In Chapter 8, Promoting Collaborative Learning, Palloff & Pratt state, “Collaborative effort helps learners achieve a deeper level of knowledge generation while moving from independence to interdependence, thus strengthening the foundation of the online learning community” (p.157). Collaboration can strengthen the online learning community by allowing us to learn from one another. This will be more of a sharing discussion to learn about some of the tools others have used in implementing collaborative activities. Make sure to post your tool to the Online and Blended Teachers Diigo group.
Collaboration in online environments can be challenging. Share some ideas for online collaboration and include at least one tool that might facilitate the process. In your post, discuss potential pitfalls in implementing collaborative activities using Web-based tools.
My contribution: Our school has been fortunate to have received some grant-sponsored telepresence technology (Cisco) that allows for high quality videoconferencing for increased teacher and student collaboration. It's been a slow start getting teachers on board, as the "high-tech" look of the machines and their interface seems more complicated than it really it. It's also been challenging finding schools/classes with whom to collaborate. However, the few virtual meetings we've held with these units this year have been very successful. Similar to Skype or Google hangouts, the telepresence system provides opportunities for students to speak with scientists, authors, and other experts. It also has been a huge hit with students when it comes to cross-cultural connections. In December, a 2nd grade class "met" several times with a 2nd grade English immersion class in Mexico to discuss and learn worldwide holiday traditions. They shared notes, drawings, songs, etc. with each other, exchanging cultural notes and authentic, first-hand experiences. In another teleconference, our 1st grade students took a virtual field trip to the North Pole to complete math activities with other students around the country, led by Mrs. Claus. Extensively expanding the four walls of the classroom has been nothing but motivating, interesting, and rewarding. Teachers as well have benefited from professional development opportunities by which they have collaborated with other districts in our state who wish to learn about our Readers and Writers Workshop model. They meet regularly via the telepresence units to share successes and ask questions.
One issue we are looking to address right now is compatibility and the organization of resources/connections. There really is no central database of which schools have which devices and programs, so it can be challenging to know if the technology is compatible. Along the same lines, it's difficult to know which schools or classes are open to videoconferencing, and if so, what topics or projects they wish to address. Teachers are encouraged to use their PLN connections to build these kinds of relationships and collaboration opportunities. There are a few websites to get started, but it's pretty hard to find alignment. Our school is actually collaborating with a few other schools to build a statewide database to facilitate the connection process. Students are more than happy to jump on the bandwagon, although so far their role has been to participate as a whole class. I'm hopeful that we can work towards students' independently collaboration with outside teachers, experts, or students (even if it's just through Skype or Google Hangouts). I think that this category of tools is extremely powerful for real-time collaboration that can cross borders. The applications of this technology are numerous! I can see how it would be invaluable for a Project-Based Learning environment or to help serve as a "primary source" in a history class, for example. It's also useful as a professional learning tool for teachers who are looking to build a community of learners to improve their craft.
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