Collaborative Learning And New Media

This book explores collaboration in the foreign language classroom through the use of new media. An essential resource for applied linguists and practising teachers/teacher trainees in secondary/higher education, the contributions combine theoretical, empirical and practical insights.

Introduction: Collaborative Learning in Higher Education Media Education Programmes Marcus Leaning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Section 1 Thinking Collaboratively Chapter 1: Framing Collaboration in Media Education Marcus Leaning. . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapter 2: Programming Collaborative Leaning Bex Lewis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Chapter 3: Exploring the Use of Collaborative Learning in an Experientially Designed Student Undergraduate Programme: A Case Study Melanie Gray . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Section 2 Social Media Technologies and Collaboration Chapter 4: Empowering the Learner, Liberating the Teacher? Collaborative Lectures Using New Technologies Dan Jackson and Richard Berger. . . . . . . . . . . . . . . . . . . 59 Chapter 5: Student Wiki Pages: Online Collaboration in a Networked Learning Environment Einar Thorsen . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Chapter 6: Structures for Digital Collaboration and Interaction Lisa Stansbie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Section 3 Collaboration In and Out of the Classroom Chapter 7: Stories & Streams: A Problem-Based Design for Student-Led Collaboration and Peer-to Peer Teaching Across Media Practice Modules Paul Bradshaw, Jonathan Hickman and Jennifer Jones. . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Chapter 8: Programming Collaborative Leaning Jem Mackay and Karl Phillips . . . . . . . . . . . . . . . . . . . . 117

The 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education. To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison. Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.

Our current students are digital natives, born into a world of widespread online sharing. Aligning the technologies we use in our courses with their skills and approaches to collaborative learning is an opportunity we should take. The new media share text, images, audio and video material rapidly and interactively. This volume will provide an overview of these new social media including Skype, YouTube, Flickr, blogging, LinkedIn, Facebook, and Twitter. Examples and cases of how instructors around the world are meaningfully incorporating them into their management, marketing, and other business courses are provided. One of the more robust trends is the use of three-dimensional immersive virtual world interfaces for teaching and learning. The leading one is Second Life. Examples of the use of Second Life in business courses will be discussed. The use of wikis to foster collaborative development of course related material by learners will be presented with case examples. Faculty members are co-creators of course content with their learners. Among the topics covered is how faculty members can be supported in their deployment of social media projects and course structures. How social media can enable the structuring of course activities involving students, prospective students, alumni, employers, businesspersons, and others in rich sharing and support with each other will be discussed. Indeed seeing courses as networking venues beyond learning forums will be parsed.

"This book offers a collection of the latest research, trends, future developments, and case studies pertaining to collaborative learning"--Provided by publisher.

Heterogenität im Klassenzimmer ist Alltag und eine Herausforderung. Auch Englischlehrkräfte sind aufgefordert, dies mit speziell zugeschnittenen Lernarrangements zu berücksichtigen. Maria Eisenmann führt daher nicht nur in die Theorien von Heterogenität, Differenzierung und Inklusion ein, sondern stellt individualisierende Methoden und Lernstrategien für die Praxis des Unterrichts vor.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.