Scenario-collaborativeLearning

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Collaborative learning in a distributed BYOD classroom

Pedagogical challenge

On a training programme for vocational teachers, participants meet at two local sites and engage with those at the other site using video conferencing. All participants have laptops, and some have additional mobile devices (e.g. phones and tablets). Communication in the classroom is influenced by the video conferencing set up and it can be difficult to engage everyone in discussion or conduct group work across sites. Learner collaboration is supported by a range of tools, including blogs, wikis and other social media tools. Tools must be quick and easy to use, and the hope is that learners will be able to adapt approaches to use in their own classrooms.

Timeframe: short (in class activity)

Benefit for teacher/learner (pedagogical approach)

Using mobile learning approaches enhances the video conferencing classroom. It allows all learners to participate in the co-creation of resources regardless of their location. The co-created products (e.g. Padlet board, or discussion threads) can be displayed in the classroom and via video conferencing to support further whole class discussion, and the use of questions to deepen explanations or follow up points raised. Use of tools in a classroom situation helps to build confidence to support use during independent study, or with participants’ own students.

Goal/Expected Outcome (content):

Participation by all learners in ‘brainstorming’ activities, co-creation of resources, preparation of questions or other contributions.

Tools used:

  • Collaborative ‘board’ software (e.g. Padlet.com)
  • Social networking tools (e.g. Twitter, or equivalent software which such as TodayMeet.com)
  • Collaborative writing tools (e.g. Blackboard Wiki)
  • Online discussion forums (e.g. Blackboard discussion forum)

Examples:

  • Padlet board for collation of examples of the use of mobile phones for learning.
  • TodaysRoom used to gather anonymous feedback at the end of a class
  • Wiki used to share questions and solutions on academic writing
  • Discussion forum used to share and comment on examples of practice produced as posters by small local groups and shared as images posted to a discussion forum (or blog).

Technical issues:

Tools used need to be familiar to participants or quick for them to learn. Using tools provided within the course VLE (e.g. wiki and discussion forums) for in-class activities developed confidence with these and encouraged wider use of these during the course. External tools need to be free and easy to access. Some difficulties were faced with logging in and getting started with external tools, and with typing URLs correctly – providing links to students by email or similar may be helpful. Todaysmeet provides ‘private’ spaces for interaction which may be more appropriate for class discussion than similar open social networks such as Twitter. Tools need to support simultaneous access by the number of students involved.

Other issues:

Issues include providing sufficient space for laptop use, availability of power supplies, differential access to wifi at different sites 

Role of the teacher + role of the learner

Teacher – selecting accessible tools, providing set up instructions, setting tasks which integrate with class activities
Learner – active participant, posting and commenting 

Pedagogical added value

  • Increased interconnectivity among students in different locations
  • Bulleted list item
  • Learner input to class content
  • Opportunities for everyone in a class to contribute to discussion
  • Opportunities for anonymous discussion
  • Opportunity for development of confidence with tools for learning in a classroom setting