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Discussion How do we know if a telecollaborative project is worth it ? What do we have to measure these projects against to ensure they are a good return on our time, energy, and space ? Selecting the question Our group met 'online' to map out a process for selecting 'subtopics' and mediating the week. We each submitted three questions for each other to chew over and critique. This gave us a total of nine questions, or subtopics to mull over. Brigitte and Ray gave the 'thumbs up' to two of my questions and this question seemed to move my spirit as the discussion item that I would moderate for the week. Rationale Reflecting upon my discussion question, I am not sure what path brought my 'spirit' to decide on this prompt - perhaps a scrutinizing voice that keeps creeping in from the side of institutional realities or simply my interest in others opinions about 'project' based learning. I have had many discussions with fellow colleagues and friends on the 'value' of telecollaborative learning. Most people are fascinated when first hearing about these type of projects, but they question the 'value' of this learning environment with contemporary children. There are salient issues whenever you discuss the worthiness of something with any audience. Our class is no different. I choose this subtopic for several reasons. Firstly, I think we need to realize that we (our EDER 677 class) are somewhat 'alike' in mind. We are not representative of the general population. Moreover, we are certainly not representative of the teaching population. On the aspect of gender - we are definitely not representative of the general population nor the teaching population. I would predict, looking through Rogers filter of adopters, that we are mostly innovators, early and late adopters. If we all say telecollaborative projects are worthy when students perform XY and Z; what does that mean for the educational culture we are designing for ? This subtopic speaks to worthiness or value. How we come to value something is highly responsive to our personal and professional perspectives. Harris, J. (2000). On line to Learn or In Line with Standards, Learning and Leading with Technology. v. 28 (3) We have heard the debate in many workshops, staff meetings and impromptu water cooler discussions between educational funds and educational needs. The debate goes something like, "Why are we spending so much money on wiring our schools and buying these incredibly expensive tools when our children can't read and write and the special needs of our children aren't being met". While I suggest that this is not a fair debate, I do realize that the population as a whole holds this paradoxical relationship with technology. We are attracted to its image of progress, power, etc…. yet we are also extremely sensitive to the cost of implementing it's use. Why aren't we as critical to other budgetary demands within the educational landscape ? Clearly, when we pose an idea of pursuing a technically mediated project on the Internet with the students of our school, we will have critics who subscribe to the reasons mentioned above (e.g. - this approach lacks real learning with respect to the basics, costs too much, doesn't meet the needs of students ) or perhaps they come from another perspective ( anti Corporate America i.e. - Bill Gates) Finally, I posted this question for a personal/professional reason. As a Telus 2Lead Teacher, I have been inserviced ( indoctrinated ?) extensively with Judi Harris' work on Telecollaboration. I have been with the Telus Learning Connection since its inception ( 4 years ago ). I have heard Judi Harris talk about this very question on three occasions . She has developed structures ( activities and action sequences) that are pragmatic. Knowing her understanding of telecollaborative worthiness, I was motivated to hear other perspectives from people within our class. Summary of discussions…
Given the current realities - How do we now if a telecollaborative project is 'worth' it? Themes
Given the current realities, Telecollaboration is worth is when… Theme 1 students have voice "Feedback from actual users ~ their responses, their joys, understandings and struggles as they engage in a project is one assessment I use to gage and measure if these projects are "are a good return on our time, energy, and space?" (Vicki T.) implementation is supported - and fluid we answer the 'Right Question' and assess the collaboration not the tools there is a 'Power of Many Perspectives' - the process of people working and learning together… been working together cooperatively and collaboratively for several years. I believe that telecollaborative projects would be of great value because they could spark interest and provide the students with a wider variety of viewpoints to consider." (Brenda I.) "I value thinking and talking about teaching and learning with colleagues. I can communicate at my convenience as much or as little as I want to or have time to." (Barbara B.) "Virtuality requires trust to make it work. Technology on its own is not enough" [Handy 1995] when we do it for its own sake and experiential values (Just do it J ) Education World: Technology in the Classroom - Creating a WebQuest: It's Easier than You Think! http://www.education-world.com/a_tech/tech011.shtml Kids Web Japan Is it Worth It @ 2Learn Together http://www.2learn.ca/Projects/Together/worthit.html Electronic Collaboration - Keying in the Concept http://www.lab.brown.edu/public/ocsc/collaboration.guide/keying.into.shtml#Heading2 Keys to Successful Projects - How to Design a Successful Project - Al Rogers http://lrs.ed.uiuc.edu/guidelines/Rogers.html Collaboration Enhances Critical Thinking. A. Gokhale http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html |
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