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TLED 430 Module 3 Collaborative

Assignment

Web 2.0 Tools to Support Collaborative learning

Remember to write the ODU honor pledge at the end of this table.

Read the directions in Blackboard on how to complete this sheet.

My name: Ted Lemerande


Name of the tool
Lino

Where to access this


tool (web address) http://linoit.com/

Brief instructions of
how to use the tool 1. One student accesses the site and creates a board. (Optional) the first student can create
a free account with Lino, which will allow him to save the project for future access, as
well as other features, such as printing.
2. The first student shares the URL to the board with the other students. They can
access it with or without a Lino account.
3. Collaborators post sticky notes, move them around, and edit them.

Ideas for how the tool


can be used in PK-12 Project A 2nd Grade Creative Writing Assignment:
Students collaborate to create a story board.
Each student can post story ideas, similar to a brainstorming session for writing a
hodgepodge story. First one student posts the first idea for the story. The second
student then posts the silly continuation from that idea, then the third, and so on.
Once the story ideas are brainstormed, the students can arrange the notes, then
begin inserting notes between them to generate ideas for how to link very different
segments of the story together.
Students rearrange notes if they see fit to change the storyline if needed to make it
work.

Project B 4th Grade Geometry Study:


Students collaborate to explore the world for examples of geometry in everyday
things.
The teacher posts the first sticky note prescribing a list of geometric shapes, and
students are sent off to explore the web, using a separate tab within the same
internet browser, and find photo examples of those shapes. Perhaps triangles in a
bridge truss, rectangles in skyscraper windows, etc.
The students post their findings, then rearrange sticky notes to group their shapes
according to geometric properties: number of sides, vertices, types of angles, etc.

Project C 9th Grade Literature Discussion:


Students convene on the message board after reading The Grapes of Wrath.
Each student is assigned some major component from the story. Perhaps this is a
main character, or a segment of the story.
Each student crafts a series of notes outlining facts and other thoughts about their
topic.
Students then arrange notes and add new ones to draw connections between these
aspects of the story.
Additional notes are created to elaborate on themes that are represented by the
connections between the students observations.
Students debate and try to reach consensus about the deeper meanings to be found,
TLED 430 Module 3 Collaborative
Assignment

the metaphors and analogies to life today, why the author chose the people he did,
characters motivations, etc.

Positives and
challenges of using Positives:
the tool There are many options for: colors of sticky notes, colors of fonts, sizes of fonts.
These options can be used to distinguish between individual students posts and
what aspect of the project each note applies to, for example:
o initial fact gathering
o later synthesis
o ultimate conclusions
o interconnecting data
o working thoughts not yet accepted by the group
Works like instant messaging, except that each persons comments dont get lost
in the scroll of additional posts.
Notes can be arranged and rearranged as necessary and driven by the direction of
the discussion. They can be very easily added and deleted as necessary.
Collaborators can post images and even videos, or share other types of files.
Easy and intuitive to use. Just click to place a note, hold and drag to rearrange,
simple buttons to delete.
Students can post due-dates for assigned tasks on continuing projects.
Discussion boards can be saved for future use on projects that will continue over
several sessions.
The account is free!
Navigation is exceedingly easy.
The teacher can be provided the link as well to be able to observe work in
progress without being physically present and thus (potentially) dampening
student discussions. Allows students freedom to collaborate on their level, and
practice interpersonal communication and logical reasoning skills where debate
arises.

Negatives:
Photos cannot be posted directly from another website. They must first be
downloaded to the computer, then uploaded to the note board.
Students are able to post whenever they want, without waiting for their turn in a
conversation. Supplants some aspects of interpersonal skills, such as hearing a
persons whole argument before interrupting.
The help feature is a bit lacking. Even though the interface is fairly intuitive, the
teacher will want to prepare a brief user guide for the students to ease the process
so they can focus on working rather than figuring things out.
There is no direct annotation as to which user posted a note, so students wont
know who they are arguing with.
There is a posting delay of approximately 23 seconds between users. However,
this may differ based on internet service providers and system security protocols.
Its not truly real-time but its fairly close.
TLED 430 Module 3 Collaborative
Assignment

Peers name: Debbie Schermerhorn

Name of the tool Cosketch

Where to access this http://cosketch.com


tool (web address)

Brief instructions of One user creates a Cosketch board and manages it as a sort of administrator, then sends the
how to use the tool link with the room name to other users. All participants use the provided tools on the left
side of the screen to manipulate and create on the main canvas.

Ideas for how the tool 1. Collaborative drawing. Younger children can collaborate on drawing projects,
can be used in PK-12 where each is assigned to draw various parts of a whole picture. Requires
collaboration and coordination, but allows each childs artistic expression to be
represented in the finished product.
2. Students can collaborate on storyboarding. Could include textually sketching out a
story, then using images and connecting lines to convert basic notes into a graphic
outline.
3. Students can play geography pin the tail on the donkey to locate places in
Virginia, the U.S. and the world to meet SOL requirements. For example,
Geography SOL 1.5 to locate Washington D.C. and Richmond, VA. Instructor
provides a map on cosketch, and students take turns at guessing.
4. Using styli or touchscreen devices, students can work collaboratively on math
projects, both in symbols and in geometry.

Positives and Positives:


challenges of using 1. Chat feature allows for direct, real-time communication between students.
the tool 2. The canvas can be saved for future re-use.
3. Teacher can be in the canvas unobtrusively and monitor work without imposing
on student creativity. Teacher can be in multiple canvasses at once to watch all
student groups in real-time.
4. The browser explorer bar flashes with notifications when someone has modified
the canvas to regain attention if the student needed to reference another webpage.
5. The results can be embedded to blog posts.
6. This can be a quiet activity. Some students could work on Cosketch while others
do reading activity, etc.
7. Chat and additions to the canvas are accountable. Students can be identified if
they post anything objectionable.

Negatives:
1. The canvas times out after 10 minutes idle. Someone needs to keep it active so the
work isnt lost.
2. Pictures must be downloaded to the computer first, then uploaded to Cosketch.
Cannot be copy/pasted directly into the app.
3. Will require significant teacher prep time to acquire images and plan activities to
use this functionality. Teacher needs to actively practice, and be ready to provided
instructions to the students on usage, depending on grade level. Its fairly intuitive
to most computer users, but not all students will be at that level.
TLED 430 Module 3 Collaborative
Assignment

Peers name: Max Falu-Deen

No contact with this student.

From this ODU webpage https://online.odu.edu/policies-and-student-responsibilities copy the Honor Pledge below to
make the promise that you have met online as instructed in a face-to-face virtual environment (e.g. Skype or Google
Hangouts) to complete this assignment.

Honor Pledge
I pledge to support the Honor System of Old Dominion University. I will refrain from any form
of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a
member of the academic community it is my responsibility to turn in all suspected violations of
the Honor Code. I will report to a hearing if summoned.

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