According to Siemens (2005), in the digital age learning can no longer be seen as an individual activity, rather, it is more ‘connected’ where our students source knowledge from many different places including communities of practice and social networks for example. As educators, we should also encourage our students to collaborate with their peers in the creation of content and we can both facilitate and foster this by putting self-directed group tasks in place. As well as developing good communication skills, encouraging reflection, and enhancing their ability to work as part of a team, the process of developing content collaboratively can also help students develop higher order thinking skills and can lead to greater individual understanding and so, as an activity, adds huge educational value.
This micro-course focuses on how to use technologies that can facilitate students as they embark on the process of developing content collaboratively. As with all technologies, these are only a means to an end and should not be, of course, the main focus. When setting any collaborative development group task in place, whether this is administered online or not, real world problems should form the basis of that task, and it must be remembered that the group content development process can be a valid part of the assessment process itself and not just the final output developed by the group (Clifford, 2012).
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Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), January 2005. Retrieved May 25, 2008, from http://www.itdl.org/Journal/Jan_05/index.htm[/vc_column_text][/vc_column][/vc_row]
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