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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
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

The use of Online Collaboration tools in educational organisations. - 5 views

For my selection of resources I have focused on one of the examples from Module 6 relating to online collaboration tools for educational organisations. Through the articles and resources I will loo...

online collaboration virtual worlds ConnectYard wikis online forums chat

started by Kaye England on 10 Apr 11 no follow-up yet
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
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
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
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