communication and colaboration

8/8/2019 Communication and Colaboration

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ACTIVITIES THAT ENCOURAGE

COMMUNICATION AND COLLABORATION


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True social interaction cannot take place with the computer,

yet it can occur through and around technology.

Nevertheless, we will describe CALL activities that provideopportunities for students to collaborate and communicate in

some level.

After each activity Computertool

The

students

role

The choices they can makeand need to discuss

What encourage them to

listen and respond to their

peers or other information

sources


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CALL activities

Stand-aloneOnline

sources

use software on individual

computersuse features of Internet


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Activities using Stand-Alone Software

The examples in this section focused on stand-alone,

commercially developed software packages.

Teacher can use techniques and principles to develop activities

with many different types of software.

One of the benefits of using stand-alone software packages isthat they do not change, whereas Internet resources must be

checked regularly for changes.


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Putting vocabulary into context

Ss are sitting together in the

computer lab

One is working on the

vocabulary of the software

whereas the other is writing

As each word comes onto the screen, one

student dictates it aloud ad the other

copies it into a paper

They discuss which answer choice

presents the meaning of the word

They enter the answer into the

software and if it is correct

One of the students writes the definition on the paperand they move on to the next word


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Tool Vocabulary practice software

Interaction Student pair

Roles One student is the computer

operator and the other the writer;

during the next unit they may

switch roles

Choice Students decide on their partners

and roles

Reason to listen and respond Students most cooperate to get allthe words and definitions down on

paper and to study for the quiz


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Learning about the United States

The National Inspire (Version 1.0) provides each student team with a set of six maps of the US

The teacher sets thesoftware for a specific

number of teams

The software gives each team a set of

criteria that they must meet as they travelacross 10 contiguous states.

When any student team has its route prepared, itenters each state in the route into the computer

and is given points to each state that meets thecriteria.

They are then given

new criteria for thenext trip


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Tool National Inspirer (Version 1.0)

Interaction Student and team member

Roles Economist, demographer,population specialist, importer,

geographer, and secretary

Choice Learners decide the manner in

which their group will function (e.g.

how they will get input from each

other without looking at their maps)

They also choose their routine.

Reason to listen and respond Students will score the most points if

they land in states that have more

than one attribute, so they need to

know what their teammates know.

This is an information gap activity.


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Neighborhood Trip

The class is preparing for a field trip around their community.

One group is developing a set ofquestions to answer

Second group is locatingcommunity members to talk to

Third group uses simple map-making software to make a

community map

Each student in the map group has beenassigned a particular component of the map to

research and add to the map.

When the map is finished, the group presentsit to the class, explaining the key that they

develop together and how to use the mapmost effectively.

The other groups share theirquestions and resources.

After the field trip classcollaborate to add info.


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Tool Neighborhood Map Machine

(Version 2.0)

Interaction Student and small group members,

students and class.

Roles Researchers for houses, streets,

building, signs or landmarks

Choice Students choose the roles they play

and how to present their

information.

Reason to listen and respond Students must use the map to find theway to various locations in the

community.


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Choices, choices

Elementary school ESL students working with a software

simulation have been presented with a problem:

Students have to solve the problem by choosing a goal andthen making decisions along the way toward the goal.

The soccer field at their

school is dirty and not

ready for the upcoming

big game


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The choices of the goal are:

Learners in teams play roles within the group asthey discuss each of the four choices of action,make decisions, and defend their decisions.

The teacher or a student uses the software to clickon the students choice, and participants receive

feedback and another set of choices.

At the end, the software helps students review theirdecisions and the outcomes and see how close theycame to their goal.

Makeless

trash

Have

fun at

recess

Keep theplaying

field

clean

Win thesoccer

game


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Tool Choices, choices: Kids and the

environment (Version 1.0)

Interaction Student and team members,

teachers or class.Roles Students each support one of the four

different goals and make decisions

based on their goal.

Choice Students decide how their groups

functions; they discuss and make

their choices.

Reason to listen and respondT

o meet the goal, students need to beable to make informed decisions.


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Activities using Online Resources

Communication and collaboration between members of the

group and between one-site and off-site groups.

Other online activities that support interaction are:

Participating in literature circleDeveloping advertisements Completing or developing

Web Quests


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Shopping on the Web

Student team are asked to develop a new advertisingcampaign for a common product.

They need to compare

their products existing

prices, features and

advertising

1


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Each student checks a different Web site, suchas

or another shopping site that the teacher hassupplied and then fills out a column in theproduct comparison handout


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The other team members add

the information that they

have discovered about the

product.

They will use the information as

they take on the roles of artist,

text editor, and presentation

specialist in preparing their

advertising campaign.

Once their advertising is in place, they

will present it to the class for

evaluation. Students will also take

orders for the products from members

of the school community as a way to

evaluate their work


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Tool Internet shopping sites and advertising, presentation/

graphics package such as Microsoft PowerPoint, word

processor.

Interaction Student and small group members, small group and class,

small group and school.

Roles In the first part, students are all researchers at different sites

for the product. In the second part, they each take a role indeveloping the advertising.

Choice They choose a product that they are interested in,

choosing Web sites to visit from the teachers list and

develop their own advertising strategy and presentation

format.

Reason to listen and respond The audience most evaluate whether the advertising is

effective and tell why.


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2

Reading circles

Students are required to post a weekly reading reflection to theirclasss online conference on http://www.blackboard.com

They areworking with

students at twoother schools

who are readingthe same

articles as theyare each week.

The teacher hasassigned each

student to replyalso to two other

studentsreflection each

week during labtime.

Students canask questions,

clarify pointsabout the

reading, orpersuade the

other student totheir point of

view.

At the end ofthe week, each

student writes asummary inhis/her journalof what he/shelearned and

take a quiz on

the readingcontent.


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Tool Asynchronous electronic discussion forum.

Interaction Student and off-site partners, student and whole group,

student and teacher.

Roles Each student posts and individual opinion.

Choice Students choose what to say and to whom they say it.

Reason to listen and respond Students must understand the issues to participate in

the discussion, and they have to pass the quiz.


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3

WebQuests

Students task is to create a

cookbook of healthy regional recipes

from the United States.

Each team is assigned to one regionof the US and is required to:


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Tool WebQuest, Internet sites, word preocessor.

Interaction Student and small group members, small group to class,

student or small group to external experts (chef, for

example)

Roles Each student contributes part of the information needed to

complete the project.

Choice Students choose their roles, where and how they find

their information, and how to present it.

Reason to listen and respond The audience must listen to know what they are eatingand why and to provide feedback.


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These examples

demonstrate that many

different activities can

support communication

and collaboration. There

are also many tools to

facilitate such interaction


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TOOLS FOR

COMMUNICATION ANDCOLLABORATION


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MOO

(multy user object-oriented domain) is a text-based

program that runs on a computer and be accessed by large

number of users from all over the word at the same time.

Typically MOOs provide a map of locations and help screen to

show users how to get around.


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Chat


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Discussion forums

Forms provide asynchronous written conversation. Written

conversation. Benefits include allowing students more time to

think before they post and posting in themed threads that

may be easier to read and follow that chat.


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Electronic list

Electronic list, sometimes called listservs after a piece of

popular proprietary software used to set up run the list,

are e-mail posting services created to facilitate the

exchange of information.


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Software


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software

Although the internet is the most obvious source for

collaboration tools, software packages can also support

collaboration and communication.


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communication and colaboration

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