Collaboration and Online Tools: Artifacts & Reflections
Course :5102g Educational Technology and Communication
Professor:Maggie McPherson
Artifact #1: Online Technologies Wiki
Artifact description:
As a class we were required to contribute to the class Wiki. This wiki was a collaborative experience which became a repository for information about different theorists related to the course.
Reflection:
In almost every class we have been required to contribute to a class wiki. The nature of a Wiki is that it is a collaborative experience whereby information is added to the site by the individuals who have been invited to join. I find that this is a great way for individuals to contribute to the construction of knowledge within the class. Many times I have referred to the Wiki's for other classes and have found that the information added was insightful and relevant.
A Wiki is one example of an Online Collaborative tool. It does have the option to for discussion, but I have rarely used it. It's purpose is to create an online reference site that is co-created. It could be used in a classroom quite effectively in that it can bring the students together to create an online study tool. As well, it can be used to create a collaborative experience whereby each students entry is vital. As it will require students to become responsible to each other for the information. This collaborative tool that can inspire connections and meaningful interactions.
Professor:Maggie McPherson
Artifact #1: Online Technologies Wiki
Artifact description:
As a class we were required to contribute to the class Wiki. This wiki was a collaborative experience which became a repository for information about different theorists related to the course.
Reflection:
In almost every class we have been required to contribute to a class wiki. The nature of a Wiki is that it is a collaborative experience whereby information is added to the site by the individuals who have been invited to join. I find that this is a great way for individuals to contribute to the construction of knowledge within the class. Many times I have referred to the Wiki's for other classes and have found that the information added was insightful and relevant.
A Wiki is one example of an Online Collaborative tool. It does have the option to for discussion, but I have rarely used it. It's purpose is to create an online reference site that is co-created. It could be used in a classroom quite effectively in that it can bring the students together to create an online study tool. As well, it can be used to create a collaborative experience whereby each students entry is vital. As it will require students to become responsible to each other for the information. This collaborative tool that can inspire connections and meaningful interactions.
Course :5105g Technology Diffusion in Education
Professor: Francois Dejardins
Artifact #2: No Teacher Left Behind Blog ( Partner : Elizabeth Browning)
Artifact Description:
We were asked to find an article that showed the Diffusion of Technology in an educational setting. This analysis would be done in pairs and posted on a blog.
Reflection:
Elizabeth and I decided to look at the article No Teacher Left Behind: How to Teach with Technology by Jamie Efaw (Web Link: http://net.educause.edu/ir/library/pdf/eqm0544.pdf). However, instead of posting our ideas on a blog we decided to use the blog as a way to communicate the information in the form of a discussion. The blog was the vehicle in which we collaborated to create meaning.
Initially, we began to reflect on each others posts in a way which I see in the classroom. Student's do not want to upset others so they create superficial responses. Elizabeth and I agreed that we would not do that. Our responses had to be authentic or the collaborative experience would not work. As you can see in the blog we do not always agree, but we do so in a respectful way.
Although this is not limited to online experiences this is a common problem with collaboration using online technology I feel that the real collaboration and meaning making can be found in the responses of others, but if those responses are not authentic, what happens to the constructed knowledge? This is something that I have continuously thought about when using asynchronous technology. Elizabeth and I have worked together on numerous assignments and therefore, feel comfortable with each other and therefore, often have these meaningful exchanges. But, I can not say the same thing about all of my exchanges. This program has made me rethink those exchanges and as a result I would like to think that I have become a more authentic reflector and collaborator.
Collaboration in any situation is difficult at best. As one gets more comfortable with their group these interactions can become easier. As well, given the differences in group dynamics one tends to weigh their contributions against those of others. This a pitfall in any collaborative experience. We would like to believe that when we enter these situations all contributions will be equal but rarely is that the case. Elizabeth and I have a comfortable relationship, fostered by the technology we tend to produce good results. However, the technology is only one aspect, that relationship is also fostered outside of class making the use of the technology easier.
It is sometimes easy to miss the social aspect of using these tools especially in an educational environment, but those relationships are pivotal to collaborative experiences working well. Whether it is online or offline one cannot forget the personal connections that need to be promoted.
Please continue onto the next page.
Professor: Francois Dejardins
Artifact #2: No Teacher Left Behind Blog ( Partner : Elizabeth Browning)
Artifact Description:
We were asked to find an article that showed the Diffusion of Technology in an educational setting. This analysis would be done in pairs and posted on a blog.
Reflection:
Elizabeth and I decided to look at the article No Teacher Left Behind: How to Teach with Technology by Jamie Efaw (Web Link: http://net.educause.edu/ir/library/pdf/eqm0544.pdf). However, instead of posting our ideas on a blog we decided to use the blog as a way to communicate the information in the form of a discussion. The blog was the vehicle in which we collaborated to create meaning.
Initially, we began to reflect on each others posts in a way which I see in the classroom. Student's do not want to upset others so they create superficial responses. Elizabeth and I agreed that we would not do that. Our responses had to be authentic or the collaborative experience would not work. As you can see in the blog we do not always agree, but we do so in a respectful way.
Although this is not limited to online experiences this is a common problem with collaboration using online technology I feel that the real collaboration and meaning making can be found in the responses of others, but if those responses are not authentic, what happens to the constructed knowledge? This is something that I have continuously thought about when using asynchronous technology. Elizabeth and I have worked together on numerous assignments and therefore, feel comfortable with each other and therefore, often have these meaningful exchanges. But, I can not say the same thing about all of my exchanges. This program has made me rethink those exchanges and as a result I would like to think that I have become a more authentic reflector and collaborator.
Collaboration in any situation is difficult at best. As one gets more comfortable with their group these interactions can become easier. As well, given the differences in group dynamics one tends to weigh their contributions against those of others. This a pitfall in any collaborative experience. We would like to believe that when we enter these situations all contributions will be equal but rarely is that the case. Elizabeth and I have a comfortable relationship, fostered by the technology we tend to produce good results. However, the technology is only one aspect, that relationship is also fostered outside of class making the use of the technology easier.
It is sometimes easy to miss the social aspect of using these tools especially in an educational environment, but those relationships are pivotal to collaborative experiences working well. Whether it is online or offline one cannot forget the personal connections that need to be promoted.
Please continue onto the next page.