A guidebook to moderating intercultural collaboration online
Edited By Melinda Ann Dooly Owenby
CHAPTER 3 - Finding the right tools (Melinda Dooly, Jana Pavlikova, Diana Eastment, Andreas Müller-Hartmann, Maartje Visser) 77
CHAPTER 3 Finding the right tools Melinda Dooly, Jana Pavlikov, Diana Eastment, Andreas Müller-Hartmann, Maartje Visser When I took office, only high energy physicists had ever heard of what is called the Worldwide Web ... Now even my cat has its own page. (Bill Clinton) Summary When planning any lesson, the teacher usually takes into account how to organise the students and materials available in the classroom in order to enhance the learning process. In the case of online collaborative learning projects, how to organise the “team work” is a key strategic issue, which requires greater attention and detail than usual and involves considering factors outside of the classroom. Getting the online partners to have and maintain cohesion is essential and the tools to be used for this must be carefully considered. Partner cohesion will depend on several factors, not least of which is the support of the teacher for establishing good dynamics (discussed in Chapter 2). Online collaboration also requires a careful de- sign of the “workflow processes” and this is where the decision of the ICT tools comes into play. When designing the project workflow, project partners must discuss and decide whether to use synchronous or asyn- chronous delivery (or both) for the student delivery of the materials and input. This chapter outlines the different types of delivery, outlines some ICT tools which are commonly used in educational projects and discusses how they can become a part of online collaboration. CHAPTER 3 78 How to deliver: Synchronous or...
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