Boerner & Coverdale: Facilitating Collaboration in Content Areas AAHE 2000 (Anaheim, CA) March 29-April 2, 2000

(1)

AAHE 2000 Facilitating Student Collaboration in Content Areas 1

Gerald Boerner Azusa Pacific University – Computer Science Riverside Community College/Norco – CIS John Coverdale Riverside Community College/Norco/CIS

AAHE 2000 (Anaheim, CA)

Facilitating Collaboration in Content Areas

Introduction

2

Collaboration via the Web…

E — Educational Q — Quest U — Using I — Internet T — Technologies Y — Yourselves

2

The web enable us to provide ALL students with opportunities to extend their vision…

MAP of the Experience

2

Message —

n

All students need internet “savvy”

2

Audience —

n

Equal opportunity to all groups of students (gender, ethnic, language, cultural)

2

Purpose —

n

Extend our expectations for ALL

Some Definitions and concepts related to the use of collaboration, especially collaboration via the web, in the classroom.

Online Delivery Concepts

Question 1

2

Why Collaborate?

n Group collaboration is the process by which two or more individuals address a common problem.

n The goal of the collaborative effort is to produce some product (document, report, work of art, etc.)

n The approach requires that the total task be broken up into subtasks, each of which are assigned to members of the collaboration group

Question 2

2

What options do I have to involve students in collaboration efforts?

n Asynchronous Collaboration —

l Using internet technologies, like email and/or web browsing, collaboration may take place independently by each member of the group

l The results shared and consolidated into the final report or project

l Key Element: This is an example of any place, any time learning — learning takes place outside the scheduled class period and/or classroom

(2)

Question 2 (Cont’d)

2

n Synchronous Collaboration —

l “Virtual” collaboration groups can meet for “real- time” exchange of information and ideas through such mechanisms as videoconferencing, chat, and software like NetMeeting & CU-See Me

l The scheduling of these interactive sessions require coordination and careful execution

l Key Element: This is an example of any place, in - time learning — learning may take place outside the classroom but at a specified time

Question 2 (Cont’d)

2

n Web Publishing —

l Using a variety of web page editors, such as Microsoft Word 97/98/2000, FrontPage 98/2000, Composer, etc., students can create web pages summarizing their research efforts & findings

l The results can be developed into this web page through either face-to-face or “virtual” meetings

l Key Element: This is an example of a versatile method of presentation (in multimedia format) of a wide range of information

Looking at the origins and elements of the EQUITY Collaboration Model…

The E.Q.U.I.T.Y. Model

Project E.Q.U.I.T.Y. Model

2 Step 1: Email Access 2 Step 2: Email Mechanics 2 Step 3: Web Browsers 2 Step 4: Collaborating on

Web Research 2 Step 5: Sharing Findings

via the Web 2 Step 6: Collaborative

Writing — Web Page Creation

2 Step 7: Upload Pages to the Web Server

2 Step 8: Review Pages from other Groups

2 Step 9: Forward Critique to Group

2 Step 10: Revise Pages 2 Step 11: Resubmit Web Pages 2 Step 12: Reflection on the

Experience

The following Tips and Hints are intended to assist you in developing an effective plan for using these

Planning for the Course

Classroom Logistics

2

Teacher email addresses (use more than one!)

n Primary address for emergency contact n Secondary address for special problems contact n Routine address for standard copies of class

communication

2

Individual or Group Addresses

2

Web-based email or “POP” email accounts

(3)

Classroom Logistics (Cont’d)

2

Grade Level considerations

n Primary — major obstacles: reading capability n Upper Elementary — Personal security, privacy

and operational issues

n Middle School/Junior High — Maintaining appropriate use standards and avoiding harassment (as 7 -8th graders are known for!) n High School — Appropriate use issues, but

great potential for benefits

n College — Great “equalizer” across student demographic categories

Student Assessment

2

Contribution (number of books & web sites)

n Set a minimal standard for “C”

n Increment requirements for higher grades 2

Evaluation of Pages from other groups

n Give credit for appropriate criticism and effort, this may be a new experience for the student 2

Reflection on the process

n The student is “opening themselves up” in this exercise and be kind and supportive

Walking through the 12-step process with commentary

from our experience…

A Closer Look at the Steps

Step 1: Establish E-mail Accounts

2

Use web-based e-mail account (HotMail, Yahoo Mail, etc.)

n Acquire and/or Confirm an email account (username and password)

l Web-based email accounts require less overhead for classroom use

n Send email to instructor and group members n Join project mailing list

Assign Students to Groups

2

Students are randomly assigned to collaboration group and topics

n 4-5 students per group

n Topics may be from any content area — sample topics used in past include:

l Pornography on the Web

l Copyright Protection on the Web

l Protection of Personal Information

l Equity of Access to Internet Services n Exchange email messages with group members

Step 2: Develop Email Techniques

2

Build Address Book

n “Capture” email addresses for group members n Set up a “group” for your collaborators 2

Send email to group address to verify the

operation of the “virtual” group address

2

Send a brief “bio” to group members

2

Send and Receive messages from the class

mailing list

(4)

Step 3: Review Use of Browser

2 “Remembering” best web sites

n IE: Favorites n NN: Bookmarks 2 Recommend NN for

building a bookmark file for export

n Saving Sites n Exporting file to

HTML document 2 Other Considerations

Differentiate Browsers 2 Internet Explorer—

n Supports Microsoft technologies (ActiveX, VBScript, etc.)

2 Netscape Navigator—

n Excellent support for building a “Bookmark”

file of good web sites

2 Version Differences

Step 4: Online Research

Directed On -Line Research Experience

2

Online Bookstores

n Build a bibliography of books on your topic 2

Web Search Engines

n Differentiate major search engines n [See handout on Search Tips]

2

Effective Keywords

n Which terms work with which search engines

Step 5: Sharing Research in Group

Communicating the Research Results

2

Search Keywords:

n Use Mailing List 2

Bibliography

n In body of an email message sent to group 2

Bookmark Files

n As an attachment to an email document n Use XXX_bookmark.htm (where XXX are your

initials)

Step 6: Collaborate on Web Page

2

Use a Web Page to summarize the major information in the group report

2

Key Elements:

n Group members and their email address n Problem Statement — Topic Researched with

commentary on its relevance n Keywords and Categories used

n Selected Bibliography (APA) & links to useful Web Sites appropriate to the topic

n Summary of the Information Available (content)

Some Notes on Web Page Editors

2

Keep It Simple, Suzie…

n Word 97/98/2000 makes for a great “quick &

dirty” web page editor

n Avoid the apparently simple, but actually complex HTML editors (Composer, HotDog, HotMetal, etc.)

2

Avoid complex, graphically -intense pages

n The focus should be on content

Step 7: Submit/Publish Web Pages

2

If graphics are used in web page, “zip” the files together into an archive

2

Submit the web pages to the instructor

n Send as attachments to an email

n Use a “Drop Box” like we have at boerner.net n Use FTP (if your server is set up for that) 2

Instructor posts the pages, as students

watch

(5)

Step 8: Review Group Pages

2

Guidelines for Critiquing Web Pages produced by other groups:

n Don’t base evaluation on web page design!

n Focus on the content of the web page n Be aware of mechanics — grammar,

consistency

2

Check out the Linked Web Sites:

n Do they “work”? Are the links operational?

n Are they useful? Is there “real” content there?

2

Keep notes on the results

Step 9: Critique Other Groups

2

Formulate a set of constructive statements about the web page to be sent to the authoring group

n Focus on the Content

n Be aware of the Operational Mechanics n Don’t focus on page design or graphic elements 2

Submit the comments to the authoring

group via the group’s email address

n Put your comments into the email body

Thoughts about Web Servers

2

The type of Web Server is critical

n Windows 95/98 & Personal Web Server n Windows NT & Internet Information Server

(IIS) or similar ISAPI server

n Windows NT & Netscape Web Server (NSAPI) n UNIX with Apache (or CERN or NCSA) Web

Server

2

Different Servers will support a variety of add-on functions, like FrontPage Extensions

Step 10: Revise the Web Pages

2

Reflect on the reviewers’ comments

2

Fix mechanics, as necessary:

n Non -functional links

n Misspelled works and writing mechanics n General format consistency

2

Make any enhancements to the web page format (tables, graphics, etc.) as time permits

2

Reverify the operability of the links

Step 11: Resubmit Web Pages

2

Submit the revised web pages to the instructor’s “Drop Box”

n http://www.boerner.net/Upload.html 2

Instructor uploads the pages to the web

server, as necessary

2

Verify that the pages can be accessed from the web browser

Step 12: Reflect on Collaboration

2

General Reactions to the Experience:

n Working with group members & their contributions (Did everyone “pull their weight”

in the task?)

n Use of the Technologies (Did they work successfully for you? What did you learn about communicating via the web?)

2

Reactions to the Learning Experience:

n What did you learn about the topic?

n What did you learn about doing research?

(6)

Reflect on Collaboration (Cont’d)

2

Submit the Reflections:

n Use email addressed to the instructor n Include your reflections in the email body n Be honest!

2

Remember, these reflections are between you and the instructor…

n Other students will not have access to them…

n Your grade will not be affected by what you say in these reflections...

Exploring It Further…

Contacting Us:

Via the World Wide Web…

http://www.boerner.net/

By Email…

Jerry —[email protected] Grace —[email protected]