Collaboration in Education
With resources and tools available to both educators and students, collaboration can easily take place in education. Educational collaboration can exist in many ways: within groups, classes, classrooms, schools, communities, districts, etc. With the technology that is accessible today, collaborative digital literacy can and should exist within education.
Student Collaboration
Students thrive in environments that encourage the 21st century skills of collaboration, communication and critical thinking. In these environments, students are encouraged to become independent learners who take responsibility for their learning and actions. In order for students to become successful collaborators, a climate where trust and respect is mutual must first be established and certain skills then introduced and taught. First, this must be the focus within the classroom. To prepare students for digital collaboration, these skills must be learned in a physical environment with face to face interactions. Once students feel confident with these skills, they can then transfer what they've learned to the digital world. Working in small groups within the classroom, creates an environment where students feel comfortable and safe. They can begin to work cooperatively and share ideas with peers. Students must learn to work co-operatively with their peers towards a common goal. For example, an assigned task or project within the class that must be completed collaboratively by the group. Conflict resolution skills should be taught for students to problem solve effectively throughout the collaborative process. They must also learn to create action plans. Students will brainstorm and come up with a plan, steps that will bring them to their final product. Individual roles for each member to take on, must also be established. In the classroom, these roles may look like: a recorder, a timekeeper, a monitor, discussion leader, etc. Throughout the process, the group should checkin on a regular basis to ensure on task behaviours and create feedback opportunities between group members and the teacher. Next, the group decides on how to share their knowledge with the rest of the class. This may take on many forms such as: writing, drawing, oral representation, digital, etc. Finally, at the end of the process, the group reflects and discusses challenges, strengths and areas for further development.
Once these skills are established and practised within the classroom setting, students can begin to collaborate digitally. Although the process stated above is similar in this situation, digital communication options are available and are utilized in an online environment for digital collaboration to take place. Collaboration may begin with students in the classroom and within the school. Later, with access to technology, students may go beyond the walls of the classroom and school. Students can collaborate between schools, communities, and even countries and continents becoming globally connected 21st century learners.
Teacher Collaboration
Similar to student collaboration, teacher collaboration first began within a school. Staff meetings, grade-like colleague workshops, and after school casual conversations were the means of traditional collaboration between educators. With the affordances of technology, collaboration is now happening across schools, districts, and the world. "Software designed to facilitate collaborating on and sharing information online" (Dobson & Willinsky, 2009) has made it possible for teachers to work together in ways not possible in the past. The internet encourages participation in the development and/or creation of new educational tools. For example, Masters programs for educators, traditionally began in the classroom. Now, teachers can work together, from different places, to share educational philosophies, lesson plans, events and innovative projects happening in their classrooms and schools across the world. Similarly, educators can quickly and at no cost, access tools and resources from other educators via technology (See Fig. 1).
With resources and tools available to both educators and students, collaboration can easily take place in education. Educational collaboration can exist in many ways: within groups, classes, classrooms, schools, communities, districts, etc. With the technology that is accessible today, collaborative digital literacy can and should exist within education.
Student Collaboration
Students thrive in environments that encourage the 21st century skills of collaboration, communication and critical thinking. In these environments, students are encouraged to become independent learners who take responsibility for their learning and actions. In order for students to become successful collaborators, a climate where trust and respect is mutual must first be established and certain skills then introduced and taught. First, this must be the focus within the classroom. To prepare students for digital collaboration, these skills must be learned in a physical environment with face to face interactions. Once students feel confident with these skills, they can then transfer what they've learned to the digital world. Working in small groups within the classroom, creates an environment where students feel comfortable and safe. They can begin to work cooperatively and share ideas with peers. Students must learn to work co-operatively with their peers towards a common goal. For example, an assigned task or project within the class that must be completed collaboratively by the group. Conflict resolution skills should be taught for students to problem solve effectively throughout the collaborative process. They must also learn to create action plans. Students will brainstorm and come up with a plan, steps that will bring them to their final product. Individual roles for each member to take on, must also be established. In the classroom, these roles may look like: a recorder, a timekeeper, a monitor, discussion leader, etc. Throughout the process, the group should checkin on a regular basis to ensure on task behaviours and create feedback opportunities between group members and the teacher. Next, the group decides on how to share their knowledge with the rest of the class. This may take on many forms such as: writing, drawing, oral representation, digital, etc. Finally, at the end of the process, the group reflects and discusses challenges, strengths and areas for further development.
Once these skills are established and practised within the classroom setting, students can begin to collaborate digitally. Although the process stated above is similar in this situation, digital communication options are available and are utilized in an online environment for digital collaboration to take place. Collaboration may begin with students in the classroom and within the school. Later, with access to technology, students may go beyond the walls of the classroom and school. Students can collaborate between schools, communities, and even countries and continents becoming globally connected 21st century learners.
Teacher Collaboration
Similar to student collaboration, teacher collaboration first began within a school. Staff meetings, grade-like colleague workshops, and after school casual conversations were the means of traditional collaboration between educators. With the affordances of technology, collaboration is now happening across schools, districts, and the world. "Software designed to facilitate collaborating on and sharing information online" (Dobson & Willinsky, 2009) has made it possible for teachers to work together in ways not possible in the past. The internet encourages participation in the development and/or creation of new educational tools. For example, Masters programs for educators, traditionally began in the classroom. Now, teachers can work together, from different places, to share educational philosophies, lesson plans, events and innovative projects happening in their classrooms and schools across the world. Similarly, educators can quickly and at no cost, access tools and resources from other educators via technology (See Fig. 1).
Figure 1: Collaborative Tools
This chart is meant to highlight a few of the collaborative tools available. Please use this as a working document and feel free to suggest additions and/or changes if necessary.