Chapter 8
This chapter discusses the different ways to promote
and facilitate collaboration for web-based instructions
and courses. Although research suggests that collaboration
works, implementing it can be a tedious task. The
author suggests the first thing to do is to consider
all of the issues of having a collaborative environment
(ex: media requirements, language fluency, typing
skills, technical expertise, etc.). Also, since broadband
is not implemented in every household, we must consider
the bandwidth issues of different collaborative tools
such as e-mails, chat rooms, discussion boards, whiteboard,
and audio and video conferencing. An important note
for collaborative environments is to implement a policy.
This policy should address all of the rules and policies
for collaborative activities.
The author breaks down the different types of collaboration
mechanisms and discusses each one thoroughly:
- E-mail – emails should
be used for immediacy, intimacy, and impact. Also,
emails should be used for urgent class announcements.
- Discussion groups – Discussion
groups consists of e-mail lists, newsgroups, and
forums. If relevant discussion groups already
exist, instructors should provide a link to that
site.
- Chat – Chat should be
used for fast-paced exchanges such as real-time
questions and answers sessions, brainstorming,
troubleshooting, study group meetings, etc.
- Whiteboard – whiteboards
are good for visual learning because it’s
a way for learners to sketch ideas they cannot
express in words.
- Screen sharing – Screen
sharing lets learners see what is happening on
the instructor’s computer. It is a great
way to demonstrate computer programs to teach
operating skills, show images that cannot be pasted
into the whiteboard, and call on learners to try
out skills demonstrated by the instructor.
- Response Pads – lets
members of the class make real-time choices or
vote on issues. This is similar to a web poll.
- Audio Conferencing –
allows participants to talk to one another. This
should be used when voice is important.
- Video Conferencing –
allows participants to see the instructor and
sometimes see the students as well. This is good
to show movement.
There should be a guide on how to write, send, and
manage messages. This will give them a detailed description
on how to deal with messages. The author also discusses
about moderators and how choosing the right moderator
is very crucial. A moderator should be knowledgeable,
have a caring nature, and must a superb communicator.
Usually, the moderators are the instructors, but it
can sometimes be a teaching assistant, a recent graduate,
or an outside expert. Motivating participants to collaborate
is very important as well. Some ways to motivate learners
include incentives to participate, provoke productive
discussion, make everyone feel welcome, and simplify
posting messages.
Suggested Quick-check Questions
- The author talks about having a link
to an existing discussion group if the group relates
to the course (pg.351). Is it important to provide
learners with caution or warning about existing
discussion groups?
Chapter 9
This chapter discusses the use of virtual classroom.
Virtual classrooms work just like a traditional classroom,
but on the web. When using a virtual classroom, it is
important to select a qualified instruction, keep the
class small, and respond promptly and reliably. It is
also a good idea to hold a meeting before the class
begins. The author notes that the syllabus should be
very comprehensive. Also, it is important to prepare
learners to participate by having a page in which guides
them.
When conducting live events, it is important to announce
the event early in which will allow the students to
prepare for the event. When preparing for the event,
instructors should decide how the roles of the instructor
and learners are facilitated.
