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Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
Online Collaborative Projects
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Online Collaborative Projects

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  • 1. University Of Moulay Ismail School Of Arts And Humanities Department Of English Meknes
  • 2. <ul><li>Master Program </li></ul><ul><li>Communication In Contexts </li></ul><ul><li>Computer Skills For Research </li></ul><ul><li>Dr L.Belfakir </li></ul>
  • 3. <ul><li>Online Collaborative Projects New Skills For A New Century </li></ul><ul><li>December 23 rd ,2009. </li></ul>
  • 4.  
  • 5.  
  • 6.  
  • 7.  
  • 8. Obstacles <ul><li>“ The biggest obstacle to school change is our memories .” </li></ul><ul><li>Dr. Allen Glenn </li></ul>
  • 9. Views to consider <ul><li>Creating schools for the 21st Century requires less time looking in the rearview mirror and more vision anticipating the road ahead. </li></ul><ul><li>Teaching has been an activity undertaken behind closed doors between moderately consenting participants. </li></ul><ul><li>Technology enables students, teachers, and administrators to reach out beyond the school building. </li></ul><ul><li>Innovative classrooms are not defined by fixed places but by their spirit of curiosity and collaboration among students, teachers, and others in a true learning community. </li></ul><ul><li>source: Edutopia. </li></ul>
  • 10. <ul><li>“ We must be the change </li></ul><ul><li>we want to see in the world.” </li></ul><ul><li>Mahatma Gandhi </li></ul>
  • 11. Collaborative Learning (CL)
  • 12. C.L is NOT New CARL ROGERS 1902 - 1987 JOHN DEWEY 1859-1952 BENJAMIN BLOOM 1913-1999 SOCRATES 470-399 B.C. JEROME BRUNER 1915-CURRENT LEV VYGOTSKY 1896-1934 JEAN PIAGET 1896-1980 SEYMOUR PAPERT
  • 13. What are collaborative projects <ul><li>Collaborative projects involve two or more groups of people who work together to contribute to a research idea or topic. </li></ul><ul><li>projects use a range of ICT including web pages, forums, email, video conferencing, wikis and blogs and other photo softwares like flicker and animoto </li></ul><ul><li>usually involve exchanges of student work via the internet, collaborative exhibitions, physical transfer of work between students ( Teddy Bears project) </li></ul>
  • 14. Collaborative projects can be considered then as <ul><li>a method of teaching and learning in </li></ul><ul><li>Which students acquire new knowledge </li></ul><ul><li>and skills in the course of designing, </li></ul><ul><li>planning, and Producing a product . </li></ul>
  • 15. Other definitions <ul><li>According to the definitions found in PBL handbooks for teachers,collaborative projects are complex tasks, based on challenging questions or problems, that involve students in problem-solving,decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations. </li></ul><ul><li>(Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson,1999 ). </li></ul>
  • 16. Why do collaborative learning projects ? <ul><li>Collabortive learning is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices. </li></ul>
  • 17. Benefits of collaborative Projects <ul><ul><li>Share ideas and take responsibility for learning </li></ul></ul><ul><ul><li>Connects school learning to real world </li></ul></ul><ul><ul><li>Gain and share understanding of other cultures </li></ul></ul><ul><ul><li>Actively contribute to work on issues of global relevance and concern </li></ul></ul><ul><ul><li>Allows in-depth coverage of a topic </li></ul></ul><ul><ul><li>Use ICT in exciting and challenging ways </li></ul></ul><ul><ul><li>Learn in a stimulating and interesting classroom environment </li></ul></ul><ul><ul><li>Interdisciplinary teaching </li></ul></ul>
  • 18. Research that supports projects <ul><li>- Constructivism </li></ul><ul><li>- Multiple Intelligences (Howard Gardner 1995) </li></ul><ul><li>- Inquiry based learning </li></ul><ul><li>- Discovery learning </li></ul><ul><li>Problem based learning </li></ul><ul><li>Project Based learning </li></ul><ul><li>- Cooperative learning </li></ul><ul><li>- Process writing </li></ul><ul><li>- Standard based approach. </li></ul>
  • 19. Another Way to Look at What is C.L <ul><li>Content Activities </li></ul><ul><li>Conditions Results </li></ul>
  • 20. Content: <ul><li>Compelling ideas </li></ul><ul><li>Problems presented in their full complexity </li></ul><ul><li>Students finding interdisciplinary connections between ideas </li></ul><ul><li>Students struggling with ambiguity, complexity, and unpredictability </li></ul><ul><li>Real-world questions that students care about </li></ul>
  • 21. Conditions: <ul><li>Support student autonomy </li></ul><ul><li>Students exhibit task- and time-management behaviors </li></ul><ul><li>Students direct their own work & learning </li></ul><ul><li>Students simulate the professional work </li></ul>
  • 22. Activities: <ul><li>Investigative and engaging </li></ul><ul><li>Students multi-faceted investigations over long periods of time </li></ul><ul><li>Students encountering obstacles, seeking resources, and solving problems </li></ul><ul><li>Students making their own connections among ideas and acquiring new skills </li></ul><ul><li>Students using authentic tools </li></ul><ul><li>Students getting feedback from expert sources and realistic assessment </li></ul>
  • 23. Results <ul><li>Real-world outcomes </li></ul><ul><li>Students generating complex intellectual products to demonstrate learning </li></ul><ul><li>Students participate in assessment </li></ul><ul><li>Students exhibiting growth in real-world competence </li></ul>
  • 24. Traditional Instruction Emphasizes Project Based Learning Emphasizes <ul><li>Focus of curriculum </li></ul><ul><li>Depth of understanding </li></ul><ul><li>Comprehension of concepts and principles </li></ul><ul><li>Development </li></ul><ul><li>Focus of curriculum </li></ul><ul><li>Content coverage </li></ul><ul><li>Knowledge of facts </li></ul><ul><li>Learning &quot;building-block&quot; skills in isolation </li></ul><ul><li>of complex problem-solving skills </li></ul>
  • 25. Traditional Instruction Emphasizes Project Based Learning Emphasizes <ul><li>Scope and sequence </li></ul><ul><li>Follows student interest </li></ul><ul><li>Large units composed of complex problems or issues </li></ul><ul><li>Broad, interdisciplinary focus </li></ul><ul><li>Scope and sequence </li></ul><ul><li>Follows fixed curriculum </li></ul><ul><li>Proceeds block by block, unit by unit </li></ul><ul><li>Narrow, discipline-based focus </li></ul>
  • 26. <ul><li>Teaching role </li></ul><ul><li>Follows student interest </li></ul><ul><li>Large units composed of complex problems or issues </li></ul><ul><li>Broad, interdisciplinary focus </li></ul><ul><li>Teaching role </li></ul><ul><li>Follows fixed curriculum </li></ul><ul><li>Proceeds block by block, unit by unit </li></ul><ul><li>Narrow, discipline-based focus </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes
  • 27. <ul><li>Focus of assessment </li></ul><ul><li>Process and products </li></ul><ul><li>Tangible accomplishments </li></ul><ul><li>Criterion performances and gains over time </li></ul><ul><li>Demonstration of understanding </li></ul><ul><li>Focus of assessment </li></ul><ul><li>Products </li></ul><ul><li>Test scores </li></ul><ul><li>Comparisons with others </li></ul><ul><li>Reproduction of information </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes
  • 28. <ul><li>Materials of instruction </li></ul><ul><li>Direct or original sources: printed materials, interviews, documents, and others </li></ul><ul><li>Data and materials developed by students </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes <ul><li>Materials of instruction </li></ul><ul><li>Texts, lectures and presentations </li></ul><ul><li>Teacher-developed exercise sheets and activities </li></ul>
  • 29. <ul><li>Use of technology </li></ul><ul><li>Central, integral </li></ul><ul><li>Directed by students </li></ul><ul><li>Useful for enhancing student presentations or amplifying student capabilities </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes <ul><li>Use of technology </li></ul><ul><li>Ancillary, peripheral </li></ul><ul><li>Administered by teachers </li></ul><ul><li>Useful for enhancing teachers' presentations </li></ul>
  • 30. <ul><li>Classroom context </li></ul><ul><li>Students working alone </li></ul><ul><li>Students competing with one another </li></ul><ul><li>Students receiving information from an instructor </li></ul><ul><li>Classroom context </li></ul><ul><li>Students working in groups </li></ul><ul><li>Students collaborating with one another </li></ul><ul><li>Students constructing, contributing, and synthesizing information </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes
  • 31. <ul><li>Student role </li></ul><ul><li>Carry out instructions </li></ul><ul><li>Memorizer and repeater of facts </li></ul><ul><li>Students receive and complete brief tasks </li></ul><ul><li>Listen, behave, speak only when spoken to </li></ul><ul><li>Student role </li></ul><ul><li>Carry out self- directed learning activities </li></ul><ul><li>Discoverer, integrator, and presenter of ideas </li></ul><ul><li>Students define their own tasks and work independently for large blocks of time </li></ul><ul><li>Communicate, show affect, produce, take responsibility </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes
  • 32. <ul><li>Short-term goals </li></ul><ul><li>Knowledge of facts, terms, content </li></ul><ul><li>Mastery of isolated skills </li></ul><ul><li>Short-term goals </li></ul><ul><li>Understanding and application of complex ideas and processes </li></ul><ul><li>Mastery of integrated skills </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes
  • 33. <ul><li>Long-range goals </li></ul><ul><li>Breadth of knowledge </li></ul><ul><li>Graduates who have the knowledge to perform successfully on standard achievement tests </li></ul><ul><li>Long-range goals </li></ul><ul><li>Depth of knowledge </li></ul><ul><li>Graduates who have the dispositions and skills to engage in sustained, autonomous, lifelong learning </li></ul>Traditional Instruction Emphasizes Project Based Learning Emphasizes
  • 34. GETTING STARTED <ul><li>WHERE CAN I FIND ONLINE COLLABORATIVE PROJECTS? </li></ul><ul><ul><ul><li>IEARN : www.iearn.org </li></ul></ul></ul><ul><ul><ul><li>Oz Projects : www.ozprojects.edu.au </li></ul></ul></ul><ul><ul><ul><li>Epals: www.epals.com </li></ul></ul></ul><ul><ul><ul><li>Global Projects : www.goole.com </li></ul></ul></ul>
  • 35. <ul><li>Thank you . </li></ul><ul><li>Nour_eddine laouni </li></ul><ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul>
  • 36. Any Questions

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