Available at http://learningwithlucie.pbwiki.com/Wikinomics+Session

This session addresses 21st century learning skills and global literacy standards, with an emphasis on collaborative learning.

According to “Wikinomics: How Mass Collaboration will Change Everything,” by Don Tapscott and Anthony Williams, three forces have recently come together to create the perfect storm that facilitates Wikinomics:

(1) technology (basically, Web 2.0 where anyone can contribute to anything),

(2) the Net-Gen -- the generation of people who grew up collaborating (think: kids who view email as a thing only their parents do), and

(3) the global economy, where companies are forced to reach out and collaborate to produce additional value (i.e., The World is Flat).

The important message for educators is that these critical Wikinomic forces will FUNDAMENTALLY change the way we learn – forever!

Individuals will no longer be able to independently learn all they need to know. In a world that is globally connected, there is enormous value in using online technology to collaboratively connect and learn with others.

But, teachers need successful collaborative learning models that are standards-aligned and enable students to easily participate in online projects.

The session will focus on project-based, collaborative learning by spotlighting the best content, tools and resources that support teachers and their students as they strive to master 21st century learning skills.

The session will help teachers move to the next level of Internet use – in which the Wikinomic collaborations, people connections and interactions become as important as the information resources.

The session will shine the spotlight on a variety of projects and collaborative tools, such as Twitter, Slideshare, Dropshots, PhotoShow and more.

For example, Thanks to my worldwide network of informed colleagues and passionate Internet geeks, I am always discovering new and amazing things. My latest find is Twitter.com, which is essentially a collaborative worldview stream of consciousness – comprised of random thoughts, posted by random people, in mini-blog format.

According to the Twitter.com FAQs, “Twitter is a community of friends and strangers from around the world sending updates about moments in their lives. Friends near or far can use Twitter to remain somewhat close while far away. Curious people can make friends. Bloggers can use it as a mini-blogging tool. Developers can use the API to make Twitter tools of their own.”

How does it work? You are allowed 140 characters to let folks know what you are doing. These are called twitters and they are posted via the web, IM, or phone text message. The public can view all the twitters in real time via the Twitter Public Timeline – or, via Twittervision.com, which is a merge of twitters and Google Maps.

But, I warn you. The reaction that most adults will have is, “I don’t get it? My life is pretty boring. Why would anyone want to know what I’m doing all day?” For example, JC said, “I can’t say that I completely get it - who am I talking to? Is it a blog or what? Does anyone out there really want to know when I’m having a sandwich? What is the internet? But, not doing it makes me feel like an old person who’s given up because he doesn’t understand something, so for a while at least I’m going to keep spouting nonsense into the void and getting pointless messages from strangers. I complain, but I actually find it strangely compelling. For today, expect to see some entries like -- Driving to Baltimore, and later, Still driving to Baltimore.”

Yes, apparently kids really, really love it. Exchanging twitters makes them feel like they are connected to a worldwide community of twittering friends.

Will Twittervision change the world? Maybe not.

Or, maybe it will just a little – as this tool has the potential to show us how easily we can all be connected.

Adrine, another Twitterer, said, “I have been intrigued by Twittervision because it makes the world seem so small (and somewhat small-minded), and was watching it a few days ago when I saw a message from someone I actually know in another state. It was exciting in a weird way; random messages from strangers and then suddenly a less random message from a friend. As for its usefulness, two days ago a group of my friends were at Etech in San Diego and one of them took ill. Another took him to the hospital and twittered the universe to let us know what was up and how he was coming along. It saved a whole lot of time to send that message on twitter rather than having to call or email everyone who cared. I was surprised at how well it worked.”

What are the educational applications of Twittervision? Well, how about as a brainstorming tool, or to share scientific measurements, or to get a reaction to a survey question,…the possibilities are quite limitless. So, what are you waiting for? Stop twittering your time away reading this article and go check it out for yourself! FYI…you can find my twitters at http://twitter.com/YvonneMarieA

Are we not truly fortunate to be living in a time when creatively collaborative things like this exist?

Outline

Outline:

Introduction
What is Wikinomics and mass collaboration? How will Wikinomics impact learning? We will provide an overview of the latest collaborative learning research, theory and usage trends 15%

Part I:
The presenters will demonstrate of a variety of robust collaborative tools, content, and resources. 45%

Part II:
The audience will be invited to COLLABORATE and share their own tools, content and resources. 25%

A master list of content, and resources will be compiled and made available online via the NECC wiki.

Q & A – 10%

Supporting Research

Pedagogical Framework

Students engaged in technology-supported, project-based learning often outperform non-technology-using students in communication skills, content knowledge, teamwork, and problem solving. (CoNect, 1999) (British Math, 1997). However, in order to be considered in today’s classroom, a learning activity must be aligned to the accountability demands teachers now face. Research supports using project-based learning as a way to engage students, boost 21st century learning skills, improve test scores, and cut absenteeism. Collaborative project learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product (Allen, 1987: Linn, 1993). Collaborative learning assumes the constructivist perspective and is based on the idea that learning is a naturally social act in which the participants talk among themselves. Collaborative learning, sometimes called “group learning” or “shared learning” takes advantage of learning as a social process. Students interact within the shared-learning community by producing work and then sharing their work with other students, who provide feedback. Research indicates that students are frequently more motivated to work, when there is an audience beyond that of the teacher. Concepts become more relevant to students as they communicate directly with other students from distant locations. An added benefit is that web-based collaboration presents a positive public forum for showcasing student work for parents and the community.

Introduction to Group & Collaborative Learning

An Overview of Cooperative Learning. Johnson, RT & Johnson, DW. Defines cooperative learning, describes its key elements, summarizes current research findings, and proposes how best to apply the beliefs and principles underlying CL. Oriented to K-12 but provides useful guidance for all involved in teaching/learning.

Benefits of Cooperative Learning in Relation to Student Motivation. Panitz, T. A book chapter outlining the benefits of cooperative learning in terms of its motivational impact. Excerpted from: Theall, M. (Ed.) Motivation from within: Approaches for encouraging faculty and students to excel, New Directions for Teaching and Learning, 78, Summer 1999, San Francisco, Josey-Bass.

Cooperative Learning. Johnson, RT & Johnson, DW. Defines cooperative learning (CL), provides a rationale for its use and briefly describes what make CL groups work. From the University of Minnesota Cooperative Learning Center.

Cooperative Learning in Post Secondary Education: Implications from Social Psychology for Active Learning Experiences. Sherman, L.W.. Provides a scholarly overview of the theory underlying cooperative learning, with an emphasis on Lewinian-oriented psychology. A linked appendix presents some examples of cooperative pedagogical strategies which are presently being used in post-secondary environments, especially in the context of teaching psychology.

Cooperative learning is active learning. Maihoff, S.. Operationally defines cooperative learning in terms of six procedural elements: Intentional Group Formation; Continuity of Group Interaction; Interdependence among Group Members; Individual Accountability; Development of Social Skills; and Instructor as Facilitator. Previously published in Radiologic Technology, 65, 265-267, 1994.

Cooperative Learning Vs. Small-Group Discussions and Group: The Critical Differences. Cuseo, J.. Operationally defines Cooperative Learning (CL) in terms of six procedural elements and delineates the key differences between CL and two other forms of small-group learning used in higher education: small-group discussions and group projects.

Cooperative Learning: Increasing College Faculty Instructional Productivity. Johnson, D. Defines cooperative learning (CL) and describes several ways to ensure that students actively create their knowledge rather than passively listening to the professor.

The Essential Elements of Cooperative Learning in the Classroom (ERIC Digest). ERIC Clearinghouse for Social Studies/Social Science Education. Identifies and describes the essential elements or requirements needed to be successful in setting up and having students complete group tasks within a cooperative learning framework. Although the emphasis is on K-12, provides useful guidance for all levels of education.

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Group & Collaborative Learning: Tools and Methods

Building Blocks for Teams. Penn State University - Center for Excellence in Learning & Teaching. Shows how you how to effectively incorporate teamwork into your courses, to avoid common pitfalls, and turn it into a valuable learning experience both you and your students will appreciate.

Changing a Course from Lecture Format to Cooperative Learning. McManus, DA. Describes one professor's experience in converting a science course (oceanography) from a traditional lecture/demonstration mode to a cooperative learning approach. Includes tips on course structure and grading, and the typical challenges in making such a change. Provides a summary assessment of the new approach.
Commonly Asked Questions about Teaching Collaborative Activities. Schreyer Institute for Teaching Excellence. Provides practical answers to the following common questions instructors ask about using collaborative activities for teaching. How do I decide which assignments/activities to make collaborative? How do I divide students into groups? How can I help students learn to work in groups? How can I deal with conflicts within the groups? How do I grade collaborative work? In what ways can technology support the goals of collaborative learning? Excerpted from Chapter II of the Penn State Teacher II

Cooperative Learning. University of Tennessee at Chattanooga - Teaching Resource Center. Defines cooperative learning (CL) and describes several CL structures and techniques, including the three-step interview, roundtable, focused listing, structured problem-solving, paired annotations, value line, team expectations, double entry journal and guided reciprocal peer questioning.

Cooperative Learning in Higher Education. Ledlow, S.. Cooperative learning is a formal instructional model in which teachers carefully design lessons and activities that are suitable for use by student teams. When using teams in the classroom, faculty should direct their attention to six different areas: climate-setting; team formation; teambuilding; cooperative skills development; lesson design; and classroom management.

Cooperative Learning in Technical Courses: Procedures, Pitfalls and Payoffs. Felder, RM & Brent, R. Summarizes procedures for implementing cooperative learning (CL) in technical courses that stress quantitative problem solving and describes common problems that can arise when CL is implemented.

Cooperative Learning: Students Working in Small Groups. Stanford University. Provides good suggestions on how to assign group tasks that promote learning, teach students to work in groups, form and guide groups, and evaluate group work. Includes a useful preparatory checklist for collaborative tasks and a recent bibliography. From Stanford University's Speaking of Teaching, Vol. 10, No. 2, Winter 1999.

Cooperative/Collaborative Structures Designed To Promote Positive Interdependence Among Group Members. Illinois State University - Center for Teaching, Learning and Technology. Outlines several strategies useful in promoting positive interdependence among students working in groups. Includes team-building activities, listening structures, resource-sharing and information-integration structures, and studying and test-taking structures.

Doing Collaborative Learning. National Institute for Science Education. From the National Institute for Science Education. Focuses on the 'practical' side of implementing collaborative learning (CL), i.e., ways to make it work in the classroom. Addresses course structure and objectives, creating goals, and helping student 'buy into' the method. Also covers evaluation issues, creating groups, student/faculty roles, and some ideas on group dynamics.

Effective Strategies for Cooperative Learning. Felder, RM & Brent, R. Provides tips on forming teams, dealing with dysfunctional teams, grading team assignments, and using cooperative learning in a distance learning environment. PDF File.

From Rowdy Crowd to Effective Team: Further Notes on Group Behavior, Rapport, Trust, and Etiquette. Border, L. Applies Blake and Mouton's classification of group behaviors (maintenance-, self- and task-oriented) to plan and set norms for acceptable and unacceptable behaviors; to derail non-task-oriented behaviors; and encourage students to focus actively on the task-oriented dimensions of the class.

Sabotaging Cooperative Learning: or, Snatching Defeat from the Jaws of Victory. Cooper, J.. Provides a list of six small group teaching techniques which are commonly and wrongly used, along with suggestions for avoiding these problems.

Teaching small groups. Jaques, D. Full text of British Medical Journal article on this topic (BMJ 2003; 326: 492-494), from the ABC of learning and teaching in medicine series (clinical reviews).

Teaching Small Groups. The University of New England (Australia) - Teaching and Learning Centre. Effective small group teaching requires careful planning and monitoring of appropriate group activities. The teacher/tutor must also be sensitive to the diverse needs of students and group dynamics. Time for reflection, evaluation and discussion of group processes with students also contributes to effective teaching in this mode. This booklet deals with these and other issues relevant to small group teaching.
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Assessment of Group & Collaborative Learning

Assessment in and of Collaborative Learning: A Handbook of Strategies. Evergreen College - Washington Center Evaluation Committee. This Handbook provides a set of assessment tools for college teachers and staff involved in collaborative learning and in learning communities. Describes approaches found effective in the authors' own classrooms. Articles in the first section address assessment in collaborative learning environments, while those in the second section discuss assessment of collaborative learning environments.

Cooperative Learning and Assessment. University of Minnesota Cooperative Learning Center. Assessment is the collection of data to make a judgment. Evaluation is the rendering of a judgment based on merit. Reporting is the communication of the results of assessment and evaluation to interested audiences. Cooperative learning groups can enhance and at times are required for assessment, evaluation, and reporting - particularly when performance, authentic, or total quality assessment is employed.

Cooperative Learning/Cooperative Grading. University of Virginia - Teaching Concerns. Recommends a form for students involved in collaborative learning activities to evaluate group members' contributions anonymously and confidentially.

Grading in Collaborative Classrooms. Petrulis, R. Grading in collaborative classrooms raises many complex issues. The author outlines the common concerns and illustrates a range of possible approaches suggested by colleagues in the field.

Group Projects and Group Grading. Arango, R. Proposes a scheme that provides three separate evaluations: (1) instructor's grade for the group's work; (2) students' grade for their group; and (3) student's grading of each other's performance in the groups. The final grade is equally based on all three components. Includes a list of evaluation criteria applied by the author to determine the group and individual grades.

Peer Assessment in Group Work. Bulman, T. Describes a framework for peer assessment used in small to medium sized classes involving group projects. An accompanying assessment form is available in PDF format.

Peer Assessment in Group Work - Form. Bulman, T. A peer assesssment form for use with student groups that has each group member rate others' participation in each of several tasks related to a group research project and presentation.

Peer Ratings in Cooperative Learning Teams. Kaufman, DB, Felder, RM & Fuller, H. A research study that examined the validity of concerns about using peer ratings in cooperative learning teams. According to the study's results, most of the concerns frequently raised about peer ratings in cooperative learning were not borne out. The incidence of identical ratings for all members of a team was also relatively low; less than 10% of the students were revealed as possible 'hitchhikers' and complaints about the system were almost non-existent.

Tips for Grading Group Work. Illinois State University - Center for Teaching, Learning and Technology. Briefly outlines eight practical suggestions on grading group work.Outlines how to prepare for classroom discussion and provides a number of good suggestions to help instructors facilitate discussion sessions. Includes a description of how five common types of classroom questions can impede good discussion.
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Selected Research on Group & Collaborative Learning

Collaborative Learning Enhances Critical Thinking.
Gokhale, AA. A research study that examines the effectiveness of individual learning versus collaborative learning in enhancing drill-and-practice and critical-thinking skills on a technical education topic (electronic circuits).

Cooperative Learning Methods: A Meta-Analysis.
Johnson, DW, Johnson, RT & Stanne, MB. A meta-analysis of 164 studies investigating eight cooperative learning methods at all levels of the educational spectrum. The studies yielded 194 independent effect sizes representing academic achievement. All eight cooperative learning methods had a significant positive impact on student achievement.

Measuring the Success of Small-Group Learning in College-Level SMET Teaching: A Meta-Analysis.
Springer, L, Stanne, ME & Donovan, S. Based on research since 1980, concludes that small-group learning among undergraduates in science, math, engineering and technology (SMET) curricula results in higher academic achievement, more favorable attitudes toward learning, and greater persistence than traditional methods.

Additional Resources on Group & Collaborative Learning

Annotated Bibliography on Cooperative Learning.
Cooper, J & Robinson, P. A four-part bibliography on cooperative learning (CL). Part 1 identifies resources related to general research on CL. Part 2 focuses on science, math, engineering and technology (SMET) -related research. Part 3 focuses on cooperative learning in higher education, while the fourth section focuses on SMET-related applications at the college level.

Cooperative Learning Center. University of Minnesota.
The Cooperative Learning Center is a research and training center sponsored by the University of Minnesota College of Education and Human Development. The Center focuses on making classrooms more cooperative places and the teaching of cooperative skills. Emphasis is on K-12, but many provides many resources applicable to higher education.

Cooperative Learning E-Book.
Panitz, T. An 18-chapter electronic book on cooperative learning (CL). Chapters include: Benefits of CL; Getting Started and/or Expanding Your Use of CL; Teaching Examples of CL; Preparing Students for CL; Helping Students Take Responsibility for Their Own Learning; Assessment & Grading Techniques; Warm-up and Group Building Activities; and Policies Needed for Implementing CL.

Presenter Background

Dr. Yvonne Marie Andres

Dr. Yvonne Marie Andres has been a keynote and featured presenter at NECC every year for the past 23 years. She is Global SchoolNet's executive director, Co-founder and visionary. A former classroom teacher and educator for two decades, Andres taught pre-school through university and is passionate about demonstrating the power of Internet-based collaborative learning. Ms. Andres has been champion of tele-collaboration since 1984, as a project director for various networks including the AT&T Learning Network, CORE (California Online Resources in Education) Network, and CERFnet (California Education and Research Federation). She is co-creator of the Global Schoolhouse and producer of the International Schools CyberFair and Doors to Diplomacy programs. She provides leadership at conferences and workshops throughout the U.S., Canada, Asia, Europe, Australia, South America and Africa. Ms. Andres was most recently named one of the 25 most influential people, worldwide, in education technology and was invited to meet with President Bush to launch the Friendship Through Education initiative. In July 2007 Andres was awarded the International Soroptimist Making a Difference Award, for advancing the status of women and children.

Global SchoolNet (GSN
In addition to being voted a top ten educational web site five years in a row; Global SchoolNet has received many significant awards, including: NII Award; Internet World Award; and the Webby Award. GSN's "Harnessing the Power of the Web" CD-ROM was distributed by Microsoft to over 500,000 teachers around the world as part of the original NetDay. In 2002 NBC news correspondent, Brian Williams presented GSN with a Tech Museum Innovation Award, which honors visionaries from around the world who are applying technology to profoundly improve the human condition in education, equality, environment, health, and economic development. GSN is the only organization who has won the EdNet Hero Award TWICE, for having made the most significant positive impact on education though telecommunications.

Lucie deLaBruere

Lucie deLaBruere has 25 years of experience teaching and learning with technology. She has a Bachelors of Arts from S.U.N.Y.-Oswego in Secondary Education and a Masters of Science from The Graduate Center at Marlboro College in Internet Engineering. As IT Academy Instructor and Director she has helped rural high school students obtain IT industry certifications from Microsoft and Oracle and has coached 10 teams into the semi-finals and one platinum win in Global School House's International Cyberfair Competition. Her success involving girls with technology lead to a position as Technology and Equity Specialist for The Vermont Institutes, where she founded TechSavvy Girls.

Lucie has taught graduate courses and offered professional development opportunities to teachers using the Internet and Web 2.0 to create Tech Savvy Learning Communities. An award winning teacher, with 20 years of experience developing student leadership opportunities, Lucie has recently brought her experience into elementary education as a technology integration specialist at St. Albans City School.