CHAPTER 11: LEARNING TOGETHER ON THE WEBCHAPTER 11: LEARNING TOGETHER ON THE WEB

Collaborative learning: Structured exchange between 2 or Collaborative learning: Structured exchange between 2 or more participantsmore participants

Collaborative learning Vs Knowledge Management: Collaborative learning Vs Knowledge Management: Exchange of knowledge and experience related to topic Exchange of knowledge and experience related to topic

Valuable of online learning Valuable of online learning – Options for Internet e – Learning: Options for Internet e – Learning:

Assigned projects: structured controversy Assigned projects: structured controversy Assigned structured discussion: problem – based learning and Assigned structured discussion: problem – based learning and

peer tutoringpeer tutoring– Collaborative Tools to use:Collaborative Tools to use:

Concurrency: learners active at the same time Concurrency: learners active at the same time up to degree of up to degree of learner concurrency to choose toolslearner concurrency to choose tools

High concurrency: at roughly the same timeHigh concurrency: at roughly the same time chats, discussion boards, chats, discussion boards, emails, on – line conferenceemails, on – line conference

– Low concurrency: learner work independentlyLow concurrency: learner work independently sms boards, email sms boards, email

CHAPTER 11: LEARNING TOGETHER ON THE WEBCHAPTER 11: LEARNING TOGETHER ON THE WEB

Guidelines for collaboration classroom to e-Guidelines for collaboration classroom to e-learning collaboration: learning collaboration: – Make assignments requiring collaboration among Make assignments requiring collaboration among

learnerslearners– Assign learners to groups in ways optimizing Assign learners to groups in ways optimizing

interactions: heterogeneous group better than interactions: heterogeneous group better than homogeneous grouphomogeneous group

– Structure groups assignments around products and Structure groups assignments around products and process: process:

Product – Oriented Collaboration: productive collaboration Product – Oriented Collaboration: productive collaboration but stimulate creativity and challenge but stimulate creativity and challenge

Process – Oriented Collaboration: learning process via Process – Oriented Collaboration: learning process via structured groups exchange structured groups exchange

Focus on interaction maximization and depend on Focus on interaction maximization and depend on learning environment and types of collaborative facilities learning environment and types of collaborative facilities

CHAPTER 11: LEARNING TOGETHER ON THE WEBCHAPTER 11: LEARNING TOGETHER ON THE WEB

Models for productive group collaborations Models for productive group collaborations – Jigsaw: home teams and sub-teams, tangible products, Far Jigsaw: home teams and sub-teams, tangible products, Far

Transfer ConceptualTransfer Conceptual– Adapting jigsaw to e-learning: home team and sub- team applied; Adapting jigsaw to e-learning: home team and sub- team applied;

chat, email and conference for final projects chat, email and conference for final projects – Structured controversy: Structured methodology for group Structured controversy: Structured methodology for group

argumentation (Johnson and Johnson); two pairs and focus on argumentation (Johnson and Johnson); two pairs and focus on final products final products

– Adapting Structured Controversy to e-learning: the management Adapting Structured Controversy to e-learning: the management of teams more overwhelming and benefits derived from ongoing of teams more overwhelming and benefits derived from ongoing interactions with other diminishes.interactions with other diminishes.

– Seven- jump method: Problem – based learning, and the Seven- jump method: Problem – based learning, and the maximum gained with a structure group process.maximum gained with a structure group process.

– Adapting seven – jump to e-learning: focus on group process; Adapting seven – jump to e-learning: focus on group process; chat, conference and emails chat, conference and emails

– Scripted Cooperation: work in pair and to follow structure Scripted Cooperation: work in pair and to follow structure assignment assignment

– Adapted Scripted Cooperation to e-learning: Online Adapted Scripted Cooperation to e-learning: Online communication environment: chat or conferencescommunication environment: chat or conferences

CHAPTER 12: DO SURFING AND LEARNING MIXCHAPTER 12: DO SURFING AND LEARNING MIX

Learner Control Vs. Program Learner Control Vs. Program Control: Control: – Navigational features: Course Navigational features: Course

menu, links, pop-up or mouse menu, links, pop-up or mouse – over, navigation button, – over, navigation button, overview overview

Navigational Guidelines Use Navigational Guidelines Use links sparingly to Augment links sparingly to Augment the Lesson the Lesson – Allow Learners to Control Allow Learners to Control

Pacing Pacing – Use Course Maps to provide Use Course Maps to provide

an Overview and Orient an Overview and Orient Learners Learners

– Provide Basic Navigation Provide Basic Navigation Options on All Screen Options on All Screen

CHAPTER 12: DO SURFING AND LEARNING MIXCHAPTER 12: DO SURFING AND LEARNING MIX

– Psychosocial for poor learner choices: Psychosocial for poor learner choices: Metacognition: awareness of how one’s mind worksMetacognition: awareness of how one’s mind works

Learner with high metacognitive skills Learner with high metacognitive skills realistic realistic learning goals and effective leaning strategies learning goals and effective leaning strategies

– Who learners best under learners control?:Who learners best under learners control?: Prior knowledge of content and skills; good metacognitive Prior knowledge of content and skills; good metacognitive

skills; low complexity course; advanced subjects or skills; low complexity course; advanced subjects or advance courseadvance course

– Evidence that program control is best: Evidence that program control is best: High and low metacognitive skillsHigh and low metacognitive skills

– Learner Control PrinciplesLearner Control Principles One: Use learner control for learners with High Prior One: Use learner control for learners with High Prior

Knowledge or High Metacognitive skills Knowledge or High Metacognitive skills Two: Make important instructional events the Default Two: Make important instructional events the Default

Navigation Options Navigation Options Three: Add Advertisement to Learner ControlThree: Add Advertisement to Learner Control