Using Technology to Support Community and Collaboration
One of the biggest concerns about distance learning is that the types of relationships that develop in face-to-face settings may not be possible in online settings. However, many technologies enable and even enhance communication and collaboration among students, between teacher and students, and between teachers and their peers.
At the forefront of these technologies is "Web 2.0," or online tools that support collaboration and co-creation of content. For example, weblogs and podcasts enable anyone to become a publisher and broadcaster, while wikis provide truly collaborative environments.
Web 2.0 and other communication tools provide new opportunities for instructors and students. For example, at the University of Minnesota professors are using Web 2.0 to build a sustainable community among teachers after they leave the University, to forge strong working relationships with other institutions across the state and around the world, and to support collaboration and authentic experiences for students.
Seminar
December 6, 2006
12:00-1:30 p.m.
402 Walter Library
East Bank, Twin Cities campus
UMConnect Meeting recording
Panelists will discuss how technology can help build community among distant learners, support existing communities in hybrid or blended learning contexts, and foster collaboration between individuals working at different institutions.
Moderator:
Kurtis Scaletta
Digital Media Center, Office of Information Technology, Twin Cities campus
Panelists:
Robert Fecik
College of Pharmacy, Academic Health Center, Twin Cities campus
Joan Hughes and David Ernst
Department of Curriculum and Instruction, College of Education and Human Development, Twin Cities campus
Murray Jensen, Gerald Shannon, and Jill Trites
Department of Post-Secondary Education, College of Education and Human Development, Twin Cities campus
Jingpeng Tang
Department of Math, Science, and Technology, Crookston campus
Panelists' Projects
The panelists are working on the following 2006 TEL Grant Program projects that use UMConnect to deliver rich content and improve students' learning experiences:
Fecik, Robert A. "A Pilot Study to Assess Video Podcasting, Streaming Video, and Audio Podcasting for Supplemental Distance Learning for Students on Two Campuses" 2006 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2006. http://dmc.umn.edu/grants/2006/fecik.pdf.
Hughes, Joan E., David Ernst, Ann Ooms, and Loren Terveen. "The Next Generation Online Learning Environment: Designing for Community and Collaboration" 2006 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2006. http://dmc.umn.edu/grants/2006/hughes.pdf.
Jensen, Murray, Gerald Shannon, and Jill Trites. "In Your Ear, On the Air, For Your Eye: Podcasting and Wikis as Tools of Universal Instructional Design" 2006 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2006. http://dmc.umn.edu/grants/2006/jensen.pdf.
Tang, Jingpeng. "Multi-facetted Distance Delivery of C# Instruction in Chinese and English" 2006 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2006. http://dmc.umn.edu/grants/2006/tang.pdf.
Preliminary Readings
Alexander, B. "Web 2.0: A New Wave of Innovation for Teaching and Learning?" EDUCAUSE Review (March/April 2006): 32–44. http://www.educause.edu/apps/er/erm06/erm0621.asp.
The author considers the wave of Web sites and Internet tools that encourage self-publishing and collaborative content creation, such as blogs, wikis, and social bookmarking tools, and speculates about their applications in educational settings. Topics covered include the ability to access, save, tag, and share information through taxonomic tools and RSS aggregators, and opportunities for collaborative authorship using social writing platforms.
Campbell, G. "There's Something in the Air: Podcasting in Education." EDUCAUSE Review 40:6 (November/December 2005): 33–46. http://www.educause.edu/ir/library/pdf/erm0561.pdf.
The author reflects on the podcasting phenomenon in student life and considers the educational uses of podcasting, including professor-produced podcasts, as well as the educational benefit of students organizing and producing their own podcasts. Among his considerations is the intimate, personal nature of audio broadcasting, which may help humanize professors and build relationships between and among faculty members, staff members, students, and communities.
DiRamio, D., and M. Wolverton. "Integrating Learning Communities and Distance Education: Possibility or Pipedream?" Innovative Higher Education 31:2 (2006): 99–131.
The authors recommend principles for shaping learning communities to engage and retain learners in online classes. The most recommended principles include having students work together on collaborative projects, and using discussions to promote a sense of online community. The authors conclude by speculating that advances in technology will continue to make such activities easier, so instructors should focus on the human dimension of supporting community and collaboration.
Xuermei, W., J. F. Dannenhoffer, B. D. Davidson, and J. M. Spector. "Design Issues in a Cross-Institutional Collaboration on a Distance Education Course." Distance Education 26:3 (2005): 405–423.
The authors reflect on a class taught by a faculty team across disciplines and institutions, revealing how Web-based environments that make student collaboration possible also support opportunities for faculty collaboration in course design and delivery.
