AAHE 2000Facilitating Student Collaboration in Content Areas 1 Gerald Boerner Azusa Pacific...

AAHE 2000 Facilitating Student Collaboration in Content Areas 1

Gerald BoernerAzusa 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

Collaboration via the Web… E — EducationalQ — QuestU — UsingI — InternetT — TechnologiesY — Yourselves

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


MAP of the Experience

Message — All students need internet “savvy”

Audience — Equal opportunity to all groups of

students (gender, ethnic, language, cultural)

Purpose — 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

Why Collaborate? Group collaboration is the process by

which two or more individuals address a common problem.

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

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

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

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

The results shared and consolidated into the final report or project

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


Question 2 (Cont’d)

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

“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

The scheduling of these interactive sessions require coordination and careful execution

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)

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

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

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

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

Step 1: Email Access Step 2: Email

Mechanics Step 3: Web

Browsers Step 4: Collaborating

on Web Research Step 5: Sharing

Findings via the Web Step 6: Collaborative

Writing — Web Page Creation

Step 7: Upload Pages to the Web Server

Step 8: Review Pages from other Groups

Step 9: Forward Critique to Group

Step 10: Revise Pages Step 11: Resubmit Web

Pages Step 12: Reflection on

the Experience


The following Tips and Hints are intended to assist you in

developing an effective plan for using these techniques in the

classroom.

Planning for the Course


Classroom Logistics

Teacher email addresses (use more than one!) Primary address for emergency contact Secondary address for special problems

contact Routine address for standard copies of class

communication Individual or Group Addresses Web-based email or “POP” email

accounts Beware of administrative loads with “POP”


Classroom Logistics (Cont’d)

Grade Level considerations Primary — major obstacles: reading

capability Upper Elementary — Personal security,

privacy and operational issues Middle School/Junior High — Maintaining

appropriate use standards and avoiding harassment (as 7-8th graders are known for!)

High School — Appropriate use issues, but great potential for benefits

College — Great “equalizer” across student demographic categories


Student Assessment

Contribution (number of books & web sites) Set a minimal standard for “C” Increment requirements for higher grades

Evaluation of Pages from other groups Give credit for appropriate criticism and

effort, this may be a new experience for the student

Reflection on the process The student is “opening themselves up” in

this exercise and be kind and supportive


Walking through the12-step process with

commentary from our experience…

A Closer Look at the Steps


Step 1: Establish E-mail Accounts

Use web-based e-mail account (HotMail, Yahoo Mail, etc.) Acquire and/or Confirm an email

account (username and password) Web-based email accounts require less

overhead for classroom use Send email to instructor and group

members Join project mailing list


Assign Students to Groups

Students are randomly assigned to collaboration group and topics 4-5 students per group Topics may be from any content area —

sample topics used in past include: Pornography on the Web Copyright Protection on the Web Protection of Personal Information Equity of Access to Internet Services

Exchange email messages with group members


Step 2: Develop Email Techniques

Build Address Book “Capture” email addresses for group

members Set up a “group” for your collaborators

Send email to group address to verify the operation of the “virtual” group address

Send a brief “bio” to group members Send and Receive messages from the

class mailing list


Step 3: Review Use of Browser

“Remembering” best web sites IE: Favorites NN: Bookmarks

Recommend NN for building a bookmark file for export Saving Sites Exporting file to

HTML document

Other Considerations

Differentiate Browsers Internet Explorer —

Supports Microsoft technologies (ActiveX, VBScript, etc.)

Netscape Navigator — Excellent support for

building a “Bookmark” file of good web sites

Version Differences


Step 4: Online Research

Directed On-Line Research Experience Online Bookstores

Build a bibliography of books on your topic

Web Search Engines Differentiate major search engines [See handout on Search Tips]

Effective Keywords Which terms work with which search

engines


Step 5: Sharing Research in Group

Communicating the Research Results Search Keywords:

Use Mailing List Bibliography

In body of an email message sent to group

Bookmark Files As an attachment to an email document Use XXX_bookmark.htm (where XXX are

your initials)


Step 6: Collaborate on Web Page

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

Key Elements: Group members and their email address Problem Statement — Topic Researched

with commentary on its relevance Keywords and Categories used Selected Bibliography (APA) & links to

useful Web Sites appropriate to the topic Summary of the Information Available

(content)


Some Notes on Web Page Editors

Keep It Simple, Suzie… Word 97/98/2000 makes for a great

“quick & dirty” web page editor Avoid the apparently simple, but actually

complex HTML editors (Composer, HotDog, HotMetal, etc.)

Avoid complex, graphically-intense pages The focus should be on content Enhancements can be added later


Step 7: Submit/Publish Web Pages

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

Submit the web pages to the instructor Send as attachments to an email Use a “Drop Box” like we have at boerner.net Use FTP (if your server is set up for that)

Instructor posts the pages, as students watch

Adjust access rights, as necessary


Step 8: Review Group Pages

Guidelines for Critiquing Web Pages produced by other groups: Don’t base evaluation on web page design! Focus on the content of the web page Be aware of mechanics — grammar,

consistency Check out the Linked Web Sites:

Do they “work”? Are the links operational? Are they useful? Is there “real” content

there? Keep notes on the results


Step 9: Critique Other Groups

Formulate a set of constructive statements about the web page to be sent to the authoring group Focus on the Content Be aware of the Operational Mechanics Don’t focus on page design or graphic

elements Submit the comments to the authoring

group via the group’s email address Put your comments into the email body


Thoughts about Web Servers

The type of Web Server is critical Windows 95/98 & Personal Web Server Windows NT & Internet Information

Server (IIS) or similar ISAPI server Windows NT & Netscape Web Server

(NSAPI) UNIX with Apache (or CERN or NCSA)

Web Server Different Servers will support a

variety of add-on functions, like FrontPage Extensions


Step 10: Revise the Web Pages

Reflect on the reviewers’ comments Fix mechanics, as necessary:

Non-functional links Misspelled works and writing mechanics General format consistency

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

Reverify the operability of the links


Step 11: Resubmit Web Pages

Submit the revised web pages to the instructor’s “Drop Box” http://www.boerner.net/Upload.html

Instructor uploads the pages to the web server, as necessary

Verify that the pages can be accessed from the web browser


Step 12: Reflect on Collaboration

General Reactions to the Experience: Working with group members & their

contributions (Did everyone “pull their weight” in the task?)

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

Reactions to the Learning Experience: What did you learn about the topic? What did you learn about doing research?


Reflect on Collaboration (Cont’d)

Submit the Reflections: Use email addressed to the instructor Include your reflections in the email body Be honest!

Remember, these reflections are between you and the instructor… Other students will not have access to

them… 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]

AAHE 2000Facilitating Student Collaboration in Content Areas 1 Gerald Boerner Azusa Pacific...

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