Module 6: Technology Tools for Collaboration

Lesson 1: Features and Uses of ICT Tools for Collaboration and Sharing Resources

One of the essential dimensions to be developed by learners is their social skills. In a physical setting, the teacher often
fosters socialization in learning through group activities. Group collaboration gives students facilitated opportunity to share
and learn from their peers. Collaborative learning is crucial and complicated, but it is fun and productive when well-planned
and well-designed. Collaboration does not only confine to face-to-face interaction, but it is also possible in a virtual classroom,
with the use of collaborating and sharing ICT tools. Learners can share learning resources, brainstorm, and actively participate
in a discussion without needing to be in the same place at the same time. There are plenty of ICT tools available to use to
build a collaborating and sharing learning community. These tools are available synchronously, where everyone in the team
can connect and collaborate in real-time, or either be asynchronous, pre-recording information, or working on documents
anytime at the convenience of the user.

Collaborating tools mimic face-to-face interaction where it provides arrays of features that enable team members to
communicate, co-develop ideas, and build a team. However, it requires careful planning, designing, and operation that these
tools work as what they intend to attain. The following criteria must be looked into in deciding a useful collaboration tool:

1. User-friendly Interface. The tool should easy to set-up and administrate. It saves time and effort to get used to it. The
user can intuitively create and navigate its interface without requiring intensive training.

2. Multiple Features. It offers numerous features that may save the team from downloading other apps for instant
messaging, posting classwork, video-conferencing call, collaborating on documents, scheduling of events and
meetings, etc.

3. Integration and Compatibility. A tool that can integrate other apps and software for other internet tasks like
browsing, video sharing, recording, referencing, and other related activities for job or project development. The tool
can save, read, share, or convert files to any formats that the team is using.

4. Privacy Options. The tool offers the administrator or members with options to whom, particularly among their team
members, can see a particular file or project the one is sharing.

5. Cloud-based Technology. Saving and accessing working files are among of tedious activities of collaboration, not to
mention the worries for loss files or malfunction of the gadget where the pieces of work are saved. With a cloud storing
app, it offers convenience in storing and retrieving records for updating, editing, and file syncing. Besides, the team
can access saved files anytime and anywhere at their convenience.

Moreover, Chai and Tan (2010) mentioned that ideal ICT tools could support collaborative learning in three main ways:
(1) As an interpersonal communication tool to support collaborative learning strategies in the same manner as in face-to-face
settings; (2) computer-supported collaborative work where the learners work on a joint document; and (3) computer-
supported collaborative learning where the focus is to support negotiation of meaning among a group of learners.

Lesson 2: Effective Teaching and Learning in the Electronic Classroom

Intended Learning Outcomes:

The electronic classroom is another form of teaching and learning environment facilitated by computer-based
communication technology systems. Electronic classroom aims to allow teachers and students to participate in remote
learning communities using a personal computer, a tablet, or a smartphone at home, and to improve the quality and
effectiveness of education by using the computer to support a collaborative learning process (Turoff, 1995;ezTalks, 2020).
Teachers and students can actively engage in a discussion in live (synchronous) or collaboratively working offline with pre-
designed and recorded learning materials.

Unlike residential (classroom-housed)collaborative learning that students find themselves to areas assigned to them or
any spaces they can work, the online class is different. It is challenging to shift collaborative learning from traditional face-to-
face interaction to a computer-mediated teaching-learning process where both the teachers and students are of different
places. The quality of communication is of utmost consideration that everyone has a common understanding of the topic,
given equal opportunities to participate in the discussion actively, collaborating, and cooperating with mutual regularization
(Chai & Tan, 2010). The pedagogical skills of the teacher and the elements of the design of learning go hand in hand to achieve
quality teaching-learning experiences in a virtual classroom. Students respond differently to their learning atmosphere, and
the teaching-learning process has to be flexible in terms of time, space, place, content, learning materials, delivery of
instruction, feedback, and monitoring (Majundar, 2006; Brown &Voltz, 2005). On the other hand, the class has to establish
policies and regulations that create a culture of social integration.
Lesson 3: Promoting Collaborative and Transformative Learning in Cyberspace Intended Learning Outcomes:

Incorporating Teamwork in Online Teaching and Learning

A technology-mediated classroom does not limit learning engagement in a wall of wired-hardware paraphernalia,
software, and other learning courseware. It is as fun as the conventional face-to-face interaction where both the teachers
and students can maximize teaching-learning experiences. It offers a rich learning environment that the students can explore
to acquire knowledge, enhance communication skills, engage in practical and problem-solving activities, develop critical
thinking, improve socialization skills, and be a self-reliant learner. Despite the positive gain of utilizing virtual classrooms,
studies show that there are reluctant teachers to transform learning space into cyberspace, not because they are Luddite but
lacking pedagogical skills as the core for virtual class transformation and collaboration learning. Teachers have apprehension
as to more time spent on the preparation of instructional materials, loss of control of the class, unequal participation of
students in the process, or the difficulties found in evaluating the learning process and the results obtained for each student
in an online course (Valcarcel et al., 2014). Microsoft (n.d) suggested teachers be innovative as collaboration is the sought
21st-century skill and pointed out the role of the teacher to scaffold the collaborative process; ask open and reflective
questions; to challenge the learners’ explanations to support their reflection and review. Clifford (2020) also presented 20
collaborative learning tips and strategies for teachers as follows:

Collaborative activities start with design and planning. Students, as collaborators, need to understand the work plan clearly
as to what the deliverables are, the target
date to accomplish, and means for
assessment. To make the collaboration
learning works, the teacher and learners have
to draw their respective roles and
accountability. Educause (n.d.) suggested
model accountability by making the roles of
collaborators (teacher and student) clear and
a checkpoint to visit when a problem on
performance arises.
Steps for Teacher in Incorporating Teamwork in Online Class (Kelly,n.d)

1. Define Teamwork & Prepare Learners for Team Roles Early

2. Establish Criteria for Forming The Teams
3. Guide Learners Through Team Communication
4. Improve Participation Through Peer Evaluation & Varied Membership
5. Seek Feedback

Indicators for Collaborative Learning

To determine that collaborative learning takes place in an online class, Chai and Tan (2010) cited the following indicators:

For Teachers’ indicators

✓ Create multiple and appropriate opportunities to generate and promote collaboration among students

✓ Design learning experiences that require positive interdependence among students

✓ Develop students’ communication skills and interpersonal skills
✓ Provide conflict management strategies on resolving diverse or conflicting views
✓ Use various assessment methods to assess both individuals and group learning and performance
✓ Provides feedback on individual learning and group learning and performance

For Students’ indicators

✓ Able to negotiate and set common goals

✓ Contribute own ideas clearly and consider other points of view objectively
✓ Ask questions to clarify and offer constructive feedback
✓ Take on different roles and tasks within the group to achieve the group goal
✓ Work towards completing individual’s assigned tasks as well as help group members achieve group goals
✓ Reflect on the group and individual learning processes

Assessment for Collaborative Activity

Monitoring and assessment of the collaborative project is not a one-shot deal. The timely evaluation and assessment
ensure the efficient process in implementing the work plan, and every member shares a fair contribution in the building of
knowledge, a perspective shared and learned from the team, accountability for building a culture of collaboration, among
others. Moreover, though working as a team, assessment to project out may be individual or collective as a team (Educause,
n.d).
Lesson 4: Becoming Information Users – SSCC (Search, Sort, Create, Communicate)

Search

There is a multitude of information available on the

internet, which may you find irrelevant unless the subject
interests you. If you have a specific idea of the topic you
are searching for, type the keyword/s or phrases to the
search engine, the web index, saves you time to narrow
your search to a particular topic and brings you to web
pages with relevant information. However, when you are
not sure of what you are looking for, the internet provides
you with directories, a menu-like board containing
different categories to arrange information by topics with
subcategories to direct you to the item you are searching
for (Google, 2001).

Sort

Search engines post only pages containing the keywords you typed in.
Read the relevant result, and if the information you are looking not
on the list, input more keywords to filter results and eliminate
unnecessary details.

Evaluation Tool to Analyze Web Sources

In evaluating the relevance of the information, take consideration of the following criteria (Florida Center for Instructional
Technology, 2009):

✓ Accuracy
Are sources listed for the facts?
Can information be verified through another source?
Has the site been edited for grammar, spelling, etc.?

✓ Authority
Is the publisher reputable?
Is the sponsorship clear?
Is a phone number or postal address available?
Is there a link to the sponsoring organization?
Is the author qualified to write on this topic?

✓ Objectivity
Does the sponsor have commercial interests?
Is advertising included on the page?
Are there apparent biases?

✓ Currency
Is a publication date indicated?
Is there a date for the last update?
Is the topic one that does not change frequently?

✓ Coverage
Are the topics covered in depth?
Does the content appear to be complete?
Create

With internet connections, there are plenty of ICT tools, websites, or portals to serve users according to their needs and
purpose. Apps to allow users to create online documents, work on documents in real-time with other people,
and store (cloud-based technology) online for free or avail by propriety.

Communicate

With the presence of ICT tools/apps, communication becomes a lot better, instant, and fast, reliable than sending a
physical letter and cater to a large sector of the audience (Prajapati, 2020). The best apps or ICT tools are those that serve the
needs of the individual or the teams. One has fully understood the capabilities of the collaboration tools to maximize its
service and improve communication with them. Some tips to include deciding which tool to use is that the user can launch
track changes, use display modes, and make comments count. Moreover, there are some communication protocols that
computers share (https://bit.ly/337ZlEO accessed July 2020).

▪ Hypertext Transfer Protocol (HTTP) and Hypertext Transfer Protocol Secure (HTTPS)
These are the primary protocols that allow for Internet data transfer. HTTPS comes SSL (Secure Sockets Layer) on top
of standard HTTP, both facilitate security in network communication. These protocols enable scripting languages,
including HTML and CSS, to travel from a server to a browser.

▪ Internet Protocol (IP)

It uses Internet addresses to communicate, which is why all computers on standard TCP/IP networks must contain a
numeric address.

▪ File Transfer Protocol (FTP)

It can be used for file transfer from one computer or operating system to another over a TCP/IP network and to
upload files to a website.

▪ Internet Message Access Protocol (IMAP) and Post Office Protocol (POP3)
These protocols help with accessing email on remote servers, like email retrieval. Both work with email messages
stored on email servers but do not work together. Users must choose one or the other to help manage their email
program and access them via their email application of choice or a web browser. However, IMAP’s forte is allowing
users to quickly and easily retrieve their messages right on their systems.

▪ Dynamic Host Configuration Protocol (DHCP)

The network computers use to obtain IP addresses and other settings from the DHCP server.

▪ User Datagram Protocol (UDP)

A fast, lightweight protocol that common network apps like online games use to send short messages called
datagram.