Downloaded 21 times
![“YOU AND I GREW UP WITH THE NOTION OF THE LITTLE GIRL [BOY] CURLED UP IN HER CHAIR
READING, OR THE WRITER IN HER GARRET, RIGHT?”… “BUT WHAT WE’VE DISCOVERED IS
THAT WHEN YOU MOVE THE FUNCTION OF READING AND WRITING ONLINE, THE SOCIAL ASPECT
COMES FORWARD.”
HTTP://SPOTLIGHT.MACFOUND.ORG/FEATURED-STORIES/ENTRY/THE-FUTURE-OF-READING-AND-WRITING-IS-
COLLABORATIVE/?UTM_SOURCE=FEEDBURNER&UTM_MEDIUM=FEED&UTM_CAMPAIGN=FEED:%20MACFOUND/IQAL%20SPOTLIGHT%20ON%20DIGITAL%20MEDIA%20AND%20LEARNING
Anne Weaver, All Hallows' School](https://image.slidesharecdn.com/agqtp7-121028142351-phpapp01/85/Collaborative-Writing-14-320.jpg)
![RESEARCH
"[T]he data I amassed mirrored what my students had been
telling me for years: . . . their work in groups, their
collaboration, was the most important and helpful part of their
school experience. Briefly, the data I found all support the
following claims: Collaboration aids in problem finding as well
as problem solving, learning abstractions, in transfer and
assimilation; it fosters interdisciplinary thinking, leads not only
to sharper, more critical thinking (students must
explain, defend, adapt), but to a deeper understanding of
others. Collaboration leads to higher achievement, in general.
. . promotes excellence. Hannah Arendt states: 'For
excellence, the presence of others is always required.'
Collaboration engages the whole student and encourages
active learning; it combines reading, talking, writing, thinking; it
provides practice in both synthetic and analytic skills."
(Nordquist, R. n.d.).
Peer editing
It ‗s complex...](https://image.slidesharecdn.com/agqtp7-121028142351-phpapp01/85/Collaborative-Writing-15-320.jpg)
![THE PROGRAM
Welcome function –
Wednesday evening
Writing day #1 –
Thursday
Writing day #2 – Friday
[end Term 1]
School Holidays – time to
write, collaborate and
edit
Presentation evening –
Thursday around week 2
of Term 2](https://image.slidesharecdn.com/agqtp7-121028142351-phpapp01/85/Collaborative-Writing-17-320.jpg)
Uploaded byAnne Weaver
Collaborative Writing
This document discusses collaborative online writing and group work for assessment. It provides context on how the Australian curriculum promotes online collaboration and group work. It describes an inquiry project where students from four schools collaborated online on a shared writing scenario. The inquiry explored whether collaboration can improve creative writing and what online tools can be used. Research is presented that collaboration aids problem solving and learning, but it needs to be implemented properly. Challenges of group work include acrimony and freeloading. The document discusses several examples of collaborative and cellphone novels that became popular. It provides implications for using collaboration and online tools more effectively in classrooms.
More Related Content
Similar to Collaborative Writing
Collaborative Writing
- 1. COLLABORATIVE ONLINE WRITING Presented by Anne Weaver, All Hallows’ School
- 2.
- 3.
- 4. GROUPWORK FOR ASSESSMENT PLUS MINUS INTERESTING
- 5. Group work, underproper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning. Under less than ideal conditions, group work can become the vehicle for acrimony, conflict and freeloading. James, R., McInnis, C., & Devlin, M. (2002, September). Assessing Group Work. Retrieved October 28, 2012, from Assessing Learning in Australian universities: http://www.cshe.unimelb.edu.au/assessinglearning/docs/Group .pdf
- 6. Context 1. AustralianCurriculum (ACARA 2012) strongly promotes goals relating to online and group collaboration throughout its General Capabilities. http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian- Curriculum For example: Literacy Capability "working harmoniously with others; being open to ideas…returning to tasks to improve and enhance their work." Communicating with ICT "participating in group and class discussions using a range of oral interaction skills to share ideas, explore topics and express opinions." Students should use ICT to: "share, exchange and collaborate to enhance learning by sharing information in digital forms, exchanging information through digital communication, and collaborating and collectively contributing to a digital product." Critical and creative thinking "By sharing thinking, visualisation and innovation, and by giving and receiving effective feedback, students learn to value the diversity of learning and communication styles." Personal and Social capabilities "On a social level, it helps students to ‗form and maintain healthy relationships‘ and prepares them ‗for their potential life roles as family, community and workforce embers.‘ Social awareness is seen as "identifying the strengths of team members and defining and accepting individual and group roles and responsibilities." Social management is where students are: "managing and positively influencing the emotions and moods of others. It includes learning how to cooperate, negotiate and communicate effectively with others, work in teams, make decisions, resolve conflict and resist inappropriate social pressure...
- 7. INQUIRY shared wiki students from 4 schools working in groups of one student from each school collaborate on shared scenario, to writing 4 individual stories from their character‘s perspective Parents invited to an initial dinner and a final awards evening Inquiry used feedback, observation and student writing to assess outcomes
- 8. INQUIRY QUESTIONS This investigationexplores whether peer collaboration can improve student creative writing, the pedagogical implications and the value of using online collaborative tools such as a wiki. How can collaborative writing be implemented with students to improve creative writing? Should collaborative writing be implemented with students to improve creative writing? How can online tools be used to improve creative writing? How can group work/collaboration be used effectively in classrooms to improve student creative writing?
- 9. Context 2. 50Shades of Grey by E.L. James The trilogy was based on Twilight and published episodically on fan-fiction websites. It originally featured characters named after Stephenie Meyer's characters in Twilight, Edward Cullen and Bella Swan Fifty Shades of Grey has sold over 40 million copies James published the book with The Writer‘s Coffee Shop in Australia, a ―book-loving community‖ that is a social sharing site as well as a distributor; ...she morphed her version of Bella and Edward for print publication Stephenie Meyer is unlikely to sue: "I haven't read it. I mean, that's really not my genre, not my thing," she said with a laugh. "I've heard about it; I haven't really gotten into it that much. Good on her — she's doing well. That's great!― http://www.mtv.com/news/articles/1685954/fifty-shades-of-grey-stephenie-meyer.jhtml http://en.wikipedia.org/wiki/Fifty_Shades_of_Greyhttp://blogs.indiewire.com/womenandhollywood/guest-post- a-feminist-defense-of-50-shades-of-grey
- 10. Teen Writer LandsSix-figure Deal for Vampire Story by Linda Morris In Sep 19, 2012 Abigail Gibbs, 18, signed a six-figure publishing deal with HarperCollins for The Dark Heroine: Dinner With a Vampire, which, like Fifty Shades of Grey, was first published as a riff on Stephenie Meyer's Twilight series The first 20 chapters of Dinner with a Vampire: Did I Mention I was a Vegetarian? attracted 17 million reads before Gibbs was discovered by a literary agent who advised her to hold off publishing the story's ending online With an existing fan base waiting to see what happens next and the potential for word-of- mouth social media recommendations, Harper Collins expects the vampire thriller to find an immediate audience http://www.smh.com.au/entertainment/books/teen-writer-lands-sixfigure-deal-for--vampire-story-20120919- 265qc.html#ixzz285tgOM5I
- 11. Cellphone Novels At theend of 2010, one of the 2 best sellers in Japan was an 142-page hardback book about a high-school romance that was originally typed on a mobile phone. It began as a series of installments uploaded to an internet site and sent as texts to the phones of thousands of subscribers It sold more than 420,000 copies in the first 2 months that it was converted Anne Weaver, All Hallows' School into a hardcopy book Five of the ten best selling novels in Japan in 2007 were keitai shousetsu or cellphone novels Popular in Japan, South Korea, China and South Africa Mayumi Sato turned Rin‘s episodic melodrama into a bestselling book: ―It might seem strange that young readers are going out and buying the book after they‘ve already read the story on their mobile. Often it‘s because they email suggestions and criticisms to the author on the novel website as the story is unfolding, so they feel like they‘ve contributed to the final product, and they want a hardcopy keepsake of it‖ Source: http://www.smh.com.au/news/mobiles–handhelds/in-japan-cellular-storytelling-is-all-the- rage/2007/12/03/1196530522543.html Retrieved 27 March 2012
- 12. Collectively, The Mortal Instruments Mortal Instruments series of books have spent 28 weeks on the New York Times Best Sellers List http://screenrant.c om/mortal- instruments- movie-next- twilight-robf- 32936/ http://screenrant.com/mortal-instruments-movie-next-twilight-robf-32936/
- 13. NEW WAYS OFATTRACTING AUDIENCES FOR WRITING . She took the novels she had written over the previous nine years, all of which had been rejected by umpteen book agents and publishing Anne Weaver, All Hallows' School houses, and self - published on Amazon and other digital ebook sites. She sold the ebooks for 99 cents each.‖ Over 2011, she sold an average of 9,000 books a day Source http://articles.businessinsider.com/2011-02- Unlike traditional book deals, Hocking 28/tech/29960359_1_kindle-store-book-sales-publishing Retrieved 27 Mar 2012 keeps 70 percent of revenue earned from her books (Amazon keeps the Source: http://www.nytimes.com/2011/06/19/magazine/amanda- other 30 percent) hocking-storyseller.html?pagewanted=all http://www.guardian.co.uk/books/2012/jan/12/amanda- hocking-self-publishing Retrieved 27 March 2012 She has since signed a book deal with a traditional print publisher
- 14. “YOU AND IGREW UP WITH THE NOTION OF THE LITTLE GIRL [BOY] CURLED UP IN HER CHAIR READING, OR THE WRITER IN HER GARRET, RIGHT?”… “BUT WHAT WE’VE DISCOVERED IS THAT WHEN YOU MOVE THE FUNCTION OF READING AND WRITING ONLINE, THE SOCIAL ASPECT COMES FORWARD.” HTTP://SPOTLIGHT.MACFOUND.ORG/FEATURED-STORIES/ENTRY/THE-FUTURE-OF-READING-AND-WRITING-IS- COLLABORATIVE/?UTM_SOURCE=FEEDBURNER&UTM_MEDIUM=FEED&UTM_CAMPAIGN=FEED:%20MACFOUND/IQAL%20SPOTLIGHT%20ON%20DIGITAL%20MEDIA%20AND%20LEARNING Anne Weaver, All Hallows' School
- 15. RESEARCH "[T]he data I amassed mirrored what my students had been telling me for years: . . . their work in groups, their collaboration, was the most important and helpful part of their school experience. Briefly, the data I found all support the following claims: Collaboration aids in problem finding as well as problem solving, learning abstractions, in transfer and assimilation; it fosters interdisciplinary thinking, leads not only to sharper, more critical thinking (students must explain, defend, adapt), but to a deeper understanding of others. Collaboration leads to higher achievement, in general. . . promotes excellence. Hannah Arendt states: 'For excellence, the presence of others is always required.' Collaboration engages the whole student and encourages active learning; it combines reading, talking, writing, thinking; it provides practice in both synthetic and analytic skills." (Nordquist, R. n.d.). Peer editing It ‗s complex...
- 16. HOW? Spring Hill YoungWriters 2012 http://animoto.com/play/UZpPHJnW1aCqD0Q bGotHCA?utm_source=pbworks.com&utm_me dium=player&utm_campaign=player 3 mins.40s
- 17. THE PROGRAM Welcomefunction – Wednesday evening Writing day #1 – Thursday Writing day #2 – Friday [end Term 1] School Holidays – time to write, collaborate and edit Presentation evening – Thursday around week 2 of Term 2
- 18. Anne Weaver, AllHallows' School EDITING
- 20.
- 24. WHAT WORKS WELL Individual final story product, though based on group collaboration. Use of wiki, especially with spellcheck and comment function. Compulsory shared scenario. Author and story writing skills
- 25. Challenges Group work Collaboration Writing The difficult parts were the best learning. The secret is instructional design based on more than observation and past experience: Feedback Resources e.g. scaffolds Repeating and improving learning experiences Research
- 26. Q2 - WHATDID YOU GAIN FROM THE OPPORTUNITY TO WORK WITH OTHER PEOPLE YOUR AGE WHO ARE ALSO INTERESTED IN WRITING CREATIVELY?
- 27. 2011 Q3 -WHAT WAS THE MOST DIFFICULT OF CHALLENGING ASPECT OF THE WORKSHOP?
- 28. 2011 Q5 -HOW HAS YOUR WRITING CHANGED SINCE ATTENDING THE WORKSHOP?
- 33. FURTHER RESEARCH ANDIMPLICATIONS FOR PRACTICE Moderation - time Contract/ webquest style, but that allows for geographical dispersion – step by step expectations Problem of common dates for 4 schools More support for cooperative learning – i.e. more structure, scaffold and roles, may produce higher results.. Dotson, J. M. (2001). e.g. Number and type of comments- allocate pairs for revision, negotiation skills. More school based activities to support workshop before and after eg. Book for each school may work more easily, group skills, editing
- 34. Nature of thestory is important – give students more opportunity to connect to their own interests. Review plot cards. E.g. Parrot story. Create more similarity in plot options e.g. Same event, such as plane crash, theft, quest, discovery of artefact, or abduction, but different settings or time period. Alternatively, give students more input as a prequel to the task in suggesting storylines. Rish, R. (2011) Smithson, M. (2008) Use tool like moodle or surveymonkey that has statistical analysis tool and prepare more questionnaires to assist reflection of different stages. Needs to be less teacher time required for editing and book preparation. Groupwork skills must be taught e.g. listening exercises, conflict resolution. Panitz, T. (n.d.). Teaching Good Communication Skills In The Classroom (n.d.) Robinson, D.(2003) Communication and Relationships (n.d) Creating Successful Teams (2003) CTE LESSON PLANS (2011) Scott, E. (2012)
- 35. Improve student editingskills e.g. peer roles for revision. Also, accept what is produced, rather than a perfect final product – but maybe online publication only then. More teacher modelling of non-story components e.g. checklists and of editing using student work. Dotson, J. M. (2001). Clarify individual and group expectations, e.g. originality issue. More activities to encourage student self – reflection, including on their writing and collaboration. Nordquist, R. (n.d.). Graham, G. (2012, April 11).
- 36. INQUIRY QUESTIONS How can collaborative writing be implemented with students to improve creative writing? Task needs to require collaboration, Shared scenario, but individual story Should collaborative writing be implemented with students to improve creative writing? Engaging, critical thinking evident, group skills How can online tools be used to improve creative writing? Wiki How can group work/collaboration be used effectively in classrooms to improve student creative writing? Learning Design
- 38. http://www.scribd.com/bgslibrary http://www.brisbanegrammar.com/blogs/li brary/?p=1149 http://www.scribd.com/doc/59525554/Spri ng-Hill-Young-Writers-Best-Line-Awards http://www.scribd.com/collections/3219474/ Spring-Hill-Young-Writers
- 39. References ACARA (Australian CurriculumAssessment and Reporting Authority). (2012, January). General Capabilites in the Australian Curriculum. Retrieved October 28, 2012, from http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-Australian-Curriculum Chin, B. (2000) The Role Of Grammar In Improving Student's. Retrieved September 26, 2012 from http://www.uwplatt.edu/~ciesield/graminwriting.htm CTE LESSON PLANS (2011) Assertion and Conflict Resolution. Retrieved September 26, 2012 from http://www.uen.org/Lessonplan/preview.cgi?LPid=28910 Quiz and other resources to improve student communication and group skills, and identify communication style. Davies, W. (2009, March 20). Groupwork as a form of assessment: common problemsand recommended solutions. Retrieved October 28, 2012, from http://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended_Solutions Dennen, V. (n.d) Designing Peer Feedback Opportunities into Online Learning Experiences by Vanessa Paz, Retrieved September 26, 2012 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_02.pdf Dotson, J. M. (2001). Cooperative Learning Structures Can Increase Student Achievement. Retrieved April 16, 2012, from Kagan Online Magazine, Winter: http://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php Dudley-Marling, C. & Paugh, P. C. (2009). A Classroom Teacher‘s Guide to StrugglingWriters. Portsmouth, NJ: Heinemann. Ewing, T(2010) Discussion Boards and Boys‘ Writing. Retrieved September 26, 2012 from http://www.theibsc.org/uploaded/IBSC/Action_Reseach/IBSC_Boys&Writing_V1.pdf Fletcher, R. (2006). Boy Writers: Reclaiming their voices. Portland, ME: Stenhouse Publishers. Gedera, D. S. P. (2011). Integration of weblogs in developing language skills of ESL learners. International Journal of Technology in Teaching and Learning, 7 (2), 124-135. Retrieved September 26, 2012 from, http://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ ESL_Learners Graham, G. (2012, April 11). Why I No Longer Use Groups in the Classroom: Retrieved April 16, 2012, from http://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL- TU-NEWS1 Edwards-Groves, C. ( 2012 ). Interactive Creative Technologies: Changing learning practices and pedagogies in the writing classroom. Journal of Language, Vol 35 Issue 1 , 99-113. NEWS1 Retrieved September 26, 2012 from http://www.alea.edu.au/documents/item/348. Frey, N., & Fisher, D. (2010, September). Making Group Work Productive. Retrieved October 28, 2012, from Giving Students Meaningful Work: http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work- Productive.aspx Hume, A. (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research & Development, 28(3), 247–260.
- 40. References continued James, A.(2007). Teaching the Male Brain: How boys think, feel and learn in school. Thousand Oaks, CA: Corwin Press. James, R., McInnis, C., & Devlin, M. (2002, September). Assessing Group Work. Retrieved October 28, 2012, from Assessing Learning in Australian universities: http://www.cshe.unimelb.edu.au/assessinglearning/docs/Group.pdf Kessler, G. (2009) Student Initiated Attention to Form in Wiki Based Collaborative Writing. Retrieved September 26, 2012 from http://llt.msu.edu/vol13num1/kessler.pdf Laird, T. & Kuh, G.. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education, 46(2), 211-233. doi: 10.1007/s 11162-004–1600-y Li, Xuanxi; Chu, Samuel Kai Wah; Ki, Wing Wah; Woo, Matsuko: Using a Wiki-Based Collaborative Process Writing Pedagogy to Facilitate Collaborative Writing among Chinese Primary School Students : Australasian Journal of Educational Technology, v28 n1 p159-181 2012 Retrieved September 26, 2012 from http://www.ascilite.org.au/ajet/ajet28/li.pdf Panitz, T. (nd). Collaborative Versus Cooperative Learning – A Comparison. Retrieved April 16, 2012, from TEDs Articles:http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm Prince George's County Schools (n.d.) A Guide to Cooperative Learning Retrieved September 26, 2012 from http://www.pgcps.pg.k12.md.us/~elc/learning1.html Contains role examples and other cooperative learning strategies. Rish, R. (2011) Engaging Adolescents‘ Interests, Literacy Practices, and Identities: Digital Collaborative Writing of Fantasy Fiction in a High School English Elective Class. Retrieved September 26, 2012 from http://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digita l_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_class Sabornie, E.J. & deBettencourt, L.U. (2004). Teaching Students with Mild and High-Incidence Disabilities at the Secondary Level, Second Edition. Upper Saddle River: Pearson Education. Smithson, M. (2008) Academic Effects of Writing Workshop Retrieved September 26, 2012 from http://digitalcommons.liberty.edu/doctoral/110/ Teaching Good Communication Skills In The Classroom (n.d.) Retrieved September 26, 2012 from http://www.essortment.com/teaching-good-communication-skills-classroom-36140.html Site has activities for improving communication skills. Snelling, C., & Karanicolas, S. (2008). Why Wikis Work: assessing group work in an online environment. Retrieved October 28, 2012, from http://www.ojs.unisa.edu.au/index.php/atna/article/view/298/276 Woo, M., Chu, S., Ho, A., and Li, X., (2011) Using a Wiki to Scaffold Primary-School Students‘ Collaborative Writing. Retrieved September 26, 2012 from http://www.ifets.info/journals/14_1/5.pdf Writing Process: Go Google Visible thinking techniques Retrieved September 26, 2012 from https://docs.google.com/document/d/1N4VVCDo23PrlHHVRrB3j_GtpgkcpdV89H2kK_YiS55g/edit and http://geekcamp.c2e.org/camp-sessions/writing-process-and-reflection-go-google
- 41. NOTICE ON MATERIALREPRODUCED OR COMMUNICATED UNDER STATUTORY TEXT AND ARTISTIC LICENCE FORM OF NOTICE FOR PARAGRAPH 135ZXA(a) OF COPYRIGHT ACT 1968 COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 Anne Weaver, All Hallows' School WARNING This material has been reproduced and communicated to you by or on behalf of All Hallows’ School pursuant to Part VB of the Copyright Act 1968 ( the Act ). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice.