1	"Gerald Boerner Azusa Pacific University..." Gerald Boerner Azusa Pacific University – Computer Science Riverside Community College/Norco – CIS John Coverdale Riverside Community College/Norco/CIS AAHE 2000 (Anaheim, CA)
2	Introduction Collaboration via the Web… E — Educational Q — Quest U — Using I — Internet T — Technologies Y — Yourselves The web enable us to provide ALL students with opportunities to extend their vision…
3	MAP of the Experience Message — All students need internet “savvy” Audience — Equal opportunity to all groups of students (gender, ethnic, language, cultural) Purpose — Extend our expectations for ALL
4	"Some Definitions and concepts related..." Some Definitions and concepts related to the use of collaboration, especially collaboration via the web, in the classroom.
5	Question 1 Why Collaborate? Group collaboration is the process by which two or more individuals address a common problem. The goal of the collaborative effort is to produce some product (document, report, work of art, etc.) The approach requires that the total task be broken up into subtasks, each of which are assigned to members of the collaboration group
6	Question 2 What options do I have to involve students in collaboration efforts? Asynchronous Collaboration — Using internet technologies, like email and/or web browsing, collaboration may take place independently by each member of the group The results shared and consolidated into the final report or project Key Element: This is an example of any place, any time learning — learning takes place outside the scheduled class period and/or classroom
7	Question 2 (Cont’d) What options do I have to involve students in collaboration efforts? Synchronous Collaboration — “Virtual” collaboration groups can meet for “real-time” exchange of information and ideas through such mechanisms as videoconferencing, chat, and software like NetMeeting & CU-See Me The scheduling of these interactive sessions require coordination and careful execution Key Element: This is an example of any place, in-time learning — learning may take place outside the classroom but at a specified time
8	Question 2 (Cont’d) What options do I have to involve students in collaboration efforts? Web Publishing — Using a variety of web page editors, such as Microsoft Word 97/98/2000, FrontPage 98/2000, Composer, etc., students can create web pages summarizing their research efforts & findings The results can be developed into this web page through either face-to-face or “virtual” meetings Key Element: This is an example of a versatile method of presentation (in multimedia format) of a wide range of information
9	"Looking at the origins and" Looking at the origins and elements of the EQUITY Collaboration Model…
10	Project E.Q.U.I.T.Y. Model Step 1: Email Access Step 2: Email Mechanics Step 3: Web Browsers Step 4: Collaborating on Web Research Step 5: Sharing Findings via the Web Step 6: Collaborative Writing — Web Page Creation Step 7: Upload Pages to the Web Server Step 8: Review Pages from other Groups Step 9: Forward Critique to Group Step 10: Revise Pages Step 11: Resubmit Web Pages Step 12: Reflection on the Experience
11	"The following Tips and Hints..." The following Tips and Hints are intended to assist you in developing an effective plan for using these techniques in the classroom.
12	Classroom Logistics Teacher email addresses (use more than one!) Primary address for emergency contact Secondary address for special problems contact Routine address for standard copies of class communication Individual or Group Addresses Web-based email or “POP” email accounts Beware of administrative loads with “POP”
13	Classroom Logistics (Cont’d) Grade Level considerations Primary — major obstacles: reading capability Upper Elementary — Personal security, privacy and operational issues Middle School/Junior High — Maintaining appropriate use standards and avoiding harassment (as 7-8th graders are known for!) High School — Appropriate use issues, but great potential for benefits College — Great “equalizer” across student demographic categories
14	Student Assessment Contribution (number of books & web sites) Set a minimal standard for “C” Increment requirements for higher grades Evaluation of Pages from other groups Give credit for appropriate criticism and effort, this may be a new experience for the student Reflection on the process The student is “opening themselves up” in this exercise and be kind and supportive
15	"Walking through the 12-step process..." Walking through the 12-step process with commentary from our experience…
16	Step 1: Establish E-mail Accounts Use web-based e-mail account (HotMail, Yahoo Mail, etc.) Acquire and/or Confirm an email account (username and password) Web-based email accounts require less overhead for classroom use Send email to instructor and group members Join project mailing list
17	Assign Students to Groups Students are randomly assigned to collaboration group and topics 4-5 students per group Topics may be from any content area — sample topics used in past include: Pornography on the Web Copyright Protection on the Web Protection of Personal Information Equity of Access to Internet Services Exchange email messages with group members
18	Step 2: Develop Email Techniques Build Address Book “Capture” email addresses for group members Set up a “group” for your collaborators Send email to group address to verify the operation of the “virtual” group address Send a brief “bio” to group members Send and Receive messages from the class mailing list
19	Step 3: Review Use of Browser “Remembering” best web sites IE: Favorites NN: Bookmarks Recommend NN for building a bookmark file for export Saving Sites Exporting file to HTML document Other Considerations Differentiate Browsers Internet Explorer — Supports Microsoft technologies (ActiveX, VBScript, etc.) Netscape Navigator — Excellent support for building a “Bookmark” file of good web sites Version Differences
20	Step 4: Online Research Directed On-Line Research Experience Online Bookstores Build a bibliography of books on your topic Web Search Engines Differentiate major search engines [See handout on Search Tips] Effective Keywords Which terms work with which search engines
21	Step 5: Sharing Research in Group Communicating the Research Results Search Keywords: Use Mailing List Bibliography In body of an email message sent to group Bookmark Files As an attachment to an email document Use XXX_bookmark.htm (where XXX are your initials)
22	Step 6: Collaborate on Web Page Use a Web Page to summarize the major information in the group report Key Elements: Group members and their email address Problem Statement — Topic Researched with commentary on its relevance Keywords and Categories used Selected Bibliography (APA) & links to useful Web Sites appropriate to the topic Summary of the Information Available (content)
23	Some Notes on Web Page Editors Keep It Simple, Suzie… Word 97/98/2000 makes for a great “quick & dirty” web page editor Avoid the apparently simple, but actually complex HTML editors (Composer, HotDog, HotMetal, etc.) Avoid complex, graphically-intense pages The focus should be on content Enhancements can be added later
24	Step 7: Submit/Publish Web Pages If graphics are used in web page, “zip” the files together into an archive Submit the web pages to the instructor Send as attachments to an email Use a “Drop Box” like we have at boerner.net Use FTP (if your server is set up for that) Instructor posts the pages, as students watch Adjust access rights, as necessary
25	Step 8: Review Group Pages Guidelines for Critiquing Web Pages produced by other groups: Don’t base evaluation on web page design! Focus on the content of the web page Be aware of mechanics — grammar, consistency Check out the Linked Web Sites: Do they “work”? Are the links operational? Are they useful? Is there “real” content there? Keep notes on the results
26	Step 9: Critique Other Groups Formulate a set of constructive statements about the web page to be sent to the authoring group Focus on the Content Be aware of the Operational Mechanics Don’t focus on page design or graphic elements Submit the comments to the authoring group via the group’s email address Put your comments into the email body
27	Thoughts about Web Servers The type of Web Server is critical Windows 95/98 & Personal Web Server Windows NT & Internet Information Server (IIS) or similar ISAPI server Windows NT & Netscape Web Server (NSAPI) UNIX with Apache (or CERN or NCSA) Web Server Different Servers will support a variety of add-on functions, like FrontPage Extensions
28	Step 10: Revise the Web Pages Reflect on the reviewers’ comments Fix mechanics, as necessary: Non-functional links Misspelled works and writing mechanics General format consistency Make any enhancements to the web page format (tables, graphics, etc.) as time permits Reverify the operability of the links
29	Step 11: Resubmit Web Pages Submit the revised web pages to the instructor’s “Drop Box” http://www.boerner.net/Upload.html Instructor uploads the pages to the web server, as necessary Verify that the pages can be accessed from the web browser
30	Step 12: Reflect on Collaboration General Reactions to the Experience: Working with group members & their contributions (Did everyone “pull their weight” in the task?) Use of the Technologies (Did they work successfully for you? What did you learn about communicating via the web?) Reactions to the Learning Experience: What did you learn about the topic? What did you learn about doing research?
31	Reflect on Collaboration (Cont’d) Submit the Reflections: Use email addressed to the instructor Include your reflections in the email body Be honest! Remember, these reflections are between you and the instructor… Other students will not have access to them… Your grade will not be affected by what you say in these reflections...
32	Exploring It Further…