Archive for the ‘Collaboration’ Category
Here, in a continuing series, Howard Rheingold reflects on his ongoing experiment in high-end, peer-to-peer, global learning via the internet and social networks.
The more I give my teacher-power to students and encourage them to take more responsibility for their own learning, the more they show me how to redesign my ways of teaching.
At the end of the first course I taught solo, I asked students for their frank opinions of what was working and what could work better. I didn’t want to wait for anonymous evaluations, which don’t afford dialogue or collaboration. The first pushback was a strong request for more project-based collaboration, shared earlier in the semester. The first year I tried this, we discovered that four students work better than six for a semester-long project — division of labor, intra-group communication, assessment, and the nature of the final presentation rapidly grow more complex with more than four collaborators. When teams presented their projects at the end of the term, we were all so astounded that one student astutely asked (to general acclamation): “Why can’t we show each other this kind of collaboration earlier than the last class meeting?” We had learned that learning to collaborate ought to be collaborative — the teams should interact with the other students in the class as co-responsible learners during the collaboration process, not just as an audience for the final product.
Realtime teamwork on thoughts and documents. Share and discuss your content in seconds with colleagues, customers & friends.
Whiteboard. An almost infinite amount of space for all documents, sketches and memos. And everything at one glance!
Task management. Assign tasks directly in the mutual exchange. This is how your project makes progress!
Documents. Edit screenshots, sketches, plans or layouts. Upload and get started!
Feedback. Provide feedback directly in the layout or document. That way everyone knows what is going on.
Live meeting. Welcome to the meeting room for all! Together, live, in real time and from anywhere!
Customer involvement. Include your customers in the project or grant them an impressive look over your shoulder.
In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We discuss the nature of participation in MobiMOOC, the use of mobile technology and social media, and how these factors contributed to a chaotic learning environment with emerging phenomena. These emerging phenomena resulted in a transformative educational paradigm.
TeamUp helps teachers to form teams based on the skills, strengths and interests of learners. Learners can suggest topics for teams and vote on them. TeamUp forms teams that will satisfy the needs of both learners and teachers.
1. Create a Channel
Go to the Channel.me homepage, enter the web address that you want to share with someone.
Collaborative virtual environments (CVEs) are multi-user virtual realities which actively support communication and co-operation. This book offers a comprehensive reference volume to the state-of-the-art in the area of design studies in CVEs. It is an excellent mix of contributions from over 25 leading researcher/experts in multiple disciplines from academia and industry, providing up-to-date insight into the current research topics in this field as well as the latest technological advancements and the best working examples. Many of these results and ideas are also applicable to other areas such as CVE for design education.
Overall, this book serves as an excellent reference for postgraduate students, researchers and practitioners who need a comprehensive approach to study the design behaviours in CVEs. It is also a useful and informative source of materials for those interested in learning more on using/developing CVEs to support design and design collaboration.