Research

Communication and Collaboration

Collaboration has been identified as a critical skill needed for success in the classroom and the workforce. Technology advances are making collaboration accessible beyond physical and geographical boundaries. The articles examined for this assignment reinforce this notion, but also raise some key questions about facilitating and improving member participation and the quality of the group product.

In “Adult Learner Participation in an Online Degree Program,” Wilhelmina C. Savenye and Emily W. Thompson state that, “before participation can have an impact on student performance, students must participate” (2007, p 300). While this may seem obvious, there are genuine obstacles that impede participation. These authors studied asynchronous participation,  collaboration conducted without face-to-face communication, but rather done through discussion boards. They considered students’ previous experience with distance learning, the course itself and the instructor as key variables. They determined that the level of student participation increased as the students gained experience with online learning, but this factor taken in isolation is not sufficient to draw a definitive conclusion. At times, as with an MBA Accounting course in this particular program, the course material may not be as suitable for collaboration as the other courses. Also, in gauging participation, the number of postings to a discussion did not necessarily reflect high quality or meaningful participation.

Other factors have been identified that improve collaboration. In “Learn to use and use to learn: Technology in virtual collaboration experience,” Elena Karpova, Ana-Paula Correia and Evrim Baran examine international collaboration and recommend key elements that lead to successful computer-mediated communication between graduate students in the United States and Denmark. As opposed to the previous study, these students participated in both synchronous and asynchronous collaboration. Students had varying levels of prior experience with some of the technology. Applications included WebCT, Acrobat Connect Professional, Skype, Google Docs and email. The students not only collaborated on a project, some had to learn how to use new applications. This report noted that using technology is only part of the process. It was helpful for the students to have some social interaction to become acquainted before working on their project. Many were pleased to learn about using new applications and found the collaborative process gratifying. The human element, however, is still quite critical. Some students noted that the lack of eye contact or other type of non-verbal cue hindered communication. The time difference meant that synchronous meetings did not always take place at the optimal time for all participants. Many found that using a combination of technologies worked well and is in fact preferred. The authors mention it can be difficult for the instructor to determine which application is best suited for different parts of the project. In general, students appreciated the opportunity to collaborate with people from another culture and to include fresh point of view.

The example of the Bouncing Room found in “International, Online Collaboration,” by Lori Beckstead details the benefits that result from online computer-mediated communication. In this study, students from Canada and Australia worked together to produce a radio program. Developing the program however, was only part of the goal. Students benefitted by participating in an authentic learning experience and incorporated complex problem solving skills to do so. They provided quick and meaningful feedback to each other in addition to feedback from the teacher and the listening audience. The author found this feedback to be a source of motivation and encouraged participation. The interaction between students and professors helped “learners develop clearer understanding of desired goal[s],” (Beckstead, 2006, p 144). It is recommended that groups balance ability levels of stronger and less experiences members and that this can be accomplished best if the instructor assigns members rather than permit the students choose.

The information taken from the above analyses is helpful in planning computer-mediated communication educational projects. The title “Learn to use and use to learn” applies in designing a lesson plan. It is necessary to learn how to use technology, and this can definitely be part of the lesson, but it is also important to make the lesson relevant. The lesson should include the application which best accommodates collaboration, team building, problem solving and have academic value.

Computer-mediated communication could be a valuable tool in language acquisition.  Google Docs would be effective in writing practice. Students who used Google Docs could peer edit and collaborate on writing in the target language. If done in cooperation with students in a different country, learning could be a two-way process, where for example native speakers of English could collaborate with native speakers of Spanish to create documents in both languages. Skype and blogging would provide a way for social interaction as in the case of the Danish and American students. If a relationship were to be developed with a Central or South American country, the time difference would not present much of a problem. Finding methods for evaluating the contribution of each group member would in large part be the responsibility of the teacher but as shown earlier, feedback from multiple sources is also valuable.

The result of successful computer-mediated communication reflects the trends necessary for success in the work place. Students need to develop problem solving skills and need to know how to navigate the technology in a collaborative, global environment.

References

Beckstead, L. (2006). International, Online Collaboration. International Journal of Learning, 13(8), 143-148. Retrieved December 14, 2007, from Education Research Complete database. 

Karpova, E., Correia, A., & Baran, E. (2009, January). Learn to use and use to learn: Technology in virtual collaboration experience. Internet & Higher Education, 12(1), 45-52. Retrieved March 27, 2009, doi:10.1016/j.iheduc.2008.10.006

Thompson, E., & Savenye, W. (2007, October). Adult Learner Participation in an Online Degree Program: A program-level study of voluntary computer-mediated communication. Distance Education, 28(3), 299-312. Retrieved March 3, 2008, from Academic Search Complete database.

Theory

The theory of Situated Learning refers to creating an environment in which the learner is situated among meaningful learning opportunities. This means the learner is situated, or participating in activities which provide real world experience relevant to the subject matter. Lessons are created to address the needs of the individual learner and the learner takes an active role in determining the lesson content. An ERIC Digest article titled, “Situated Learning in Adult Education,” states, [i]n the adult classroom, to situate learning means to create the conditions in which participants will experience the complexity and ambiguity of learning in the real world” (p 2).

The same article mentions key principles of Situated Learning. The first is that learning takes place in common, routine situations. Learning will be the result of social interactions. Learning acquired in this manner is transferable to related situations. Situational Learning includes problem solving opportunities and interaction among participants. Learning in this way comes from content in context. This is different from other methods which traditionally focus on one isolated element at a time. The content would come directly from the real world experience or situation.  

Jean Lave identifies two parts of the learning process as “way in” and “practice” (“Situated Learning” p 3). The first part provides a period of observation for the student. This permits the absorption of information before the student practices, or polishes the new skill. Another key component is a community of practice where “learners interpret, reflect, and form meaning” ( “Situated Learning” p 3).

Situated Learning reflects many commonly accepted practices in second language acquisition. In recent years, the trend has changed from teaching a specific grammar or vocabulary element to focusing on the function of communication over the form. Many teaching methods are based on the premise that learning a second language occurs after a period of observation and is most effective when the content of the lesson is highly relevant or practical for the learner. This type of teaching requires a learning environment rich in authentic materials. 

Situated Learning also reflects the trend toward collaboration we have identified in previous lessons. For example, consider a language class consisting of adults who want to learn a language for business purposes. The teacher could facilitate a situation which includes authentic materials, such as related business journals or the style of business correspondence. Students could Skype with native speakers. Collaboration on a project could be done through diigo or Trello. The content of the project would be determined by the participants. They would create a product which is meaningful and specific for their needs. 

At times, the lack of authentic resources has been considered a drawback in moving away from more traditional language teaching. The Internet fills this void by offering resources that were previously unavailable. It may not be possible to physically situate students in a foreign country. Situated Learning makes it possible to create activities and provide materials that are relevant and that increase the students’ level of success in acquiring a second language.    

References

http://www.eric.ed.gov/PDFS/ED418250.pdf

http://www.cal.org/resources/digest/eightapproaches.html

Social Networking

I joined a diigo group called technoLanguages. I decided to join this group because it combines, as the name implies, technology and language teaching and learning. On first look, the results seemed quite varied and overwhelming. Within two clicks, I was able to find links specific to the teaching of Spanish. The variety and quantity of resources continues to amaze me. I found links for iPhone apps, teacher blogs, culture and travel information as well as creative games. At times, I become frustrated when conducting a search because of the volume of materials available. It remains to be seen if I end up directly contacting other group members, but I like having that option. I appreciate the combination of electronic resources and the ability of connecting with the people behind them. Finding so many items in one place, and being able to locate them again is a benefit of diigo that I truly appreciate.

Connecting with family and friends and networking with new acquaintances are all appealing aspects of social networking. Sharing photos, discovering new interests because someone recommended something and becoming informed about any topic are also appealing benefits. For younger people, connecting electronically is second nature. Social networks are they way they make plans and share news and photos.  For older generations, social networks provide opportunities to develop professional contacts or promote a business. It offers a convenient way to find and reconnect with old friends and communicate with family who might live far away. In addition to Facebook, the Wikipedia page lists networks for every interest and age group.

Managing, storing and incorporating educational resources can be facilitated through social networks. We have learned that collaborative work is a growing trend, and social networking certainly supports this. Adding resources that until recently had been unavailable, enriches the classroom experience. A possible negative could be the temptation to plagiarize or even unintentionally  using someone else’s idea without proper acknowledgment. Students have become accustomed to having information available at no cost and often think that because they find music or video online, it is theirs for the taking. In collaborative work, it can be difficult to evaluate who is directly responsible for the contributions. Another negative is that the limits of what is private and what is public seem to be in flux. Is it possible to completely separate professional, classroom and personal information?

I have yet to join Facebook and probably would not have joined Twitter, diigo or Trello if not for this class. Many people have recommended Linkedin and I realize it is a reliable, professional resource. Our assignments have truly opened my mind to establishing an online presence. The majority of my family and friends use Facebook and I have visited their pages. In my case, I can see myself joining in the near future for social interaction with others. I have become a fan of diigo and am confident I will continue to add to what I already have. I know many teachers who have also share information through Pinterest – something else for me to explore. 

http://en.wikipedia.org/wiki/List_of_social_networking_websites

Gaming

Given the number and variety of technological devices we are surrounded with, it is no surprise that gaming is now considered a valuable teaching tool. This generation of students is accustomed to electronic game playing. Using an interest and skill they already have to provide learning opportunities is a logical result. It was interesting to read in the NMC Horizon Report: 2011 K-12 Edition that on average gamers are in their mid-thirties and that 64% of parents view electronic games are a “positive force in their children’s lives” (p 18). Furthermore, Arne Duncan, the US Secretary of Education, cites that games offer feedback to the player, can be used to assess comprehension and provide problem solving opportunities (Johnson, Adams and Haywood p 18).

The 2011 Horizon Report describes many advantages of using games for learning such as the ones mentioned above, but also offers a subtle caveat. The potential exists for meaningful learning, but it can be difficult to find games that have been well-designed. I found this in some of the links I explored. For example, in Games for Change, I clicked a game called, “The Great Piggy Bank Adventure.” The objective seems to relate to saving and spending money wisely. The game took a relatively long time to load, and did not offer clear directions. There are other games available on the site, but I was not enticed to explore further. In Game Classroom, I found a game called “Monkey Business” designed for early readers. In constructing complete sentences, the player builds a bridge which allows a monkey to reach his goal, a bunch of bananas. I can see where this might be used as a supplement to a lesson, but did not seem sufficient by itself.

MindSnacks is an app available through iTunes and is a foreign language game. It is compatible with iPhones, iPads and iPods. Six languages are available as well as ESL support for learners of English. There many engaging activities, but are meant for individuals; it is not collaborative or multi-player.

Food Force is just one of the games offered through the World Food 

Programme. This week happens to coincide with World Freerice Week. This initiative encourages individuals to recruit six others to sign up, and each of them recruits six others in order to raise awareness of issues of world hunger. Groups participate in learning activities and their success results in a donation of rice. The site offers lesson plans geared toward either teaching about or fighting hunger. In one particular activity, students identify flags of the world and complete facts sheets regarding population, climate, language, life expectancy and threats to food supply of each country. In doing so, students are acquiring map skills, critical thinking skills and are researching. Knowing their success contributes to those in need is a powerful motivator. One could debate the merits of making a “game” out of feeding the hungry, but if we broaden our view of what a game is we can understand the value of such an activity. Food is getting to those who most need it and students are gaining knowledge while simultaneously becoming aware of a serious global issue. The Horizon Report mentions that Global Kids Gaming Initiative is a model which provides “digital literacy skills, global awareness and citizenship among young people; ” Food Force does the same(Johnson, Adams and Haywood p 18).

Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.

Austin, Texas: The New Media Consortium.

http://www.wfp.org/

http://www.mindsnacks.com/

Open Content and Ethics

The trend toward increased collaborative work has been present is each of the previous assignments. We explored many new and creative resources to facilitate collaboration as well as ways to manage, store and access information. The ethics of sharing is a crucial issue to consider as we move forward. 

The Horizon K12 Report (2011) discusses Open Content and its relevance to current educational trends. Rather than presenting fixed or traditional content to students, education includes teaching students how to find and evaluate information. To achieve this through the use of Open Content, teachers are sharing not only academic materials; they are sharing their expertise and creative ways to deliver content to students. Access to Open Content accommodates this by permitting materials to be easily distributed and customized to meet local needs. The use of Open Content offers creative and economic advantages. Many resources are available at a lower cost or even no cost and are maintained in the cloud. Sharing or re-purposing existing materials is less time consuming for teachers. The Horizon K12 Report (2011) identifies “the ability to find, evaluate and put new information to use” as a critical skill (p 23). The use of Open Content, with its constantly developing resources, accommodates this.

As electronic books evolve they will further support education. E-books are available via many devices and are moving beyond simply a digital version of printed material (Johnson, Smith, Willis, & Levine, 2011). The potential exists to develop more interactive opportunities, customized by either the teacher or student. The 2011 Horizon Report suggests collaboration and multimedia will provide more “richly visual interfaces” (Johnson et  al., 2011, p 8). A search for e-books indicates that many titles are already available at no cost. Publishers, such as FlatWorld, are pioneering new avenues for writers and scholars to publish and share their knowledge while still being fairly compensated and having their intellectual property rights protected (http://www.flatworldknowledge.com/authors).

While sharing and collaborating may be the wave of the future, the ethics of protecting creative and intellectual property must be considered. Creative Commons addresses this by providing, at no cost, varying levels of copyright protection. The creator of the work of art, photo, film, written work or any original piece can determine to what extent that work can be shared or altered. This allows the property to be credited properly, but also permits commercial or non-commercial uses of the original or re-worked piece. This approach toward protecting rights while encouraging sharing and creativity shows how technology has presented new opportunities (http://creativecommons.org/).

Johnson, L., Adams, S., and Haywood K., (2011). The NMC Horizon Report: 2011 K-12 Edition.

                Austin, Texas: The New Media Consortium.

Johnson L., Smith, R., Willis, H., Levine A., and Haywood, K., (2011). The 2011 Horizon Report.

                Austin, Texas: The New Media Consortium.

In the Clouds

I chose three cloud site related to language learning. The first is Word Dynamo. It offers a wide variety of word-related games and activities. Foreign language learning represents only a small portion of what Word Dynamo provides. I like the flexibility to customize activities to grade level and to topic, such as food, travel or grammar. In addition, each of these categories offers the choice of matching, listening or flashcards. This means that activities are available to support each student’s style of learning. Flashcard Database is an example of a collaborative resource. Teachers create and share sets of flashcards. The number of sets and topics available at all levels seems limitless. Users can shuffle sets of cards, print them, listen as the information is read and track progress. No doubt, there are other sites that offer similar options, but the blog available here caught my attention. Teachers share questions and suggestions. The site provides links to related content. Users can create banks for storing favorite sets and browse according the popularity, recently added or topic. Palabea.com offers many of the features of the other two and much more. Beyond games and flashcards teachers and students are offered interactive learning opportunities. Activities are included which offer writing practice. A library offers video clips covering a variety of countries and topics. It is possible to connect to native speakers. Participants indicate which language/s he or she speaks as well as any language they wish to learn. It is possible to chat via the Internet or search for speakers in your home town. The appropriateness of some activities would vary depending upon the age of the students. The past couple of weeks spent exploring the use of technology in the classroom has been enlightening. The quantity of creative, low cost, high-quality resources offers advantages we couldn’t conceive of just a few years ago. This can also be a disadvantage. That same immense quantity of information can be overwhelming and unwieldy. In striving to find just the right materials or data, one can easily end up spending hours researching and re-searching. This lost time negates the convenience we were hoping to gain by taking advantage of Internet tools. This is where diigo and tags can help manage content to its fullest advantage. We see tags in a variety of places, from academic journals to most Web pages. Tags make searching easier and more efficient. A tag can be broad or more specific depending on the user’s needs. I was interested to learn about tag clouds and all their forms and uses. The idea of weighting tags according to popularity, importance or personal preference helps a user manage content in a way that is more meaningful. Tag clouds can be customized to reflect the needs or tastes of its creator, but also provides creative classroom uses. For practicing spelling and vocabulary, analyzing text content and encouraging creative writing, words clouds offer endless possibilities. I was completely unaware of diigo before this assignment. When I watched the first video (on YouTube; it didn’t work for me in vimeo), my first thought was, “this is just what I need!” I am excited to finally have my own library of items where I can store and organize my favorite teaching resources as well as search for additional ones. The fact that I can connect to others who share my interests is helpful, too. Diigo is perfect for storing items that I can customize by highlighting and adding sticky notes. I can see where I will make full use of diigo for professional and personal purposes. According to the 2011 K12 Horizon Report, the Kentucky Department of Education can decrease expenses by $6 million over a four year period by using the cloud for storing and accessing data. This represents a crucial factor in considering technology uses that goes beyond the creative and management advantages. http://en.wikipedia.org/wiki/Tag_cloud https://edunology.wikispaces.com/Word-Clouds#Word%20Cloud%20Generators-Ways%20to%20Use%20Word%20Clouds Johnson, L., Adams S., and Haywood, K. (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.