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• What kind of things do we want our students to
  learn?
• What areas of their performance is to be
  assessed?
• What opportunities will be provided?
• What assessment tasks will be set?
• What methods/tools of assessment will be used?

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Advantages in the use of IT for Assessment

• The drive to find effective new and improved
  assessment methods.
• Focus on Quality Assurance.
• The changing aims of the educational system (mix
  of academic, vocational and general transferable
  skills).
• Emphasising deep learning rather than shallow.
• Interest in using new teaching and assessment
  methods.
• More frequent formative and summative assessment.
  
• Teachers, students and parents can be alerted
  sooner to adapt their teaching.
• Less time can be spent on marking and obtaining
  results

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• Self-assessment takes place in the student's own
  time, at their own pace, when they are ready.
• Increased student confidence.
• Students like rapid results.
• There is growing interest and increasing
  practical experience in the use of computers to
  deliver objective tests.

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• One of the aspects of assessment that has been
  gaining momentum is the use of portfolios as a a
  learner and learning-centered formative tool.
• A practical idea is the development of computer
  based portfolios where students can create
  multimedia packages with simple links between
  different resources.
• These could be used for the creation of
  portfolios where students have gathered a range
  of resources, such as graphics, audio and video
  clips in addition to text and links to relevant
  pages from the world wide web.

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• Students could also be assessed on their ability
  to create a relevant and linked portfolio of
  World Wide Web resources, which can quite simply
  be created by writing Web pages in HTML (hyper
  text mark-up language), possibly using the
  conversion and editing tools provided for several
  standard word processing packages.
• The structure of the package/portfolio and
  relationships between the links included in the
  materials can be a reliable indicator of the
  depth of learning.
• Electronic portfolios would be plausible for a
  wide range of subject areas, and could also be
  used for group or peer assessments.

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• Many students will be expected to use technology
  in future careers, and perhaps to compare and
  contrast the features offered by different
  packages. Asking students to create a simple
  package or portfolios of linked resources, to
  evaluate each other's products and produce a
  critical report on their own can foster a range
  of transferable skills, and promote a deeper
  level of learning.
• Packages can be targeted at a vocational use, or
  could illustrate and explore a single academic
  concept. In some situations the products created
  by one cohort may be suitable for use by others
  in following years.

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As a conclusion

• Electronic assessment tools are unlikely to
  reduce significantly the burden of assessment,
  but they can be used to promote deeper and more
  effective learning, by testing a range of skills,
  knowledge and understanding. Using computers in
  assessment does not have to mean more multiple
  choice testing to the exclusion of other
  assessment techniques. A wide range of innovative
  assessment methods lend themselves to computer
  based implementation.

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• The computer should be viewed as a support tool
  that can provide functional learning
  environments.
• When instruction is seen not simply as the
  imparting of information, but the creation of a
  space that is conducive to learning
  construction zone" (Newman et al. ) the
  power of the computer to allow students, teachers
  and perhaps others outside this system, to
  reorganize their activities and develop in
  unexpected directions could be very significant.
• The computer would thus become an important
  adjunct to truly collaborative learning and
  assessment!

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• The End