Blog: In what ways will you be able to help your students collaborate using technology? Remember to look at the posts of others and add any relevant comments.
I think understanding the difference between cooperative learning and collaborative learning (Sing, Wei-Ying, Hyo-Jeong and Mun, 2011) could be very useful in being able to establish group work from year 7 so that students can, at first, learn to work cooperatively, progressing to more freely structured collaborative learning, which has been shown to increase learning outcomes (Zhang, Scardamalia, Reeve and Messina, 2009).
In my science teaching, I could utilise some of the plethora of web 2.0 resources to facilitate cooperation and collaboration in problem-based learning tasks. I have found some excellent resources through the Scootle site (Education Services Australia, 2017). This would be supported by utilising Google Classroom (Google, n.d.) to facilitate collaboration in experiments and problem-solving tasks. Through Google Classroom, work groups can be set up and tasks can be completed collaboratively through Google Docs. These resources could be used as structured tasks for cooperative learning, or, alternatively, as a basis for students to generate and investigate their own questions in collaborative tasks.
It would also be good to discuss cooperative and collaborative learning with colleagues so that, as a department, teachers could be working towards including truly collaborative tasks within lessons – these could also be larger, multi-disciplinary projects.
Education Services Australia. (2017). Scootle. Retrieved from https://www.scootle.edu.au/ec/p/home.
Google. (n.d.). Google Classroom. Retrieved from https://classroom.google.com.
Sing, C. C., Wei-Ying, L., Hyo-Jeong, S., & Mun, C. H. (2011). Advancing collaborative learning with ICT: conception, cases and design. Singapore: Ministry of Education.
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collectivecognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7‐44.