Online Collaborative Projects
Transcript of Online Collaborative Projects
University Of Moulay University Of Moulay IsmailIsmail
School Of Arts And School Of Arts And HumanitiesHumanities
Department Of EnglishDepartment Of EnglishMeknesMeknes
Master ProgramMaster Program
Communication In Communication In ContextsContexts
Computer Skills For Computer Skills For ResearchResearch
Dr L.BelfakirDr L.Belfakir
Online Collaborative Online Collaborative ProjectsProjects
New Skills For A New New Skills For A New CenturyCentury
December 23December 23rdrd,2009.,2009.
ObstaclesObstacles““The biggest obstacle The biggest obstacle
to school change is to school change is our memoriesour memories.”.”
Dr. Allen GlennDr. Allen Glenn
Views to considerViews to consider• Creating schools for the 21st Century requires Creating schools for the 21st Century requires
less time looking in the rearview mirror and less time looking in the rearview mirror and more vision anticipating the road ahead.more vision anticipating the road ahead.
• Teaching has been an activity undertaken Teaching has been an activity undertaken behind closed doors between moderately behind closed doors between moderately consenting participants.consenting participants.
• Technology enables students, teachers, and Technology enables students, teachers, and administrators to reach out beyond the school administrators to reach out beyond the school building.building.
• Innovative classrooms are not defined by fixed Innovative classrooms are not defined by fixed places but by their spirit of curiosity and places but by their spirit of curiosity and collaboration among students, teachers, and collaboration among students, teachers, and others in a true learning community.others in a true learning community.
source: Edutopia.source: Edutopia.
““We must be the changeWe must be the change
we want to see in the we want to see in the world.”world.”
Mahatma Gandhi Mahatma Gandhi
Collaborative Learning Collaborative Learning (CL)(CL)
C.L is NOT NewC.L is NOT New
CARL ROGERS
1902 - 1987 JOHN DEWEY 1859-1952
BENJAMIN BLOOM 1913-1999
SOCRATES470-399 B.C.
JEROME BRUNER1915-CURRENT
LEV VYGOTSKY 1896-1934
JEAN PIAGET
1896-1980
SEYMOUR PAPERT
What are collaborative What are collaborative projectsprojects
• Collaborative projects involve two or Collaborative projects involve two or more groups of people who work together more groups of people who work together to contribute to a research idea or topic.to contribute to a research idea or topic.
• projects use a range of ICT including web projects use a range of ICT including web pages, forums, email, video conferencing, pages, forums, email, video conferencing, wikis and blogs and other photo wikis and blogs and other photo softwares like flicker and animotosoftwares like flicker and animoto
• usually involve exchanges of student usually involve exchanges of student work via the internet, collaborative work via the internet, collaborative exhibitions, physical transfer of work exhibitions, physical transfer of work between students ( Teddy Bears project)between students ( Teddy Bears project)
Collaborative projects can be Collaborative projects can be considered then as considered then as
a method of teaching and learning in a method of teaching and learning in
Which students acquire new Which students acquire new knowledgeknowledge
and skills in the course of designing, and skills in the course of designing,
planning, and Producing planning, and Producing a producta product..
Other definitionsOther definitions
• According to the definitions found in PBL According to the definitions found in PBL handbooks for teachers,collaborative handbooks for teachers,collaborative projects are complex tasks, based on projects are complex tasks, based on challenging questions or problems, that challenging questions or problems, that involve students in problem-involve students in problem-solving,decision making, or investigative solving,decision making, or investigative activities; give students the opportunity to activities; give students the opportunity to work relatively autonomously over work relatively autonomously over extended periods of time; and culminate in extended periods of time; and culminate in realistic products or presentations.realistic products or presentations.
(Jones, Rasmussen, & Moffitt, 1997; (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson,1999Thomas, Mergendoller, & Michaelson,1999). ).
Why do collaborative learning Why do collaborative learning
projectsprojects??• Collabortive learning is a model for Collabortive learning is a model for
classroom activity that shifts away classroom activity that shifts away from the classroom practices of short, from the classroom practices of short, isolated, teacher-centered lessons and isolated, teacher-centered lessons and instead emphasizes learning activities instead emphasizes learning activities that are long-term, interdisciplinary, that are long-term, interdisciplinary, student-centered, and integrated with student-centered, and integrated with real world issues and practices.real world issues and practices.
Benefits of collaborative Benefits of collaborative ProjectsProjects
– Share ideas and take responsibility for Share ideas and take responsibility for learninglearning
– Connects school learning to real worldConnects school learning to real world– Gain and share understanding of other Gain and share understanding of other
culturescultures– Actively contribute to work on issues of Actively contribute to work on issues of
global relevance and concernglobal relevance and concern– Allows in-depth coverage of a topicAllows in-depth coverage of a topic– Use ICT in exciting and challenging waysUse ICT in exciting and challenging ways– Learn in a stimulating and interesting Learn in a stimulating and interesting
classroom environmentclassroom environment– Interdisciplinary teachingInterdisciplinary teaching
Research that supports Research that supports projectsprojects- - ConstructivismConstructivism
- Multiple Intelligences (Howard Gardner 1995)- Multiple Intelligences (Howard Gardner 1995)
- Inquiry based learning- Inquiry based learning
- Discovery learning- Discovery learning
- Problem based learningProblem based learning
- Project Based learningProject Based learning
- Cooperative learning- Cooperative learning
- Process writing- Process writing
- Standard based approach.- Standard based approach.
Another Way to Look at What is C.LAnother Way to Look at What is C.L
Content Content ActivitiesActivities
Conditions Conditions ResultsResults
Content:Content:
•Compelling ideasCompelling ideas• Problems presented in their full complexityProblems presented in their full complexity
• Students finding interdisciplinary Students finding interdisciplinary connections between ideasconnections between ideas
• Students struggling with ambiguity, Students struggling with ambiguity, complexity, and unpredictabilitycomplexity, and unpredictability
• Real-world questions that students care Real-world questions that students care aboutabout
Conditions:Conditions:
Support student autonomySupport student autonomy• Students exhibit task- and time-Students exhibit task- and time-
management behaviors management behaviors
• Students direct their own work & Students direct their own work & learninglearning
• Students simulate the professional Students simulate the professional workwork
Activities:Activities:
• Investigative and engagingInvestigative and engaging• Students multi-faceted investigations Students multi-faceted investigations
over long periods of time over long periods of time • Students encountering obstacles, Students encountering obstacles,
seeking resources, and solving problems seeking resources, and solving problems • Students making their own connections Students making their own connections
among ideas and acquiring new skills among ideas and acquiring new skills • Students using authentic tools Students using authentic tools • Students getting feedback from expert Students getting feedback from expert
sources and realistic assessmentsources and realistic assessment
ResultsResults
Real-world outcomesReal-world outcomes• Students generating complex Students generating complex
intellectual products to demonstrate intellectual products to demonstrate learning learning
• Students participate in assessment Students participate in assessment
• Students exhibiting growth in real-Students exhibiting growth in real-world competenceworld competence
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Focus of curriculum•Depth of understanding•Comprehension of concepts and principles•Development
Focus of curriculum•Content coverage•Knowledge of facts•Learning "building-block" skills in isolation•of complex problem-solving skills
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Scope and sequence•Follows student interest•Large units composed of complex problems or issues•Broad, interdisciplinary focus
Scope and sequence•Follows fixed curriculum•Proceeds block by block, unit by unit•Narrow, discipline-based focus
Teaching role
•Follows student interest•Large units composed of complex problems or issues•Broad, interdisciplinary focus
Teaching role
•Follows fixed curriculum•Proceeds block by block, unit by unit•Narrow, discipline-based focus
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Focus of assessment
•Process and products•Tangible accomplishments•Criterion performances and gains over time•Demonstration of understanding
Focus of assessment
•Products•Test scores•Comparisons with others•Reproduction of information
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Materials of instruction
•Direct or original sources: printed materials, interviews, documents, and others•Data and materials developed by students
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Materials of instruction
•Texts, lectures and presentations•Teacher-developed exercise sheets and activities
Use of technology
•Central, integral•Directed by students•Useful for enhancing student presentations or amplifying student capabilities
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Use of technology
•Ancillary, peripheral•Administered by teachers•Useful for enhancing teachers' presentations
Classroom context
•Students working alone•Students competing with one another•Students receiving information from an instructor
Classroom context
•Students working in groups•Students collaborating with one another•Students constructing, contributing, and synthesizing information
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Student role
•Carry out instructions•Memorizer and repeater of facts•Students receive and complete brief tasks•Listen, behave, speak only when spoken to
Student role•Carry out self- directed learning activities•Discoverer, integrator, and presenter of ideas•Students define their own tasks and work independently for large blocks of time•Communicate, show affect, produce, take responsibility
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Short-term goals
•Knowledge of facts, terms, content•Mastery of isolated skills
Short-term goals
•Understanding and application of complex ideas and processes•Mastery of integrated skills
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Long-range goals
•Breadth of knowledge•Graduates who have the knowledge to perform successfully on standard achievement tests
Long-range goals
•Depth of knowledge•Graduates who have the dispositions and skills to engage in sustained, autonomous, lifelong learning
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
GETTING STARTEDGETTING STARTED
WHERE CAN I FIND ONLINE COLLABORATIVE WHERE CAN I FIND ONLINE COLLABORATIVE PROJECTS?PROJECTS?
•IEARN : IEARN : www.iearn.orgwww.iearn.org•Oz Projects : Oz Projects : www.ozprojects.edu.auwww.ozprojects.edu.au
•Epals: Epals: www.epals.comwww.epals.com•Global Projects : Global Projects : www.goole.comwww.goole.com
Thank you .Thank you . Nour_eddine laouniNour_eddine laouni
Any QuestionsAny Questions