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Samantha Clews

Using a Wiki to Enhance Cooperative Learning in a Real Analysis Course - 4 views

proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb

collaboration education learning students Wiki

shared by Samantha Clews on 14 Apr 11 - No Cached
  • Samantha Clews on 14 Apr 11
     
    This is an analytical article in which the writer, Elisha Peterson, discusses the use of Wiki's in her mathmatical undergraduate course. The wiki-based software, wikidot, allowed her students to post questions as well as work collaboratively on assignments. In the article the author outlines the ways in which the wiki was specifically helpful for her class. She believes that it helped to improve participation by her students. This nturn helped students to feel more at ease when they saw what other students assignments were about. She also talks about their collaborative glossary of terms, in which each student had to post two definitions. She found that because of the collaborative nature, the students posted more than the required. It was also interesting to note that students were able to comment and correct other students work, which in turn ensured they werent studying the wrong material. However it seems that what was the most important for her class was the the compatibility wikidot had with their typesetting tool LaTeX. This made typing out mathematical equations an ease instead of students having to scan written material to the site. it seems that another positive of the site is the fact that it shows the logged time of each student, and therefore shows how much time they spent online either merely reading or perhaps editing (and what they edited was shown as well). I feel the most important part of her analysis is the feedback from her students. When examining the feedback it was obvious to see that many students believed that the online collaboration helped them when it came to studying for exams. I believe this would be a great way to get help from other students; you are able to address your question to a whole group of people instead of just one person (the teacher) this way students will get answers much quicker. It seems that the only issue behind the use of a wiki is the fact that students are unable to edit a page at the same time, however it s
  • Emily Murphy on 15 Apr 11
     
    Online collaboration has already proved its worth in software production and in the business models of various websites and organisations (eg. Wikipedia). This article provides a good example of how online collaboration can be worthy of inclusion into course material. In this example, students in the author's maths class benefited from extending their small community into an online space because students could correct each other's glossary entries and gain guidance by looking at other students' projects online. While it would have been possible for these students to collaborate offline as well, I found it interesting that various properties of the Internet seemingly made online collaboration easier than offline collaboration. For example, students could access the Wikidot page even outside of class time. Built-in features of the wiki such as forums, syntax for 'definition lists', hyperlinks, and LaTeX further assisted communication online. Having completed units involving the use of online collaboration tools (including Wikidot), I've observed that the usefulness of online tools is inevitably limited by how many students actually participate. While Ye and Kishida (2003) postulate that a 'community of practice' motivates participants to learn through participation, I would theorise that the allocation of marks to collaborative tasks is the most effective motivation for students to participate. Indeed, the author finds that tasks to which marks are allocated had excellent participation rates, while the forum, for which use was not compulsory, was used by only a few students. References: Ye, Y. & Kishida, K. (2003). Toward an Understanding of the Motivation of Open Source Software Developers. Proceedings of the 25th International Conference on Software Engineering. Accessed April 15, 2011, from http://portal.acm.org/citation.cfm?id=776867
  • Bianca F on 17 Apr 11
     
    This article discusses the author, Elishia Peterson's experience in creating and maintaining a wiki for her mathematics students to use during their semester. Peterson describes the tasks and activities she assigned the students in order to utilise the online collaboration tool that is Wikidot and was satisfied with the level of student involvement. (2009). Peterson is also forthcoming in any negatives and shortfalls she experienced during the course of the semester period, including the issue of more than one person working on the page at a time (which locks the other out and they are thus required to wait their 'turn') and that having to learn how to use the Wiki properly also took up a little extra time. Despite these minor issues, Peterson explains that the wiki created a more "streamlined student - instructor" relationship and that the communication kept the students engaged. The ability to post course material and answer questions on the wiki, along with the activities assigned to the students, created an environment where the students were able to work together. Peterson does mention that the use of the discussion board may have further enhanced the experience for her students but she found the board largely ignored perhaps as there was no grade requirement to utilise that specific tool. This reminds me of Broomhall's (2009) observation that just because a collaboration tool is available, does not mean it will be used. References: Broomhall, A (2009) No collaboration without communications Retrieved from http://www.steptwo.com.au/papers/cmb_nocollaboration/index.html Peterson, E.. (2009). Using a Wiki to Enhance Cooperative Learning in a Real Analysis Course. Primus : Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19(1), 18-28. Retrieved April 17, 2011, from ProQuest Education Journals. (Document ID: 1642644011). Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?index=1&did=1642644011&SrchMode=1&sid=10&Fmt=4&VI
Kaye England

Factiva - 2 views

global.factiva.com.dbgw.lis.curtin.edu.au/...default.aspx

online learning collaboration forum chat project

shared by Kaye England on 10 Apr 11 - No Cached
  • Novel way for using technology. By PETER LELONG, VINCE SUMMERS. 500 words31 July 2002Hobart MercuryMRCURY26English(c) 2002 Davies Brothers Limited STUDENTS in years 5 to 8 are helping to write a great online novel called Billy Bathtub. As confidence grows in the use of online learning technologies, we are seeing the range of activities made available for students continue to develop. The adventures of Billy Bathtub, supported by the Department of Education, is a topical case in point. Author Damian Morgan is currently engaged in writing a novel, online, in collaboration with Tasmanian students during second term. A teacher and writer for many years, Damian has been working with students from around the state in recent weeks. On the completion of the novel in August, Erica Wagner, a publisher with Allen & Unwin, will be editing the novel for publication. The contributions of the students who participated in developing the story will be acknowledged. The partnership of writer and editor in an online collaborative project with schools around Tasmania is certainly a new and innovative way of engaging students from years 5 to 8 in the writing process. With the completion of four drafts of chapter one completed, the author posted a number of questions on the forum to engage students to take an active part in writing the story with him. "I know this is the story of Will Reynes, but do I call him Will or do I call him I?" Morgan asks. One of the many responses which he received: "I think if the story is going to be written in the present tense it should be written in the third person, but if it is in the past tense, the first person. I personally find stories easier to read if they are written like that." The story revolves around the adventures of Will Reynes, who we first meet in chapter one as he tries to rescue his window-cleaning mother from a high-rise building, where she has become entangled in her safety harness. In chapter two, Will, is with his father in a frantic rush to the airport, to meet an important scientist who comes complete with a large ceramic elephant. Students involve themselves in the writing of the novel by submitting ideas through the Discover Education online forum. The author responds to the suggestions from the students. This interaction between author and reader in the development of a novel demonstrates a very good use of the technology. Schools can also engage in online chat sessions with the author by booking time with him over the web. Alternatively they can invite him to visit their classroom. The Discover web site provides a link to download the software, Microsoft Comic Chat, for the online chat segment of the project. Once configured this program provides a secure online environment for students to communicate with the author. The story will continue to unfold with contributions from students until the end of August. To take part visit the Discover web site at http://www.discover.tased.edu.au/ billybathtub/. Document mrcury0020020730dy7v000nc
  • Kaye England on 10 Apr 11
     
    Even though this article from The Mercury (Hobart) is nearly 9 years old, I believe that it is very interesting, and the first time that I have been aware of an online collaboration to write a children's novel. It also shows that online collaboration need not be complicated. Sometimes we overlook the simple in order to engage in the latest popular online trend or something that is seen to be technologically complex. This article shows how sometimes a simple online collaboration tool works best. The collaboration involved students from grades 5 to 8 and was coordinated by author Damian Morgan. Damian received a grant from the Tasmanian government to undertake the collaboration project. Collaboration for the project was undertaken in an online forum and through online chat sessions. Over a period of time students contributed and collaborated with Damian in order to write the novel. Collaboration can take many forms and often we don't realize that we are engaged in it, I suspect that the children in this project were having fun, learning and collaborating all at the same time and had little notion of it! It is interesting that access to the forum is still available and in fact it details the collaborative conversations between students and Damian. The forum is still available at the following URL: http://forum.education.tas.gov.au/webforum/student/cgi-bin/ultimatebb.cgi?ubb=forum;f=97 Final and draft versions of the novel are available at the following URL: http://odi.statelibrary.tas.gov.au/Resources/Framer.asp?URL=%2F2002%2F2%2F010%2Fdefault.htm&ID=00215534 References: Lelong, P. (2002, July 31). Novel way for using technology. The Mercury (Hobart), p. 26. Retrieved from http://global.factiva.com
  • ...2 more comments...
  • anonymous on 12 Apr 11
     
    This resource directly links to my topic of crowdsourcing as it discusses a crowdsourcing project which involved young students having the ability to write a novel in a collaborative manner. Students were part of the process of writing 'The adventures of Billy Bathtub'. The article highlights some of the key benefits of crowd sourcing: non-professionals can make important contributions. Anyone can contribute, in this case, despite their age, their input was deemed valuable. It is important to consider that this project occurred in 2002; the nature of the online context was vastly different to today, and we can see this with the design/appearance of the project's online forum. In http://www.wired.com/techbiz/media/news/2007/07/creative_crowdwriting Gorski (2007) explored two popular examples of collaborative novel writing using crowdsourcing. 'A million Penguins' and 'These Wicked Games' also allowed a group of people to write the novel. However unlike 'The Adventures of BillyBathtub' they did not rely on a forum, but rather wiki technology and were also very open and allowed anyone to make edits. Due to this chaotic structure, i believe 'The Adventures of Billy BathTub' was more successful because it was more controlled and restricted. 'A million Penguins' and 'These Wicked Games' faced many issues including vandalism. Many contributors were also contributing content to chapters without bothering to read what was happening in the narrative. However as stated by Jeremy Ettinghausen (publisher of 'A million Penguins') the project was mainly a experiment to see what would happen if anyone could edit and write a novel (A Million Penguins - The More the Merrier, 2007). This article suggests that collaborative narrative writing can be successful if organizers implement some degree of crowd control and impose certain restrictions to avoid chaos, spam, and vandalism.
  • anonymous on 12 Apr 11
     
    References: A Million Penguins - The More the Merrier.(2007, February 1). Retrieved from http://thepenguinblog.typepad.com/the_penguin_blog/2007/02/a_million_pengu.html Gorski, K. (September 7, 2007). Creative crowdwriting: the open book. Wired Online. Retrieved from http://www.wired.com/techbiz/media/news/2007/07/creative_crowdwriting
  • Jiawen Lin on 12 Apr 11
     
    Hi Kaye, thank you for your interesting article and comments. Following is mine: This article is a good example of how people use internet to communicate and collaborate, which is similar to one of my readings: The American Pain Foundation (APF) and The HealthCentral Network Collaborate to Develop Enhanced Internet Resources for People with Pain. Both articles explain how people are connected by Internet to share ideas, gain information, and interact with each other through a website. Both websites mentioned in these two articles are open for general users, such as year 5-8 students and patients with pain, who may not have professional skills on Internet, so these websites are designed to be simple and user-friendly. Such websites let users easily focus on gaining information and collaboration without technical issues. As Kaye (2011) claims, "a simple online collaboration tool works best". In addition, this article shows the trend of using Internet to improve learning efficiency and allows communication and collaboration after school. As students' contribution will be available to view once they enter it to the website, Internet not only makes collaboration across time and geographical boundaries by global networking but also encourages students to contribute to their projects with more flexibility. Furthermore, as students normally access to Internet at home, this makes learning in a more relax and intimate environment. As Pelton (1996) mentions, online learning allows students to move from a passive learning to an active learning mode. In short, online collaboration helps student to achieve learning goals more efficiently with powerful and user-friendly features. Reference: England, K. (2011). Comment on Novel way for using technology. Retrieved from http://groups.diigo.com/group/curtin_net308 Pelton, J. N. (1996). Cyberlearning vs. the university: An irresisti
  • Kaye England on 17 Apr 11
     
    Thanks Jiawin and Cathy for your comments. It was a very interesting project wasn't it and I agree with you Cathy that one of the reasons that it was successful was probably due to the way it was controlled and organised - not like some of the examples in your readings (which were very interesting by the way). Jiawin - I read your articles too with much interest and would agree that the Internet is a powerful tool as it allows the sharing of ideas and information. Sometimes I think that people are afraid of engaging in some of these new online collaboration tools - but there is much to be gained by simply 'having a go'!! Thanks, Kaye
Michael Nycyk

Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey Deve... - 5 views

web2integration.pbworks.com/...eb+2.0+in+Higher+Education.pdf

collaboration ouaNet308-2011 308 508 Curtin Net education Google Docs

shared by Michael Nycyk on 15 Apr 11 - No Cached
  • Michael Nycyk on 15 Apr 11
     
    Kumar's work has a reasonable amount to offer in terms of a resource; his research gives more clues to the perceived effectiveness of Google Docs users have towards it as a collaborative tool. He has chosen to use the effective research method focus groups with semi-structured questions. Perhaps the useful part of investigating Google Docs as a collaborative tool is how he selected students at the university site who were in many disciplines. Thus he was able to elicit some good insights into why Google Docs is so praised as a collaborative educational tool. One finding was that students preferred Google Docs as a time saving tool where no formal meetings took place. Although the students were on campus, it was surprising that they felt they would rather use Google Docs then all meet to work on a project. The other finding was that the acceptance of this Web 2.0 collaborative technology was greater amongst students that had previous experience with Google Docs or other similar software. Another major advantage found by Kumar (2009) was that overall using such collaborative tools increased interest in the subject matter of their particular discipline. The concept that new technologies add value to existing practice was also interesting. Although Kumar was not clear on this concept, what students indicated this was the case, such a statement suggests that using Google Docs is linked to increased interest in a subject and in turn a desire to succeed. The weakness of this resource is Kumar is not clear of this link; however, as an article to show that Google Docs is of value equating collaboration tools with increased productivity shows how potentially valuable using them can be.
  • ...4 more comments...
  • Michael Nycyk on 15 Apr 11
     
    References Kumar, S. (2009). Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey development. In D. Remenyi (Ed.) Proceedings of 8th European Conference on E-learning, Italy, 308-314. Retrieved April 13, 2011, from http://web2integration.pbworks.com/f/Undergraduate+Perceptions+of+the+Usefulness+of+Web+2.0+in+Higher+Education.pdf
  • Kaye England on 15 Apr 11
     
    I was interested in this article as I work in an academic institution (75% of our students are external) and it is a very topical subject for us at the moment. It was of interest to note that many students "expect to learn with new technologies and because higher education should prepare students for the workplace of the future" (Kumar , 2009, p.308). In terms of the use of Google Docs as a collaborative tool in academic institutions I think that we are only just beginning to see the benefits of this type of online collaboration. Google Docs, as stated by Edwards & Baker (2010, p.836) "can be used to save valuable time that would be otherwise spent e-mailing, revising, saving, e-mailing back etc.". Google Docs is a relatively new collaborative tool but the benefits to both lecturers and students are very evident, as anything that saves time and engages students is worth using. It was interesting that Kumar (2009) said that the use of Wikis was not a popular online collaborative tool - although it was easy to see the possibilities of its use. In one of my resources I looked at the positive use of wikis in educational settings as they "assist students in learning new content and support them in connecting new knowledge with personal experiences" (Deters, Cutherell & Stapleton, 2010, Discussion section, para.2). Successful online collaborative work is not necessarily a time saver or a short cut but approached positively and with good planning and leadership I believe that it will become an efficient and well used educational tool. References: Deters, F., Cuthrell, K. & Stapleton, J. (2010). Why Wikis? Student Perceptions of Using Wikis in Online Coursework . Journal of Online Teaching and Learning 6(1). Retrieved from http://jolt.merlot.org/vol6no1/deters_0310.htm Edwards, J. T., & Baker, C. (2010) A Case Study: Google Collaboration
  • Michael Nycyk on 15 Apr 11
     
    My reading of it Kaye is that Kumar found that was the case at the time the study was done, but I am sure if he redid the study that would be less of an issue. I see Wikis are being quite popular now. Also I agree with your point, it is not always about time saving but if one spends the time learning it, it can be a useful tool for education. Our experiences in this course with Ning last year and the online conference proved that.
  • anonymous on 16 Apr 11
     
    This article is interesting as it highlights the benefits of using collaborative tools in higher education for teaching and learning. Although, it is also interesting how the article mentions wikis as one of the collaborative tools and then Kumar (2009, p. 6) then omits wikis as part of the group focus discussion as the students involved in the focus group had not used wikis in their personal life nor on campus. What is more interesting about this reasoning by Kumar (2009) is that it was not explained to students about the use of Wikipedia. Wikipedia is a very popular wiki used as a reference tool both in studies and personal life, so it is hard to comprehend that the students in this focus group did not draw any correlation to Wikipedia and the use of wikis. This article also supports the benefits in using a wiki for both, organisations and for teaching and learning as Kumar (2009) highlights how a wiki "improves students writing" (Kumar, 2009, p. 3) and also engages students to collaborate across disciplines (Kumar, 2009, p. 3). The majority of articles supporting wiki use as a collaborative tool have highlighted how the ease of use allows for communication and collaboration, whilst also focusing on the culture of sharing within these two groups. Therefore, wikis are a great collaborative tool, although it is important to also create a sharing culture and provide guidelines when implementing the use of a wiki so, that the participates will use it to support the organisational culture or teaching and learning outcomes in collaborating and communicating with fellow peers or colleagues. References: Kumar, S. (2009). Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey Development. In Proceedings of 8th European Conference on E-learning (ECEL), Italy, retrieved from http://web2integration.pbworks.com/f/Undergraduate+Perceptions+of+the+Usefulness+of+Web+2.0+in+Higher+Education.pdf
  • Kaye England on 17 Apr 11
     
    Yes Michael - I agree - things are constantly changing and evolving on the Internet and as you say if Kumar did the study again it would be a different outcome. Cheers, Kaye
  • Ran An on 17 Apr 11
     
    This paper articulates through research and data analysis from although relatively small focus group the effectiveness of using new technologies 2.0 to enhance learning of students from different background in their respective disciplines. This is as same topic as one of my discussions with article Art Education, Collaboration and the Internet. It talks about internet technology integrates into contemporary education. New generation communicates and shares information differently in current technological society. Computer literate generation are different from earlier generations who rely mainly on books and printed materials. Collaborative online activity as an educational endeavor is involving people from different areas to work together.(Harris, 1999). Internet is also being used in region of high education that adopts Web2.0 to help students learning for their self-study and group projects and leverage strategies. (Kumar, n.d). Not only for undergraduate students, but also those students from high schools and colleges, all gained the benefits of new technologies across disciplines in order to achieving their teaching and learning purposes of education. For high education, I completely agree with that Google Documents is very popular among the students for collaborative projects or assignments, because I often use Google document for my topic research and reference as well. I also believe that the internet generation's familiarity with new media undoubtedly will make this way easier for teachers to craft effective learning experiences and to use such tools to engage students. Reference: Harris, J. (1999). First steps in telecollaboration. Learning and leading with technology. 27(3),54-57. Roland, A. (2003). Art Education, Collaboration and the Internet. Retrieved from http://www.artjunction.org/articles/arted_collab_internet.pdf Kumar, S. (n.d). Undergraduate Perceptions of the Usefulness of Web 2.0 in Higher Education: Survey Development. Re
Samantha Clews

High Schoolers Attend College in 'Second Life' - 1 views

proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb

education online learning collaboration students distance

shared by Samantha Clews on 13 Apr 11 - No Cached
  • Samantha Clews on 13 Apr 11
     
    East North Carolina University (ECU) has used the virtual reality game "Second Life" as an education tool for those students who are still in highschool. The college has set up courses through Second Life in which teenagers can have access to as they are physically unable to attend. The article states that one main reason for this type of route is the lack of funding for early-college programs. The site gives a cost effective alternative yet still allows students to engage as though in a real classroom. An article by Dorothy Lepkowska. Which was featured in The Guardian, talks about the site as a means to educate teachers as well. She states "Second Life is an immersive 3D tool and learning environment, so it allows us to present things as we would if we were all in the room. We can take questions, show video clips and the participants can interact with each other but without all the time constraints and costs involved," Again the issue of cost is something that is pushing institutions in this direction. According to a Wire Feed, by Targeted News Service the University of Hawaii has also created their own island within second life. Their university building has been made to look exactly like their school, however they have been able to add extra learning areas than they could in real life. The main point of the article is the fact that Second Life allows those students to participate in a class like environment even if they cant physically attend. This brings me to an article by Mark Blakenship (2011) in which he talks about students being taken to Shakespeare's Globe Theatre (a new addition to Second Life). He states "students can join in the digital Globe and get an interactive sense of what it was like see a play there. Inside Second life, Fiebig (the professor) also has students "perform" plays by typing their lines into the game's chat function." It is argued that perhaps students prefer this as the thought of talking in class frightens them, yet th
  • Sheila Bonsu on 17 Apr 11
     
    This article is a great example of online community collaboration, reality meeting the virtual world. There are several reasons for the University employing the use of Second Life technology. The reasons stated by the article were the lack of funds and infrastructure. Collaboration tools must all means provide flexibility when real life fails to do so as demonstrated by the article. The only doubt I have with online learning through Second Life is whether the students are more or less engaged in comparison to on-campus students. As pointed out in the Qualitative findings of students' perception on practice of self-regulated strategies in online community discussion journal article, some students in Malaysia for example regarded the use of the Internet as a distraction to learning, and preferred the more familiar didactic learning environment (Vighnarajah, Wong, & Bakara, 2009). One of the key findings of the study was that student users who were familiar with the Internet found it rather distracting to continue learning once they were online (Vighnarajah et al., 2009). With Second Life as the means to collaborate a community of students for this High School, I wonder if the technology is sufficient considering the environment of this particular online collaborating platform. I also wonder if Second Life as a tool is appropriate for students. My topic is on Organisations and online collaborations and I want to touch base on where online collaboration succeeds. Online collaboration is good for businesses or organisations when participation is often measured by contribution and outcome of a certain task. The same cannot be said for students learning online through Second Life. Reference: Vighnarajah, Wong, S. L., & Bakara, K. A. (2009). Qualitative findings of students' perception on practice of self-regulated strategies in online community discussion. Computers & Education, 53(1), 9. Retrieved from http://www.sciencedirect.com.d
  • Fransisca Mayang Sari on 17 Apr 11
     
    This article is taken from credible source such as compilation articles based on Proquest - Curtin University library. The main topic of this article is that, Second Life as a cyber world which launced in 2003, is a free client program that enables users to have interaction among one another in form of virtual bodies along with avatars. Specifically this article highlighting on how virtual world is part of online education, where there is a virtual college that designed by combine the convenience of online education along with the atmosphere of a college classroom in 3D version. By relating to my own topic, which is talk about the use as well as features of social bookmarking site (delicious), the virtual world or in here especially Second Life as well provides specific features in order to facilitate the online education, it provides 3D experience which help the users as student to stimulate their experiences and transferring online education in the forms of digital. For examples one of the features in here is when student able to attending their classes, as for the value for the articles itself, it is useful and shows that there a great range of way on how people can use games and social sites merely not just for entertainment but as well as education. References: High Schoolers Attend College in Second Life. (2011). Retrieved April 17, 2011, from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?index=10&did=2253249221&SrchMode=1&sid=14&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1302676765&clientId=22212
Kaye England

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...deters_0310.htm

wiki collaboration education teacher

shared by Kaye England on 10 Apr 11 - Cached
  • Kaye England on 10 Apr 11
     
    This article looks at another popular online collaboration tool in educational settings - the wiki. A wiki is a good choice for online collaboration because it is easy to set up, monitor and for most students easy for them to use. Deters, Cutherell & Stapleton's (2010) article looks at a study of the use of two wikis in particular, PBWiki and Wet Paint. Benefits when collaborating on a wiki are that can author, edit and find information very easily, making wikis especially helpful in the educational setting. Whilst this study overwhelmingly supports the use of wikis, they did identify a number of issues, which can be overcome. It is important that the wiki has instructor or teacher support. The teacher needs to set up guidelines, rules and examples for students to read before the wiki exercise begins. There can also be some technical issues with Wikis - but once again with good technical support these issues can be overcome. The study revealed that most students enjoyed using a wiki and the response was overall very positive. Not only did the students participate as part of their studies, but they could see how it would be possible to use wikis in their own teaching practices. Wikis are a wonderful tool that can be used in many settings and as stated by Deters, Cutherell & Stapleton's (2010, Discussion section, para.2), "in online learning situations, wikis assist students in learning new content and support them in connecting new knowledge with personal experiences".
  • Kaye England on 10 Apr 11
     
    References: Deters, F., Cuthrell, K. & Stapleton, J. (2010). Why Wikis? Student Perceptions of Using Wikis in Online Coursework . Journal of Online Teaching and Learning 6(1). Retrieved from http://jolt.merlot.org/vol6no1/deters_0310.htm
  • anonymous on 16 Apr 11
     
    This article is a good case study on the benefits of using a wiki for teaching and learning. Since, wikis allow playful creation, flat hierarchies, simple rules, flexible scheduling and diverse participates (Ebersbach, 2008, p. 24-25) it is a great collaborative tool to use in teaching and Learning for students of any age. It would also be more appropriate for teaching staff to start implementing the usage of wikis or collaboration tools for teaching and learning as younger generations are digital natives and use web technologies regularly for communication and collaboration with peers. This article is also a good source to support the argument of using wikis for teaching and learning as it highlights and illustrates the support that students have towards teaching and learning outcomes, with the data illustrating that the majority of students found wikis to be useful for "teaching and learning and for collaborative problem solving" (Deters, Cuthrell & Stapleton, 2010, p. 5). Therefore, highlighting how a wiki allows for asynchronous use for students as many university students may study in a range of modes that include part time or distance modes, thus ensuring that all students regardless of time, space and location can collaborate and communicate both with other students and their facilitators for problem solving. References: Deters, F., Cuthrell, K. & Stapleton, J. (2010). Why Wikis? Student Perceptions of Using Wikis in Online Coursework . Journal of Online Teaching and Learning 6(1). Retrieved from http://jolt.merlot.org/vol6no1/deters_0310.htm Ebersbach, A. (2008). Wiki Web collaboration Retrieved from http://www.springerlink.com.ezproxy.lib.uts.edu.au/content/q08xw7/#section=226612&page=1
Samantha Clews

new online technologies for new literacy instruction - 2 views

proquest.umi.com.dbgw.lis.curtin.edu.au/pqdlink

education

shared by Samantha Clews on 13 Apr 11 - No Cached
  • Samantha Clews on 13 Apr 11
     
    OVERVIEW Because of the ability to share and interact online, collaboration tools are being considered as tools that can help children with learning. Keith McPherson believes that students should be kept up-to-date on recent technologies as they help educators expand their notion of literacy to embrace evolving communication that moves beyond (but still includes) just reading and writing. He also suggests that "educators assist their students to develop critical literacy capabilities across a wide set of real-life communication contexts and technologies." The article then goes on to describe 5 different online literacy tools that can be used to aid student participation and collaboration and therefore help in their learning. The 5 tools he talks about are, Gliffy, Google Docs, Newsmap, OpenOffice and Delicious. Each analysis gives the reader a brief outline of each tool and the advantages and disadvantages of each. While exploring the strengths and weaknesses, there were many contributing factors that were evident in Gliffy, Google Docs and OpenOffice, all three of them incorporate document type editing tools which make them easy to use. Also, all three of them allow various formats to be exported and imported onto the websites database. Of course all 5 incorporate the main theme of sharing (so this is where delicious and NewsMap fit into the mix) However NewsMap is the more interesting analysis that Keith McPherson includes in his article. This site is very different to the other four, yet he has found a way to include it as one of the key tools for students. This site uses Google Maps, and, as McPherson states "allows users to quickly locate international, national, regional, or local news." He believes it helps literacy skills because it aids middle/high school students with learning about mapping, directions, news and critical thinking. This is perhaps a site that may not have instantly been associated with learning in schools but interstingly has been
  • Mandy Burke on 16 Apr 11
     
    This is an interesting article highlighting the tools that can help assist students with their literacy. I find this subject extremely interesting as I have studied via distance education and I know from experience how tools such as Google Docs can be greatly beneficial in facilitating a group project. Another way students can be assisted in learning is through the use of videoconferencing. Videoconferences can assist students that are restricted due to physical disabilities or geographical limitations. By using videoconferencing software such as Skype in the classroom, students can be exposed to a number of different teaching methods or styles and other students. One of the great benefits with videoconferencing is providing students with motivation (Masum, Brooks and Spence, 2005). Instead of students feeling isolated with their learning they can use videoconferencing to discuss and share ideas with other teachers and students on a worldwide basis. By incorporating tools such as Google Docs, Delicious and video conferencing software, teachers can provide a more interesting way of teaching students. Google Docs could be used to facilitate the collection of ideas, Delicious can be used to share links and articles, while follow up and discussion of those ideas could take place through videoconferencing. This would present a student, that has restricted access to a school, with a full rounded experience of being in a classroom without physically having to leave their home. References: Masum, H., Brooks, M. and Spence, J. Music Grid: A case study in video collaboration. First Monday. Retrieved on 16 April 2011 from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/rt/printerFriendly/1238/1158
Samantha Clews

Trading Files or Learning? Exploring the Educational Potential of Instant Messaging - 1 views

proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb

instant messaging learning file sharing students collaboration communication

shared by Samantha Clews on 14 Apr 11 - No Cached
  • Samantha Clews on 14 Apr 11
     
    This is a study by Louis Chen and Mike Morin in which they examine the use of MSN to help organise and collaborate research in high school education. The students were asked to research a specific topic and where then put in groups to complete the assignment. One of the criteria was using MSN to help organise information and collaborate ideas. The study seems to focus on the positive merits of MSN. Chen and Morin believe that because of the use of short hand language, this makes conversations quicker and straight to the point. Which in turn saves time. Msn also allows students to share links, files and pictures, which are helpful in collaborating research and assignment work. The study found that students preferred this as trying to get together at each other's houses was less productive. The study also found that teachers were able to spend more time on other coursework as they spent time on their assignments out of class. Because of the synchronous nature of msn, it means that students are able to communicate in real time as though they were talking face to face. This means that there is no time delay in reciprocation. However what the article doesn't talk about is that this can actually be a weakness of the tool; If a user is not online, another user has no way to send them information unless they either wait (which seems quite irrational) or they use a different platform (say email) to send the information. However it seems that the positives greatly overshadow the negatives.
  • Jacqueline Liu on 17 Apr 11
     
    I found that article is very interesting and it is so true. I think by using msn to have a group meeting is more efficient, for example, people could share their information straight away via msn, also time of physical transportation have been reduced. More time could be saved for creating and prove reading the work, also more time for rests, which a better quality of work might be assumed. However, I have found a several problems with group chatting via msn. First of all, the stability of Internet connection must be ensured; otherwise, the fluency of group meeting would be disturbed. Furthermore, the level of concentration may be doubt, since every person in the group meeting is apart, and every attendants would be expected to have different distraction according to their surroundings, and therefore online group meeting is not only gathering group mates but also multiplied the level of distractions. Lastly, the creditability would be questioned, it is hard to prove that the person you are talking to is really the group mate; this would be an issue when it comes to a situation of dealing, for example you may have confirmed the job duty through msn, but your group mate would always have an excuse that some one was using their account or so.
  • Karina Mitya Pradipta on 18 Apr 11
     
    In Lomas, et.al. (2008) article, they said that instant messaging service engage the sense of immediacy. It give easy communication way between students. They can have conversation with other about schools as long as they are still online and it's free to use (with internet access). It also diminished geographical boundaries so student can exchange their knowledge with people around the world. When the IM is incorporated with video and audio chat it adding another opportunity of enhance voice communication which is more engaging. Online collaboration tools can create new opportunity in education sectors. There won't be boundaries between student and teacher that will resulting a close relationship. Another type of collaboration tools that can be used is social media. The popularity of it among younger people give advantages to these collaborations tools. They feel like this tools is close to them so they will feel free to participate. Such as using Tumblr as the tool. On of the lecture in American University use Tumblr to collaborate with his teacher (Ackerman, 2011). He said that Tumblr is good for student to learn new platform, assignment submission (so the other student can get access and have peer review), easy to have collaborative feedback, easy to publish supplementing class info, and it engage open dialogue. In my opinion, with using these types of collaboration tools it can make students more engage with their school unit. They will do it with pleasant feeling. Ackerman, M. (2011). Mashable HQ: Why Using Tumblr For Class Makes Sense. Retrieved from http://ausmcedu.org/2011/03/15/test-post-2/ Lomas, C, et.al. (2008). Collaboration Tools. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3020.pdf
Kaye England

Social Networking Tools to Facilitate Cross-Program Collaboration (EDUCAUSE Quarterly) ... - 1 views

www.educause.edu/...219139

Student collaboration social networking

shared by Kaye England on 10 Apr 11 - No Cached
  • Kaye England on 10 Apr 11
     
    Two tools are discussed in this article, a 3D virtual world for teaching and learning called the AET Zone and ConnectYard, a collaborative tool that integrates different forms of online communication. Although AET Zone has some benefits and has been useful in the teaching programme at the Appalachian State University, it is the second tool that offers more opportunity for those needing to collaborate. As a collaborative tool used in an educational setting, ConnectYard provides as its basis for success a social constructivist viewpoint. Learners construct their knowledge through social and cultural settings (Kim, 2001). ConnectYard provides an online collaborative setting allowing students to learn together. One of the main attributes of the tool is that it is able to interact easily with existing social networking tools such as Facebook and Twitter, text messaging and even email. The advantage of this is that members do not have to get to know a new technical application - they can use whatever they are most comfortable with. Another feature of this tool is that students are able to contribute even if they do not have an Internet connection. Students can collaborate using mobile phones, allowing them to connect anywhere, anytime (ConnectYard, n.d.). The ConnectYard widget is embedded within a web page, interfacing with other networks (Howard & Wallace, 2010). Using ConnectYard gives collaborative members a choice about what tool they use at whatever time they want. As stated by Howard & Wallace (2010, last para.), "The use of social networking tools allows our students to engage in a level of collaboration that would be awkward, if not impossible, without a means to communicate effectively". ConnectYard is an effective, easy to use collaborative tool, which offers flexibility, privacy and builds community.
  • Kaye England on 10 Apr 11
     
    References: ConnectYard (n.d.) retrieved from http://www1.connectyard.com/ Howard, B & Wallace, P 2010. Social Networking Tools to Facilitate Cross-Program Collaboration. EDUCAUSE Quarterly (EQ) 33(4) retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/SocialNetworkingToolstoFacilit/219139 Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Bianca F

Teaching and learning online with wikis - 0 views

www.ascilite.org.au/...augar.html

collaboration teaching online wikis education

shared by Bianca F on 17 Apr 11 - Cached
  • Bianca F on 17 Apr 11
     
    Augar, Raitman and Zhou discuss the benefits of using wikis and online collaboration in teaching and learning. In this article, the authors describe what a wiki is, and how it is used. Originating from the Hawaiian word for quick, (Augar, Raitman & Zhou, 2004, p. 95.) wikis are fully editable websites where content can be edited and added by users. This can also be referred to as "open editing" (Leuf and Cunningham, 2001.) and is a great tool for online collaboration. Wikipedia, an online encyclopedia of information is a popular example of a wiki. It is possible for users to edit and add to the content of Wikipedia allowing knowledge and content to come from many sources. Augar, Raitman and Zhou provide a comparison of a few different wikis and their functionality, including the ability to upload images (not all wikis support this) and their method of tracking users and their contributions to the wiki. This particular function is useful to guage participation of students in an educational sense. As Augar, Raitman and Zhou have concluded through a survey of university students at Deakin, for one particular class, 50% of students were not satisfied with the completely online learning experience (2004, p.98) and in order to foster a more positive learning environment with a higher level of satisfaction for students, an ice breaker acitivity has been employed using an onine wiki to improve participation and collaboration. The ice breaker activity took place over two weeks and required students to answer a series of questions designed to help them get to know their fellow students on a more personal level and to introduce them to how to use the wiki properly. Augar, Raitman and Zhou claim the ice breaker activity was successful is accomplishing this. References: Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comf
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  • Ran An on 17 Apr 11
     
    This paper articulates that Wikis are an excellent tool for collaboration in an online environment that any internet user can share and add content on the website. Wikis, as a useful tool, facilitate online education, which are reviewed to emphasize the features that make them became a valuable technology for teaching and learning online. This project uses a wiki to host an icebreaker exercise which aims to facilitate ongoing interaction between members of online learning groups. Some wiki projects illustrate how e-learning practitioners move beyond their comfort zone by using wikis to enhance the process of teaching and learning online. I think Wikis is a valuable online tool to improve students for participation and collaboration in an educational teaching and learning region. Its particular function is that users could add relevant information and knowledge to enrich the topic on Wikis website. However, this function also cause that the information Wikis websites are being provided with is not exactly correct enough with lacking of formal format and academic reference; therefore, I believe that Wikis is not an ideal online studying tool for those high education users. References: Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILIT
  • Fransisca Mayang Sari on 17 Apr 11
     
    Wikis is a truly tools for online collaboration, whereas we as users would be able to visit the page we looking for, able to read it, re-organize and even update the structure or content inside, which is in other words, we would be able to collaborate each other in terms of creating one documents with contributing our thought and list out information inside. This article is one from a good example, it's really focus on how wikis can be use in terms of facilitating online education, the article itself I found it as a credible resource which is based on report from School of Information Technology, It is useful and really explaining on how wikis can be use as online education tools. By looking at the value for the project, we can use wikis as one of the online collaboration tools whenever we need to sharing contents as well as adjusting the content, hence we would be able to contribute our part equally and accessible at all times in any occasion. By relating this article with my article - which is talk about the use and features of social bookmarking site (delicious), wikis as well provides special features in terms of facilitating online collaboration which is same as delicious sites, it is useful, support communication and collaboration among users, accessible and convenient. References: Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILIT
  • Bianca F on 17 Apr 11
     
    Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Bianca F

The Virtual Newsroom: An International Online Collaboration between Broadcast Journalism - 0 views

www.youtube.com/watch

collaboration Online education

shared by Bianca F on 17 Apr 11 - No Cached
  • Bianca F on 17 Apr 11
     
    Although I am not sure if a YouTube video link is alright for this assignment I felt it was a great source for the topic of online collaboration in student education and learning. Coomey envisioned an online global collaboration of journalism and broadcast students from different universities and in the year 2000 set out to accomplish this project in collaboration with other universities around the world. Many obstacles were in the way of success however, mostly technical, and highlight the evolution of online collaboration technologies. Computer access in 2000 was not as readily available as it is today in 2011, bandwidth was slow and internet connections were unreliable. Time differences between the students in their respective countries was also an issue as for this project, chat rooms were used as the main collaboration tool. Coomey ultimately says the collaboration effort was not really a collaboration as the students weren't able to work together due to these technical issues but rather they were only able to discuss their projects after the fact. Now in 2011 as most of the technological issues have been solved and also with the development of Facebook, Twitter and YouTube. A new project called the Global City is now in it's maiden form and the website can be found here http://www.theglobalcity.org/. With the continuing evolution of online collaboration tools an the innovation of users we can see that many of the obstacles and boundaries once faced are slowly able to be dissolved, which opens up new opportunities and experiences to students around the globe. References: Coomey, M. (2010). The Virtual Newsroom: An International Online Collaboration between Broadcast Journalism Retrieved from http://www.youtube.com/watch?v=oPAtVVKwzPw
  • Rosanna Candler on 24 Apr 11
     
    As a journalism major having spent the last two weeks working 9am to 6pm newsroom shifts to produce our newspaper's first edition for 2011, I find myself particularly drawn to this topic. Putting aside its unreliable air-conditioning and sticky keyboards, the short tempers of sleep-deprived students and the threat of vitamin D deficiency...working in the newsroom proved to be one of the most socially creative and genuinely rewarding environments I have experienced. And I can say with certainty- it wouldn't have been the same online. I am an enthusiastic advocate for the news media to embrace the online sphere and enable its consumer to "archive, annotate, appropriate and recirculate media content in powerful new ways" (Jenkins, 2004). The convergence of news online presents an exciting opportunity for audiences to interact with the news in "increasingly participatory" (Dueze, 2007) ways such as Facebook, Twitter and Youtube (Coomey, 2011). There are noticeable positives to an online newsroom: reporters can publish their work immediately and from anywhere, the capacity for international voices, and not having to rent office space or purchase on-site equipment. According to a 2005 survey into the roles of journalists in online newsrooms (Magee, 2005), organisations expect their journalists to multi-task- writing, producing multimedia, and publishing their work- an overload which may dilute the quality of the product. A traditional newsroom has its journalists physically and mentally there, and the atmosphere is intoxicating. It's noisy, you bump into people, and there's always someone microwaving Chinese food. You don't need to wait for someone to come online to reply, or get tripped up by faulty programs and Internet connection. It's a hive of imagination and collaboration. Someone will walk past and offer their suggestions on a better layout, people call out for a headline or editing suggestion, others showing photographers and
Michael Nycyk

Google Docs are a Free Online Educational Tool - 1 views

www.suite101.com/...nline-educational-tool-a105900

collaboration ouaNet308-2011 308 508 Curtin Net education Google Docs

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  • Michael Nycyk on 15 Apr 11
     
    This is a comprehensive blog entry introduction to the potential of Google Docs as a collaborative tool for students. These potential uses are also valuable in work places or other group work. The value of this resource is the well-written way Wetzel articulates the advantages of Google Docs for collaborative practice. His argument is that such a system, aside from being free, is valuable to go beyond the e-mail sharing culture to a full real-time collaborative environment. Wetzel then proceeds to give examples of the potential for the application of Google Docs in education contexts and classrooms. To summarise, he argues three main points in using Google Docs for collaboration:  The ability for Google Docs to provide instant feedback to students on their work  To conserve expenses on school projects such as printing costs  Encouraging the working together of students on a projects in a systematic and orderly manner The tone of the article is clearly very much in favour of using Google Docs for collaborative practice in educational settings. However, though this may not be an issue in educational contexts, there are disadvantages using Google Docs that are not reported. Two bloggers highlight those weaknesses which may be of concern when trying to use more features in Google Docs that are not there but are part of the Microsoft Office Suite:  The speed of internet connection is vital; if it is slow the collaborator may not be able to keep up with others' postings (Bukisa, 2011)  Most of the time you cannot work offline with Google Docs, you must be online to create and update documents (Creative Marketing Solutions, n.d.) However, the article does put a compelling list of features that make Google Docs a good system to use for educational collaboration.
  • Michael Nycyk on 15 Apr 11
     
    References Bukisa. (2011). Google Docs review. Retrieved April 13, 2011, from http://www.bukisa.com/articles/480255_google-docs-review Creative Marketing Solutions. (n.d.). How to use Google Docs. Retrieved April 13, 2011, from http://knolt.com/creative-marketing-solutions/2010/10/20/heading-2/ Wetzel, D. R. (2009). Google Docs are a free online educational tool: Web-based productivity software for teacher or student collaboration. Suite101.com. Retrieved April 2, 2011, from http://www.suite101.com/content/google-docs-are-a-free-online-educational-tool-a105900
  • Samantha Clews on 17 Apr 11
     
    The article, Google Docs are a Free Online Educational Tool Written by David R. Wetzel gives a comprehensive overview of the benefits of Google docs specifically in relation to education. The article outlines these positives a few of these include (but are not limited to) the ability to secure the websites content, making it a safe place to upload work, the ability to comment and give almost instant feedback, the ability to update students on deadlines, information, and helpful tools and also to keep course content. It seems that these positives are quite a universal thing as Keith McPherson (2007) explored all of these benefits in his article new online technologies for new literacy instruction. This reminds me of the use of wiki's in education, a tool that is explored by Elisha Petersen (2009) in which the tool is used to do the same. This brings me to question, which is better? Why use one over the other, if they achieve the exact same thing? Wetzel's article doesn't seem to give any suggestion that the tool has anything wrong with it. Something that, in technology, is hard to believe. Keith McPherson, However, outlines a few limitations of the program. He states "the conversion of graphics and tables from a Word document to a Google document is not reliable and Google Docs does not run on older browsers and Safari or Opera" (McPherson, 2007). Ryan Spoon a Principal at Polaris Venture Partners writes in his blog that he decided to use Wikidot (a wiki platform) instead of Google docs, he believes that although Google docs are great for specific documents they "don't scale over time well… more importantly the documents are treated distinctly and ultimately get as cluttered as your computer desktop" so although two tools (wiki and Google docs) can inevitably achieve the same thing, they still work in very different ways, and one has to evaluate the finer details. References Peterson, E.. (2009). Using a Wiki to Enhance Cooperative Learning in
Michael Nycyk

What type of collaboration helps? Psychological ownership, perceived learning and outco... - 0 views

74.125.155.132/scholar

collaboration ouaNet308-2011 308 508 Curtin Net education Google Docs

shared by Michael Nycyk on 15 Apr 11 - No Cached
  • Michael Nycyk on 15 Apr 11
     
    This study by Blau and Caspi is valuable for seeing how using Google Docs in a sharing and collaborating environment has on perceived student learning. The credibility of this study is enhanced by a wide survey of 118 students at an Open University in Israel. Ownership meant the degree to which the student using Google Docs felt responsible to work on and update project documents. This quantitative study also sought to measure the perceived learning and quality of project outcomes students felt were a result of using Google Docs. The implications from the study suggested the importance of owning the document, but also to make sure others knew of changes to the document. A document creator felt they lost ownership of the document when editing was done on it. They became the reader of the document. Such a change in hierarchy shows the importance of communicating changes done on Google Docs to every team member. A second implication was that the value of the document seemed to increase when more revisions was done. This suggested that more work on the document resulted in a more credible and trustworthy document as the project document was improved towards its final presentation. In fact most survey respondents seemed to not think the document got worse as more things were added to it. Overall, there was a correlation between document quality and revision, with Google Docs being perceived as quite effective in producing trustworthy documents which add to the learning process. The researchers' main advice from the study is that revising documents and suggesting improvements is far more effective than editing another's documents. Whilst this is not always possible it does suggest the importance of communication in the collaboration process. Google Docs is not a passive collaboration media; therefore, care in making sure all team members communicate changes is vital to a much better collaboration process.
  • Michael Nycyk on 15 Apr 11
     
    References Blau, I., & Caspi, A. (2009). What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using Google Docs. Proceedings of the Chais conference on instructional technologies research 2009: Learning in the technological era. Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair (Eds.), Raanana: The Open University of Israel. Retrieved April 2, 2011, from http://74.125.155.132/scholar?q=cache:bBVQbNfm4-MJ:scholar.google.com/+google+docs&hl=en&as_sdt=0,5
Michael Nycyk

A Case Study: Google Collaboration Applications as Online Course Teaching Tools - 1 views

jolt.merlot.org/...edwards_1210.htm

collaboration ouaNet308-2011 308 508 Curtin Net education Google Docs

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  • Michael Nycyk on 15 Apr 11
     
    This article takes a case study approach using qualitative and quantitative survey questions to measure the difference between pre and post uses of Google Docs. The research problem was based on the observation that Web 2.0 collaborative technologies were initially causing hesitation. However, upon consistent use in the context of an online course, students changed their minds about the usefulness of Google Docs. Both researchers intended to measure undergraduate levels of self-efficacy and undergraduates perceptions of using these collaborative technologies. The study had 18 respondents to the survey. Although the researchers acknowledged Google Docs limitations in the robustness of the software, they argued that this would make no difference to the perceptions of the undergraduates using it. The results of the study are somewhat unremarkable and predicable, yet support the idea that Google Docs is very useful for collaborative student work. There were major differences pre and post use of Google Docs that were significant. A majority of students felt their level of self-efficacy, that is confidence to use the software, was much higher after undertaking the course. The second hypothesis also showed the majority had positive perceptions of using Google Docs both in the course but significantly in future studies and workplaces. Although the researchers reported mostly positive results about the use of Google Docs, one issue clouded the results. Not being able to access the documents when offline is perceived as a major impediment in the collaborative process. Overall this study may seem somewhat bland and predictable; however, it supports much positive and negative criticism of Google Docs in the ability to foster and impede the learning of the students using it.
  • Michael Nycyk on 15 Apr 11
     
    Reference Edwards, J.T., & Baker, C. (2010). A case study: Google collaboration applications as online course teaching tools. Journal of Online Learning and Teaching, 6(4), Retrieved April 3, 2011, from http://jolt.merlot.org/vol6no4/edwards_1210.htm
Ran An

Art Education, Collaboration and the Internet - 1 views

www.artjunction.org/...arted_collab_internet.pdf

education collaboration Internet communication

shared by Ran An on 15 Apr 11 - No Cached
  • Ran An on 15 Apr 11
     
    The article elaborates how Internet operates and applies successfully step by step in contemporary art educational field. The article explicitly explained how the Australian Art schools and teachers teach and guide their art students to use online information and different of websites to learn and share their discussions and opinions. Internet education has playing an important role in schools and universities since Internet widely entered to our society and life. In order to achieving their study goal, lots of adult students choose online education in contemporary technological society. In this article, Art online education is a successful example in domain of internet education. As Harris (1999) described a telecollaborative activity as an educational endeavor that is involving people from different areas to work together by using internet tools and resources.The biggest challenge for current art education is how to help students to live this digital communication age. When internet and new technologies provide us with unique opportunities in the life, the thing need to be worried about is how to study and utilize these communication technologies. However, to students, utilizing internet technology to think, to imagine, to create is the significant aspect for catching up this networking era.(Roland, 2003). To young generation, it is not a big issue to learn how to read and gather information from internet, and it is not a problem either to know how to communicate with others by online chatting tools. I think only internet knowledge they need to catch up for their online education is how to use special software to finish their online projects. The topics about internet collaboration and internet education will continue permeating into our society in this technological and digital era. This is an inevitable trend of technological progress and development. Reference: Harris, J. (1999). First steps in telecollaboration. Learning and le
Mandy Burke

Four Trends in Enterprise Video Conferencing - 5 views

www.readwriteweb.com/...erprise-video-conferencing.php

collaboration online net308 videoconferencing business organisation employees smartphones mobile

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  • Mandy Burke on 12 Apr 11
     
    Due to the global financial crisis, companies globally have been finding ways to cut costs. Instead of staff travelling to attend meetings, businesses rely on methods such as video conferencing to assist in facilitating meetings with geographically dispersed teams. This article published on the technology blogging site Read Write Web discusses four main trends in regards to video conferencing. The four trends stated are consumerisation, mobility, interoperability and providing a social layer. Mobility and the social layer are interesting trends when thinking about collaboration via video conferencing. Smartphones being released are beginning to include video conferencing as a standard functionality. Through the use of smart phones, mobility allows team members to participate and collaborate whilst on the move. It unshackles team members from the restraints of being restricted to an office. For team members that travel regularly being able to videoconference from hotel rooms or other offices through their smart phone provides them with flexibility previously not seen. Social layers being added to software is becoming the norm (Flinley, 2010). The social layer extends video conferencing beyond just audio and video. By adding social layers to videoconferencing software, users are able to communicate in the one location rather than utilising multiple platforms. A social layer provides "social networking, instant messaging, voice and video into one system" also including the ability to share files. By encapsulating all means of communication in the one destination, team members save time and recording communication becomes easier. References: Finley, K. (2010). Four Trends in Enterprise Video Conferencing. Read Write Web. Retrieved on 12 April 2011 from http://www.readwriteweb.com/enterprise/2010/10/trends-in-enterprise-video-conferencing.php
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  • Kaye England on 12 Apr 11
     
    I was interested in this article not only from a business perspective but also from an educational perspective. Video conferencing is something that we would like to use in the presentation of information literacy classes to off campus students in our library. The four trends that Finley (2010) discussed that of consumerization, mobility, interoperability and social layer are trends that will see video conferencing used much more in both business and educational settings (as well as for personal use of course!). Giesbers, Rienties, Gijselaers, Segers & Templeaar (2009) present an interesting case study of two virtual teams. One of the teams used video conferencing and the other team used online forums for their project work. The conclusion of this study was that there were no perceived advantages in the group that used videoconferencing. The debate then became about the advantages and disadvantages of asynchronous and synchronous communication. I for one am a reflective thinker - I like to be able to think things through and respond in my own time - so asynchronous communication suits me well. Synchronous communication such as videoconferencing can put more pressure on people to respond immediately. The key component in the videoconference group that stood out though, was the difference in leadership. It was more obvious in that group who the leader was and that seemed to make a difference to the group. Suduc, Bizoi, Filip (2009), conclude in their study that web conferencing requires much more leadership and organisation than other forms of collaboration. However, with that in place they say that there are many advantages to this type of collaboration, including, cost, time saving, reduction in travel and facility costs, improvement of decision making and communication. I definitely think that video conferencing will become more and more immersed in our day-to-day business and educational functions in the days to come. References: Finley, K. (201
  • Jiawen Lin on 16 Apr 11
     
    This article introduces some video conferencing applications, such as Cisco, Skype, Nefsis Basic, BlackBerry Playbook, and Google Voice, and shows how they are used as collaboration tools in enterprises. Burke (2011) summarizes that the use of such tools helps to establish instant communication, save travelling time, and cut business cost. One of my selected articles, iManage Unveils the First Multi-Platform Collaborative Content Management Suite, announces a new Internet content management application suit called iManage WorkSite MP which is an online collaboration tool as well. Both video conferencing tools and Internet content management applications are network-based, so users' contributions will be available instantly, and shared information can be distributed globally. Both of them aim at improving business efficiency, reducing cost and resource, and finally developing organisational service and product quality. While video conferencing tools focus on communication by audio and video, Internet content management applications, such as iManage WorkSite, has more to do with information management, such as text, image, and spreadsheets. It can be said that online collaboration tools can facilitate meetings among team members geographically, provide access to shared knowledge and ideas, and manage organisational information effectively. I argue that the combination of both video conferencing and content management tools can offer a comprehensive service to an organisation to compete in the global economy. As Fedorowicz, Laso-Ballesteros, and Padilla-Melendez (2008) state, the development of online collaboration "will facilitate multidisciplinary innovation and reduce barriers and inefficiencies among people working together"(p.1). Reference: Fedorowicz, J., Laso-Ballesteros, I., & Padilla-Melendez, A. (2008). Creativity, Innovation and E-Collaboration. International Journal of E-Collaboration, 4(4). Retrieved from http://proquest.umi.com.
  • Samantha Clews on 17 Apr 11
     
    I was first interested in this article from personal, and educational experiences with one of the tools mentioned. (Skype) The article explores the idea that Video conferencing can be used to cut costs in this growing financial crisis. A family member of mine uses the tool to collaborate with business partners as it is a much cheaper and easier option than flying all over. It is also easier to quickly update somebody without the high cost of international phone calls. the article explores other benefits of using the tool for business, such as the ability to use it on the move and the ability to combine it with social networking tools. Through personal experience, having family that live in another country, the tool is helpful to share photos, information, and to merely see each others faces, something that is much more beneficial than a phone conversation. This then brought me to an article by Mark Blankenship, in which he talks about a skype lecture he gave to a group of undergraduates. He states "They listened, took notes, asked questions, and engaged in discussion. Except for the fact that I never shared a physical space with them, my experience with the students was remarkably similar to the experience I've had with students in the actual world" therefore perhaps developing a fifth trend in which users feel that video conferencing enhances the ability to act as a real face-to-face mechanism, in which the social element is not hugely different than that of a real social interaction. Also proving to be more than just a one-on-one tool, as it can be used to interact with a group of students to aid in learning where a guest speaker is unable to attend the physical lecture. References Blankenship, M.. (2011, March). How Social Media Can and Should Impact Higher Education. The Education Digest, 76(7), 39-42. Retrieved April 17, 2011, from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?index=5&did=2253484511&SrchMode=1&sid=14&Fmt=3&VInst=PROD&VTyp
  • Kelly Kerr on 17 Apr 11
     
    This article provides a high level overview on video conferencing in a corporate setting and discusses four main trends, such as consumerisation, mobility, interopability and the social layer. It discusses Skype and how quickly it is gaining a business market share in in comparison to other enterprise tools such as TelePresence and WebEX. The success of Skype is due to the fact that it is so easy to use and allows users to share desktops so they are "virtually" in the same room. Mobility is also a main driver for video conferencing. When we consider that every laptop has a webcam, the potential for mobile video conferencing is immense and not just limited to tools such as the iPhone using the Facetime protocol. Add to this that the workplace is changing with more people working remotely either from home or travelling on business and the potential for video conferencing is growing as we need to connect with colleagues and clients. In essence I think video conferencing is the way of the future, however interoperability with devices has the potential to create issues until a standard or protocol is defined much in the same way TCP/IP was defined as the global standard for web traffic in 1983 (Microsoft, 2005). Presently devices can "talk" to each other if they use the same protocol, however there are many protocols emerging at the moment and no industry set of rules that all protocols must adhere to. Reference TCP/IP background. (2005). Retrieved April 15,2011 from http://technet.microsoft.com/en-us/library/cc775383(WS.10).aspx
  • Jiawen Lin on 17 Apr 11
     
    This article introduces some video conferencing applications, such as Cisco, Skype, Nefsis Basic, BlackBerry Playbook, and Google Voice, and shows how they are used as collaboration tools in enterprises. Burke (2011) summarizes that the use of such tools helps to establish instant communication, save travelling time, and cut business cost. One of my selected articles, iManage Unveils the First Multi-Platform Collaborative Content Management Suite, announces a new Internet content management application suit called iManage WorkSite MP which is an online collaboration tool as well. Both video conferencing tools and Internet content management applications are network-based, so users' contributions will be available instantly, and shared information can be distributed globally. Both of them aim at improving business efficiency, reducing cost and resource, and finally developing organisational service and product quality. While video conferencing tools focus on communication by audio and video, Internet content management applications, such as iManage WorkSite, has more to do with information management, such as text, image, and spreadsheets. It can be said that online collaboration tools can facilitate meetings among team members geographically, provide access to shared knowledge and ideas, and manage organisational information effectively. I argue that the combination of both video conferencing and content management tools can offer a comprehensive service to an organisation to compete in the global economy. As Fedorowicz, Laso-Ballesteros, and Padilla-Melendez (2008) state, the development of online collaboration "will facilitate multidisciplinary innovation and reduce barriers and inefficiencies among people working together" (p.1). Reference: Burke, M (2011) Comment on Four Trends in Enterprise Video Conferencing. Retrieved from http://groups.diigo.com/group/cur
  • Fransisca Mayang Sari on 17 Apr 11
     
    Video conferencing as one of online collaboration tools, able to change the way people communicate as well as their perceptions towards the work day in nowadays. Video conferencing has become a part of communication strategy, this article shows that about 37% of Skype users use the service for business purpose, which is they use Skype to make conference video that is more convenient and less traveling cost, users would be able to meet up without consuming traveling time which normally required in order to meet face to face. I found out this article are useful in terms of explaining the way video conferencing been used in business as well as introducing 4 new trends on how people use it, and as resources itself, it is credible enough, this article took from ReadWrite Enterprises web sites that mainly focusing on business purposes. By relating on my own topic, which is talk about the use and features of social bookmarking site (delicious), video conferencing as well provides specific features in order to facilitate the video conference, hence users would be able to use the features and communicating online, same as the way delicious using it special features, such as tags, where people would be able to collaborate their bookmarks as long as they are sharing and using same tags. As for value, this article shows and recommends how useful video conferencing is and there is multiple ways and benefits we could get by using it online. References: Finley, K. (2010). Four Trends in Enterprise Video Conferencing. Read Write Web. Retrieved on 12 April 2011 from http://www.readwriteweb.com/enterprise/2010/10/trends-in-enterprise-video-conferencing.php
Bianca F

Innovative technologies for education and learning: education and knowledge-oriented ap... - 0 views

proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb

collaboration technology education learning student

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  • Bianca F on 17 Apr 11
     
    In this article Hsu discusses the importance of keeping up to date with the changes and innovation in online learning and teaching through collaboration tools. He emphasizes that many of the first online collaboration tools were not designed as such, but were initially personal use technologies such as instant messaging and email. Hsu mentions that these "conversational technologies" and "constructivist learning tools" (2008, pg. 63.) encourage users to create their own content and to participate in a more interactive and collaborative way. This is especially true as we move from a more "print based" education method to a more "digitally based" method of education delivery. (Hsu, 2008, pg. 63.) The progression of these online collaboration tools means more tools are now available, evolution from email and forums to instant messaging, blogs and wikis (2008, pg. 70). In 2011 we also see online collaboration occurring through other tools not originally designed as a specific online collaboration and educational websites, such as Twitter and Facebook. Hsu emphasizes that online collaboration in education enhances the experience for students and provides teachers with more methods in which to deliver material to their students. Participation and student satisfaction increase in a "collaborative community" (2008, pg. 72.) Reference: Hsu, J.. (2008). Innovative Technologies for Education and Learning: Education and Knowledge-Oriented Applications of Blogs, Wikis, Podcasts, and More. International Journal of Web - Based Learning and Teaching Technologies, 3(3), 62-81. Retrieved April 15, 2011, from ProQuest Computing. (Document ID: 1525792171). (Retrieved from Curtin Library Catalogue)
Kaye England

Building Creativity: Collaborative Learning and Creativity in ... - 3 views

kpeppler.com/...eppler_Building_Creativity.pdf

Collaborative learning creativity Quest Atlantis

shared by Kaye England on 10 Apr 11 - No Cached
  • Kaye England on 10 Apr 11
     
    This article by Peppler and Solomou (2011) looks at creativity and collaborative learning within an educational 3d virtual game for children aged 9-16, called Quest Atlantis. Their study in particular looks at Quest Atlantis's Architecture Unit where "individuals can actively contribute to their virtual environment and, in turn, shape the experiences of other players in the game through the creation of 3D architecture" (Peppler & Solomou, 2011, p.3). It is a fascinating study at how Questers engagement with each other and the game itself produced creative collaboration. Students had to choose an architectural team to work on, and then commence building in a 'sandbox world'. In the sandbox Questers "exchange ideas with others while in the process of constructing their own buildings" (Peppler & Solomou, 2011, p.5). The article provides a wonderful example of collaboration between Tina and Elle, two middle school students and how they exchanged ideas and spurred each other on in their building quests. Gresalfi, Barab, Siyahhan & Christensen (2009, p.30), explain such collaboration by saying "… they are able to share and contrast different ideas and opinions supporting a full appreciation both of the power of the conceptual tools they engage, and of themselves and their peers as people who use these tools". The use of a 3D online environment offers a unique and exciting way for users to engage and collaborate. Peppler and Solomou (2011, p.22) suggest that "those in leadership positions can capitalize on social media tools like Ning, Second Life, or other types of software that allow them to create their own social media environment specific to their community's needs". This article shows that all kinds of people and organisations can use social media to collaborate and work creatively to produce a desired goal.
  • Kaye England on 10 Apr 11
     
    References: Gresalfi, M., Barab, S. A., Siyahhan, S., & Christensen, T. (2009). Virtual worlds, conceptual understanding, and me: Designing for consequential engagement. On the Horizon, 17(1), 21-34. Retrieved from http://inkido.indiana.edu/research/onlinemanu/papers/gresalfi_horizon_2009.pdf Peppler, K., A. & Solomou, M. (2011). Building Creativity: Collaborative Learning and Creativity in Social Media Environments. On The Horizon, Vol. 19(1), pp.13 - 23. Quest Atlantis (2011) Retrieved from http://atlantis.crlt.indiana.edu/
Michael Nycyk

My Topic - An Evaluation of Google Docs as Student Collaboration Tools - 11 views

The topic for this assignment will be on the use of Google Docs as student collaboration tools. It will be a critical evaluation and explanation of how they are used encompassing research done on t...

collaborate collaboration student online learning Net 308 508 Google Docs education

started by Michael Nycyk on 10 Apr 11 no follow-up yet
Bianca F

The Antithesis of Flash Mobs - How Professional Learning Communities Are Changing Educa... - 1 views

www.thomasjwestmusic.com/...unities-are-changing-education

Education online collaboration learning community

shared by Bianca F on 17 Apr 11 - No Cached
  • Bianca F on 17 Apr 11
     
    In this article, West argues that the field of education is falling behind and missing out the opportunities that online collaboration can bring to students. He states that "with the ease that misguided youth can organize themselves into a mob; professionals can organize themselves into supportive learning communities." (2010). In particular West discusses Twitter, the use of certain hash tags relevant to his field in music education. West also discusses groups available on Facebook, and how Skype has been used to bring a field expert into the classroom and have a composer watch and ensemble from the other side of the world in order to provide commentary and feedback. West mentions that prior to social networking and other online tools, the only real way to collaborate with those in your field of interest or profession was to attend conferences or conventions held for that specific purpose. But now with the availability of online collaboration tools and the wide spread accessibility, there is a "new universe" (2010) of collaboration and information. West employs that the classroom no longer need to be 4 walls, 1 teacher and 20 odd students, and that the classroom has "at it's disposal a rapidly growing cornucopia of tools, information and services online…" that could bring so much more to students and educators alike. References: West, T. (2010). The Antithesis of Flash Mobs - How Professional Learning Communities Are Changing Education. Retrieved from http://www.thomasjwestmusic.com/apps/blog/show/3327014-the-antithesis-of-flash-mobs-how-professional-learning-communities-are-changing-education
  • JoelMo Joel on 17 Apr 11
     
    The interesting part of this post that relates to my topic is when West describes Flash Mobs as a springboard for violent events in Philadelphia. According to several papers I have read regarding Flash Mob studies, West is obviously right when he talks about the "ease with which youth can organise themselves into a mob" (Rheingold, 2002). He is also right when he states that they have demonstrated the power of online collaboration because Flash Mobs Mobs simply emerge when communication and computing technologies amplify human talents for cooperation. They are products created from humans' interactions on and with digital mobile communication devices (Nicholson, 2005). But he is wrong, I believe, when he talks about Flash Mobs in general as being an abuse of social networks. Flash Mobs are just one of the many possibilities of how Internet can be used to transform virtual online collaboration between a large number of people into real, concrete offline happenings. Clay Shirky though does a great job of describing the position of Internet in our always changing social interactions and organisation (2008). He notably argues that how tools get used depends on the political environment, and if the Philadelphia riots were actually adopting the same organisational process as Flash Mobs, they did not have anything to do with Flash Mobs (Callari, 2010). As one of the first mob organisers, Bill Wasik, says: "the mobs started as a playful social experiment" (Ubrina, 2010). If Flash Mobs can be used as protest tools, especially in low freedom environments, they were themselves peaceful - almost artistic - interventions. One example used by Howard Rheingold, and which he called a "Smart Mob", is the Ice Cream Flash Mob in Belarus where people ate ice cream to protest against the authoritarian government (Rheingold, 2002). Mobs should be distinguished in nature and by definition, from riots, even though these had been partly organised through Internet.
Mandy Burke

MusicGrid: A case study in broadband video collaboration - 0 views

firstmonday.org/...1158

collaboration online learning student onlinecollaboration videoconferencing business organisations communication

shared by Mandy Burke on 12 Apr 11 - No Cached
  • Mandy Burke on 12 Apr 11
     
    This article published in the First Monday Journal provides a case study of how video conferencing was used by teachers for education purposes. Lessons learnt from this case study can be implemented by a business looking to establish a collaborative team communicating through the use of video conferencing. The case study segmented the benefits into four areas, other places, other times, other senses and other brains. The teachers found that videoconferencing was effective in motivating its students as they were communicating with people around the world. Organisations can take this learning and use it in the workplace by connecting like-minded individuals who are located in different offices/countries. This has the ability to motivate and inspire other team members and will potentially lead to more successful outcomes being achieved. Members of the project found that sometimes it was more convenient to videoconference as each member could suggest a suitable time to meet. However this would not always benefit teams communicating with people in other countries as they could be affected negatively by time differences. However team members were able to use the recording function to ensure information was always accessible in the future. The case study found that video conferencing gave team members the ability to use other senses other than just hearing to experience the communication. By being able to see people reactions, facial gestures and body language the communication process was improved and collaboration was easier. As the saying goes "many hands make light work" with the more brains included in the collaborative process different ideas and approaches can be discussed. With increased focus on cost saving, video conferencing provides a cost effective way to ensure that the best employees are included in the collaborative process.
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