Lesson 29

COLLABORATIon In THE CLASSROOM THROUGH ICT

Learning in this generation is not about individualism, rather, it is more of the

collaboration of minds as collaboration is one of the 21st century skills that will promote more
engagement among learners. With today’s tools, learning has been more interactive, fun, and
meaningful.

In this lesson, the learners will be acquainted with technology tools for collaborative
learning that will engage students for effective teaching and learning. Specifically, at the end of
the lesson, the learners are expected to:

• describe computer-supported collaborative learning;

• classify technology tools that support collaboration;
• describe project-based multimedia learning as an activity fostering collaboration in
the classroom; and
• plan a project-based multimedia learning activity.

ENGAGE
Using the clues found below, answer the
crossword puzzle on words that are related to
this lesson. The puzzle was made through
www.armoredpenguin.com.
 EXPLORE

Computer-supported collaborative learning

Collaboration is one of the most essential ingredients to fostering 21st century skills and
deeper learning in the classroom. Harvard education specialist Tony Wagner argued that because
knowledge is available on every internet-connected device, the ability to collaborate has become
far more important for students than academic knowledge (www.goguardian.com).

The term computer-supported collaborative learning (CSCL) was used as early as 1989 by
O’Malley and Scanlon (Lipponen, Hakkarainen, & Paavola, 2004). CSCL has emerged as a dynamic,
interdisciplinary, and international field of research focused on how technology can facilitate the
sharing and creation of knowledge and expertise through peer interaction and group learning
processes. The primary aim of CSCL is to provide an environment that supports collaboration
between students to enhance their learning processes (Kreijns, Kirschner, & Jochems, 2003),
facilitate collective learning (Pea, 1994), or group cognition (Stahl, 2006).

Computer-supported collaborative learning (CSCL) has expanded with a range of

technologies, locations and types of interaction being used to promote learning. As the range of
technology increases, so does the possibility of integrating a range of devices into learning
environments to support different types of learning, interaction and teaching (Slotta, 2010). There
is a need to understand, not just the individual designs of learning experiences, but how they fit
together in a complex learning environment (Anderson & Shattuck, 2012).

Mercier & Higgins (2015) proposed a model, shown in

Figure 37, for technology-enhanced classroom designs. This
model draws on four main aspects of the classroom –
teachers, teams (of students), tasks and technology – set
within the context of the learning environment.

The design of computer-supported collaborative

learning environments requires the exploration of multiple
perspectives and dimensions in order to create a complete
understanding of the issues and influences on the learning
experience. Building a computer-supported classroom
learning (CSCL) environment requires the consideration of Figure 37. The 4Ts Framework
these four aspects – teams, teachers, technology and tasks. (Mercier& Higgins, 2015)

Four instructional motives for the use of technology in support of collaborative learning are
identified from literature (Resta & Laferriere, 2007):
 1. to prepare students for the knowledge society (collaboration skills and knowledge
creation);
2. to enhance student cognitive performance or foster deep understanding;
3. to add flexibility of time and space for cooperative/collaborative learning; and
4. to foster student engagement and keep track of student cooperative/collaborative work.

With an increase in online learning environments, collaborative learning is becoming an

increasingly popular method of engaging students (Mallon & Bernsten, 2015). According to the
Center for Teaching Excellence at Cornell University (2014), collaborative activities are commonly
based on four main principles:

1. The learner or student is the primary focus of instruction.

2. ‘Interaction’ and ‘doing’ are of primary importance.
3. Working in groups is an important mode of learning, and
4. Structured approaches to developing solutions to real-world problems should be
incorporated into learning.

Providing students with collaborative learning experiences not only promotes critical
thinking and reflection but also encourages students to “develop sense of community, thus
enabling the creation of an environment in which further collaborative work can happen” (Palloff
and Pratt, 2005). Studies have also shown that students working in online groups provide
mentorship and technical support to their fellow group members, and develop communities that
extend beyond the individual learning experience (Stacey 1999). These learning experiences often
extend beyond the classroom, and can be particularly beneficial for students working on research
projects.

Tools for collaborative learning

Collaborative learning technologies range from communication tools that allow for
synchronous and asynchronous text, voice, or video chat to online spaces that facilitate
brainstorming, document editing, and remote presentations of topics. Mallon & Bernsten (2015)
reported three types of tools for collaborative learning: idea generation and brainstorming, online
group work and document collaboration, and online communication.

1. Idea Generation and Brainstorming

Finholt and Teasey’s (1998) review of the literature found that computer mediated groups
generated more ideas during brainstorming tasks, experienced more even participation among
group members, and had less “social loafing,” where some group members work less hard in a
group than they would on their own, perhaps due to the electronic trail of their work. These
strengths make online collaboration tools ideal for helping students generate ideas and
brainstorm. Tools like Google Docs, Padlet, Mindmeister, and Lino can be used for group
brainstorming. Features of these tools include space for multiple participants to collaborate in real
time, as well as the ability to type, draw, share images, chat or talk with collaborators, and even
record work to review or submit to an instructor later.

2. Online Group Work and Collaboration

Many tools are available for document collaboration in face-to-face classes or online. Rather
than sending emails with attachments of different versions of a file back and forth, students can
go to a cloud-based document to collaborate. Some document creation tools include Google
Drive, Zoho, Etherpad, and Evernote. These tools have a variety of features to encourage
collaboration, such as built-in chat, colors for different authors, tracking changes, playback of
writing, ability to insert comments, and different levels of sharing ranging from viewing to editing.

3. Online Communication

Collaboration tools can also be used to support synchronous online communication,

including online meetings, office hours, informal chats, guest speakers and webinars. Some
synchronous communication tools include Skype, Adobe Connect, Google Hangouts, Vyew,
GoToMeeting, and MeetingBurner. Features include audio via webcam or phone, text chat, polling,
drawing, and screen sharing. Many of the tools allow recording so that meetings can be archived
via a course management system or YouTube to be viewed later.

Project-based Multimedia Learning as a Collaborative Activity

Project-based Multimedia Learning is an extension of the tried and proven teaching practice
of Project-based Learning. Project Based Learning (PBL) is a teaching method in which students
learn by actively engaging in real-world and personally meaningful projects (www.pblworks.org).
Similarly, project-based learning is a dynamic classroom approach in which students actively
explore real-world problems and challenges and acquire a deeper knowledge (www.edutopia.org).
Further, Brien (n.d.) defines PBL as an instructional methodology that encourages students to learn
and apply knowledge and skills through an engaging experience.

PBL presents opportunities for deeper learning in-context and for the development of
important skills tied to college and career readiness. Students work on a project over an extended
period of time that engages them in solving a real-world problem or answering a complex
question. They demonstrate their knowledge and skills by creating a public product or
presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking,

collaboration, creativity, and communication skills – commonly called the 4 C’s of 21st century
skills (www.edutopia.org). In effective PBL experiences, students are actively engaged in decision-
making, confidently manage their team’s shared accountability, and develop quality products and
performances.
 However, problems may occur when some students do most of the work. The team
collaborates on not working together. This happens because one or more students refuse to the
do the work. Often this also happens when one or two members do not want others involved,
fearing that their grade will be affected by the efforts of peers they perceive as having lesser skills
(McCarthy, 2019).

PBL has three characteristics, namely:

1. Interdisciplinary. Projects require students to engage in inquiry, solution building, and

product construction to help address the real-world issue or challenge presented. As
students do the work, they use content knowledge and skills from multiple academic
domains to successfully complete the project.

2. Rigorous. As students engage in the work of a project, they follow a process that begins
with inquiry. Inquiry processes can help lead to the development of solutions that
address the problem/challenge of the project and the creation of products to
communicate solutions to an audience based upon the application of content and skills.

3. Student-centered. Students work more independently through the PBL process, with the
teacher providing support only when needed. The PBL process fosters student
independence, ownership of his/her work, and the development of 21st
century/workplace skills.

There is a need to incorporate PBL in the curriculum because PBL:

1. is a multidisciplinary pedagogical approach that provides meaningful learning

opportunities;
2. helps build 21st century skills students need to succeed; and
3. provides opportunities to engage students in a real-world learning.

According to the Buck Institute for Education, PBL has the following key elements (Schuetz,
2018):

1. a challenging problem or question;

2. sustained inquiry
3. authenticity
4. student voice and choice
5. reflection
6. critique and revision
7. public product

Project-Based Multimedia Learning extends the exact same concepts presented in the
previous paragraphs by making the end-product a multimedia or computer-based
presentation. Students might make a website or a PowerPoint presentation which includes
relevant sounds, narration and images. A group of students might write a script, screenplay, act,
shoot and edit a video which relates to the project requirements. They might create an E-book
that covers subject matter studied in class, to present to a younger class at the school. These
presentations will include evidence that students have mastered key concepts and processes that
teachers need to teach: Core curriculum, Real-world connection, Extended time-frame, Student
decision-making, Collaboration, Assessment and Technology.

EVALUATE

EXTEND

Lesson Resources
Anderson, J. (2010). ICT Transforming Education: A Regional Guide. UNESCO Bangkok Asia and
Pacific Regional Bureau for Education

Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education
Research? Educational Researcher, 41(1), 16-25. doi:10.3102/0013189X11428813

Finholt, T.A., and Teasley, S.D. (1998). The Need for Psychology in Research on Computer-
Supported Cooperative Work.” Social Science Computer Review 16(1): 40-52

http://www.ascd.org/publications/books/102112/chapters/What_is_Project-
Based_Multimedia_Learning%C2%A2.aspx

http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-
experiences-in-the-classroom/

https://armoredpenguin.com

Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in
computer supported collaborative learning environments: A review of the research.
Computers in Human Behavior, 19(3), 335–353.

Lipponen, L., Hakkarainen, K., & Paavola, S. (2004). Practices and orientations of CSCL. In J. W.
Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL in higher
education (pp. 31–51). Dordrecht: Kluwer.

Mallon, M. (2015) Collaborative Learning Technologies. Retrieved from https://acrl.ala.org

Mercier, E. & Higgins, S.E. (2015) The four Ts of the collaborative classroom. Orchestrated
Collaborative Classroom Workshop 2015, June 7, 2015, Gothenburg, Sweden. Retrieved
from https://www.researchgate.net/publication/282984147

Palloff, Rena M., and Keith Pratt. 2005. Collaborating Online: Learning Together in Community.
San Francisco: Jossey-Bass.

Pea, R. D. (1994). Seeing what we build together: Distributed multimedia learning environments
for transformative communications. The Journal of the Learning Sciences, 3(3), 219–225.

Resta, P. & Laferriere, T. (2007) Technology in support of collaborative learning. Educational

Psychology Review. DOI: 10.1007/s10648-007-9042-7

Schuetz, R. (2018) Project-based Learning: Benefits, Examples, and Resources. Retrieved from
https://www.schoology.com
Slotta, J. (2010). Evolving the classrooms of the future: The interplay of pedagogy, technology
 and community. In K. Makitalo-Siegl, J. Zottmann, F. Kaplan, & F. Fischer (Eds.),
Classroom of the Future: Orchestrating collaborative spaces, 215–242. Sense Publishers.

Stacey, Elizabeth. (1999). Collaborative Learning in an Online Environment. Journal of Distance

Education 14(2): 14-33. Retrieved from http://www.ijede
.ca/index.php/jde/article/viewArticle/154.

Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge.
Cambridge, MA: MIT Press.

Walsh, K. (2014) 20 Fun Free Tools for Interactive Classroom Collaboration. Retrieved from
https://www.emergingedtech.com

What is Project Based Learning? Retrieved from https://www.pblworks.org