Article Review 1 1

Article Review 1

Aaron Musson

University of Nebraska at Omaha

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Two classrooms of high school English students used web-based collaborative techniques

to expand their exploration of Lord of the Flies. Susan Martens-Baker and Jeff Grinvalds

established an intermural community using an existing online forum. The endeavor resulted in

the creation of hypothetical island societies loosely based on the tropical island utopian fantasies

found in literature, both traditional and contemporary. Further, students in both classes

experienced authentic problems associated with working in diverse groups, resolving creative

differences, meeting deadlines and applying modern and emerging technology.

Martens-Baker reported an observed advantage to using peer interactions. Working

together and using online applications promoted development of thinking skills that fit with

individual student’s talents. The topics of discussions were not always be what the instructors

intended, as students tended to develop other discussion threads. The instructors needed to keep

students on task while being permissive enough to let the group dynamic form.

Students displayed deep thought in their writing. Working with peers through the online

forum provided a more meaningful experience than an in-class discussion:

“Working on the Tribal Paradise Project, students had a vested interest in trying to make

sure that everyone’s opinion was heard and that everyone was being understood, since

effective work...depended on clarity and inclusiveness.” (Martens-Baker, 2009, p. 92).

Further, authentic problems required the groups to develop novel problem-solving strategies:

“For the first time, it felt that our work with the forums was creating a learning

environment that promoted...multiliteracies and well a more authentic learning

experience with the rhetorical triangle of audience, purpose and context.” (Martens-

Baker, 2009, p. 92).

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Teachers who use this approach should establish clearly identified goals and be able to

modify the structure of the project as new needs arise. New, unanticipated problems developed

as the project evolved. One student from each school and group was identified as the

“Threadmeister” who produced a report of the groups communication. The deployment of the

“threadmeister” strategy helped keep students on task, and resulted in greater student ownership

of the project. Becoming involved as Threadmeister and having accountability to their peers

resulted in better on task time and deadline meeting.

Planned and scripted authentic learning opportunities gave rise to actual authentic

opportunities. Misunderstandings due to the nature of the communication “vague language,

misunderstandings resulting from misinterpretations” (Martens-Baker, 2009) demonstrated the

need for communications to be precise. In addition to promoting accurate writing, the activity

promoted positive digital citizenship behaviors. Students learned about polite online discussions,

effective planning and communication.

“During our discussions ... students voiced an awareness of how carefully they needed to

phrase their postings and how their words might be misinterpreted without the benefit of

intonation, facial expression, or body language. They also recognized the temptation to

say things online that they would never say to someone’s face.” (Martens-Baker, 2009,

p. 92)

I used the model created by Martens-Baker as a starting point for my own exploration of

how to use existing and free online applications to build community within a classroom, foster

metacognitive skills, and create a learner-centered environment for solving authentic problems.
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This year my senior biology class has published their course material on PBWorks as an online

portfolio. My original plan of exploration was more closely in line with the Martens-Baker

model, but I was unable to recruit enough participants to fully replicate the cross-school

community. After my attempt to establish a small-scale scientific community, I appreciate the

work involved prior to the execution of the plan. I continue to observe many of the behaviors

reported by Martens-Baker: a deeper exploration of ideas, a greater sense of ownership and even

pride in the work, and the tendency of students to drift off task without at least occasional

intervention from me.

The two collaborators were previously acquainted through the Nebraska Writing Project.

I would like to know how to establish such connections. I suspect specialized professional

organizations exist and are almost common. For sciences, the Junior Academy and Nebraska

Association of Teachers of Science would be a good place to find collaborators.

Online discussion can be a powerful alternative to traditional in-class literature

discussion. Greater student involvement, ownership and thought develop when students write

for a peer audience with peer interaction. Digital citizenry, effective collaboration and time-

management skills develop as a result of interacting with peers in an online forum.

Bibliography:

Martens-Baker, S. (2009). Fantasy island meets the real world: using online discussion

forums in collaborative learning. English Journal, 98(5), 88-94.

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