Course:ETEC522/2010ST1/CollaborationTechnologies/collaborativelearning
This section was developed by Michele Brannon-Hamilton, July 2010.
Collaborative Learning 
Today collaborationis part of our every day lives. At home, at work and in school individuals work with others to create new knowledge and solve problems. As technology changes with the development of Web 2.0 tools, educators can encourage active learning using collaborative learning tools.
Theory and Perspectives
Many theories and perspectives exist regarding collaboration. Bonk and Cunningham (1998) suggest that three perspectives regarding collaboration are “learner-centred instruction, constructivism and sociocultural theory” (p.28). A commonality of each theory is the belief that new knowledge is socially constructed through collaborating with others. In Vygotsky’s “zone of proximal development,” he suggests that individuals benefit by sharing information because some people in a group will have more knowledge than others (Bonk, 1998, p.36). Therefore, groups members benefit by combining their knowledge together and advancing what each individual knows to a new level. Hein and Dewey (1991) suggest that people learn during interaction because learning is a social activity (p.1). They suggest that people bring their unique perspectives to the group which creates new understandings.
Benefits of Collaboration
There are many benefits and challenges when collaborating with others. These benefits include developing a shared understanding, creating new knowledge, working together instead of in isolation, benefiting from many minds, learning anywhere and at anytime, and learning actively instead of passively. However, there are always challenges when working with other people including group members dominating the group or neglecting their duties. Teachers and students must also adjust to new roles that include teachers as facilitators who provide guidance while learning from others and students as constructors of knowledge.
Importance of Pedagogy
Educators can use pedagogy to help them choose the right collaboration tools for their classrooms instead of simply choosing the newest novelty. Collaborative learning tools encourage communication, creation and active learning. However, tools may excel in some areas and lack in others. For example, educators and students can collaborate and create quite effectively using wikis; however, they may find the communication aspect of wikis challenging. By defining their needs first, educators and students can choose the right collaborative tool for their needs. Bates and Poole (2003) suggest several criteria for choosing the technology include evaluating cost, how easy the technology is to use, user needs, and novelty aspect (p.75). Chickering and Gamson (1987) suggest evaluating the tools against the principles of good teaching (p.3). Chickering and Ehrmann (1996) take these principles and provide criteria to help technology users choose the right tools for their educational needs (p.3). These criteria include evaluating the capability of active learning, cooperation and contact with others.
Conclusion
By focusing on needs instead of novelty, technology users can choose from a vast array of collaborative tools. We now provide you with information that will help you decide which collaborative tools will enable you to achieve your goals. The following vectors provide you with an overview of collaborative technology and with specific details on two very popular collaborative tools: Google Docs and Google Sites.
Move on to Vector 1 Leading Learning Applications
References
Au, Kathryn H. (n.d.). Social constructivism and the school literacy learning of students of diverse backgrounds. NRC Online, 30(30.2.7), 297-313. Retrieved online March 2, 2010 from http://www.nrconline.org/jlr/archive/v30/article_30_2_7.pdf
Bates, A. W. & Poole, G. (2003). A Framework for selecting and using technology. In A.W. Bates & G. Poole, Effective Teaching with Technology in Higher Education (pp. 75-108). San Francisco: Jossey-Bass.
Bonk, C. J., & Cunningham, D. J. (1998). Chapter 2: Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk, & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25-50). Mahwah, NJ: Erlbaum. http://www.publicationshare.com/docs/Bon02.pdf
Bullen, M. & Janes, D.P. (2007). Preface. In M Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, pp. vii-xvi, Hershey, PA: Information Science Publishing.
Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles: technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved online 1 March 2010 from http://www.aahea.org/bulletins/articles/sevenprinciples.htm.
Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3-7. Retrieved online 1 March 2010 from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm.
ETEC 510 Wiki (n.d.). Retrieved July 2, 2010 from https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct
Hein, George E. (1991). The Museum and the Needs of People. Retrieved July 2, 2010 from CECA Conference: http://www.exploratorium.edu/IFI/resources/constructivistlearning.html
Additional Resources
Case Studies Using Collaborative Technology http://whatis.techtarget.com/definition/0,,sid9_gci1046320,00.html#anchor2
Collaborative Software http://en.wikipedia.org/wiki/Collaborative_software
Definition of Collaboration http://dsblog.berkeley.edu/wp-content/uploads/2008/03/3_defininitions.pdf
Fast Guide to Collaborative Software http://whatis.techtarget.com/definition/0,,sid9_gci1046320,00.html
Google for Educators Dekeyser, S., & Watson, R. (2006). Extending Google Docs to Collaborate on Research Papers. Technical Report, The University of Southern Queensland, Australia. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.90.3176&rep=rep1&type=pdf