Communication and Collaboration

The use of Internet technology and the various web tools that have been developed to increase student –centered learning range from a selection of delivery methods.  Among the tools are on-line communication and collaboration programs, video production and editing tools, as well as blogging for the purpose of idea sharing, personal reflection, and problem solving guides. 

Karpova, Correia, and Baran discuss their research into the use of technology by global learning teams that collaborate to identify, formulate, research, and solve complex problems through the use of the Internet (2009).  It is the belief of the authors that “Learning while working together is becoming mandatory to meet workplace performance requirements” (Karpova, Correia, and Baran, 2009).  The authors also share that on-line collaboration and communication have “the ability to bring together heterogeneous participants and expose students to a diversity of cultures, opinions, and communication styles” (Karpova, 2009).   A prime focus of the research addressed that there are more obstacles for on-line collaboration due to ineffective use of technology for communication, and to “establish effective communication, global teams need to quickly develop and maintain mutual understanding without face-to-face interaction” (Mezgar, 2005).

Karpova and others (2009) sought to answer a series of question through their research which included:

·         What technology do global learning teams choose to support virtual learning collaboration?

·         What are the advantages and disadvantages of different types of technology as perceived by participants?

·         What technology do global learning teams utilize at different stages of a virtual collaboration process?

·         What are the challenges and rewards identified by members of global learning teams?

The pedagogical approach of this research was to engage students and teachers in the collaborative process, while considering the cognitive and social factors of individuals within a collaborative group.  The methodology approached the questions by using data collection such as background questionnaires, interviews and discussion boards. The students that were evaluated were from either Denmark or the United States and placed into three global learning teams. 

The results of this particular study were narrowed into two separate fields, Use of Technology and Rewards and Challenges of virtual collaboration.  Among the various technologies utilized by the students was the Learning Management System, or LMS (WebCT), Skype, Adobe Connect Professional, Google Docs and e-mail.  Overall, each technology had its benefits and limitations, some of which were due to long range communication.  From this particular study, it seems as if those technologies that kept some form of written or stored information were significant.  Those that failed to record or permit a written form of communication seemed to be a downfall of such a technology.

The study conducted by Karpova and others examined “what, how and why global learning teams used different types of technology for virtual collaboration when solving complex problems” (2009). It was found that not one technology by itself met the needs of the group. Research showed that a combination of the various technologies which were used at different phases of the problem solving process provided the students with what they needed to accomplish the various tasks.

Dockter, Haug and Lewis (2010) evaluate the use of digital media presentation verse traditional literature-based curriculum in an urban English classroom.  By allowing students to critique and create their own media presentation of a topic relevant to English, students found an interest in the subject that may not have been achieved by traditional means.  By using digital media as an alternative, students had positive feedback about several aspects of the projects which included:

·         The opportunity to build their own understanding of a topic or subject

·         Collaborate in a meaningful way with fellow students

·         Included authentic audiences and consequences

·         Encouragement of critical and creative thinking through a high degree of rigor

Students in this course were provided with an opportunity to analyze media productions and then produce their own documentary film project based upon English history.  Due to the nature of the presentation aspect, many students took additional pride in their work knowing that their family and friends would be invited to see the final presentation.  The authors state “each aspect of the curriculum provided a scaffold for technical, artistic, and critical thinking skills, and focused on deep knowledge with the intention of developing a complex intellectual base for culminating project of the year: the documentary film" (Dockter ,2010).

MacBride and Luehmann address the benefits and limitations of student blogging within the discipline of math and science.  Research provided by Henning, (2003) shows that more than half of those who blog are between the ages of 13-19, which would lead one to believe that this particular form of communication would increase student engagement in a topic if used within school. The authors also provide a list of ways blogging has been used to support learning which include but are not limited to:

·         Promotion of reflective thinking

·         Nurture collaboration and relationship-building

·         Extend learning outside classroom walls

The authors reflect upon the significance of blogging in higher education, and the possible impact and implications that blogging could have on high school students.  The researchers used Internet searches to locate student blogs on the web in order to evaluate them and make a solid claim towards their benefits.  For the purpose of the study, a blog for 11^th grade Pre-Calculus was chosen.  The various blog posts over the course of the year were analyzed, and an interview was conducted with the teacher to determine what factors influenced the use of a blog within the class.

                The 11^th grade Pre-Calculus teacher incorporated a series of specific tasks within the blog which included the rotation of students to scribe daily classroom activities for that day and reflective writing which allowed students to think about the mathematical processes they were learning.  Other activities encompassed an Editor’s Initiative, Sunday Game Post, Chat Boxes, the sharing of resources, Del.icio.us accounts, Visitors Map, and Digital Stories (MacBride, 2008).

                After further review of the use of a blog within this course, it was found that this Web 2.0 technology increased collaborative learning, promoted a student-centered learning environment, offered a place for reflection, and delivered an enriched classroom experience (MacBride, 2008). At the conclusion of this research, the authors were confident in supporting the use of a blog within a mathematical learning environment and elaborate on the importance of the facilitating teacher’s knowledge of blogging and how they must manage the blog for effectiveness.

Collaboration and communication are among the most important concepts to incorporate into a 21^st century learning environment.  With the need to provide more student-centered instruction, the Internet offers a variety of different tools that meet both teacher and student needs.  As the referenced materials provide a fundamental starting point to working towards a student-centered experience, it is evident that the diversity of students and the various ways they learn play a huge part in the decision to choose a particular media to foster learning.  Gray and Waggoner (2002) indicated that Howard Gardner’s concept of Multiple Intelligences suggested that knowledge could be displayed in multiple ways.  As discussed in previous literature, the theory of Multiple Intelligences is relevant to the argument for the use of web–based technologies.

In order to provide a diverse learning environment that will contribute to the success of the entire class, one may wish to utilize multiple tools to meet the multiple learning abilities of the class.  Within this literature, the use of multimedia tools have provided students with an opportunity to control their own learning experience through the use of on-line communication tools, video, and blogging.  It is evident from the research that each tool has proven to increase student interest and resulted in a higher success rate.  The combination of these tools could also provide the various students with a component of learning that meets their specific needs or type of intelligence.

It is suggested that a variety of different forms of communication be available in order to allow the students to choose what works best for their needs.  Brainstorming in an on-line collaborative environment is much different than two people sharing their background information and getting to know each other.  Also, video is one of the most exciting forms of artistic expression that also allows the student to create their own learning experience.  Blogging has also provided students with the chance to share ideas in a variety of ways that all contribute to learning.  By allowing students to use the various technologies expressed in this reading, one would greatly increase the chances of success.

                In conclusion, it is vital to adapt a series of different Web 2.0 tools which are likely to increase student-learning and allow each individual to build their own understanding of a topic or skill.  Both synchronous and asynchronous communication tools support student –centered learning and are a vital component to the classroom of 21^st century learners.

References

Dockter, J. (2010). Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts. Journal of Adolescent & Adult Literacy, 53(5), 418-420.

Gray, K. C., & Waggoner, J. E. (2002, Summer). Multiple intelligences meet Bloom’s
taxonomy. Kappa Delta Pi Record, 38(4), 184-188. Retrieved from http://proquest.umi.com.proxy1.ncu.edu

Johnson, G. (2006, July). Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 46-53. Retrieved December 14, 2007, from Academic Search Complete database.

Karpova, E., Correia, A., & Baran, E. (2009, January). Learn to use and use to learn: Technology in virtual collaboration experience. Internet & Higher Education, 12(1), 45-52. Retrieved March 27, 2009, doi:10.1016/j.iheduc.2008.10.006

Mezgar, I. (2005). Trust in virtual organizations. IN S. Dasgupta (Ed.) Encyclopedia of virtual communities and technologies (pp. 452-456) London: Idea Group Reference

MacBride, R., Lachman, A. (2008). Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging. School Science & Mathematics, 108(50) , 173-17-83.

The Theory of Multiple Intelligences and the Use of Internet Technologies

The Multiple Intelligences Theory was developed by Howard Gardner of Harvard University. Originally, Gardner referred to seven different Intelligences which were Linguistic, Logical Mathematical, Musical, Body-Kinesthetic, Spatial, Interpersonal, and Intrapersonal. The concept of Naturalist and Existential were later added to the original seven.

Gardner suggests that an individual should not be assessed solely on their intelligence quotient (IQ), but by a series of different intelligence levels that may be singled out or integrated by the combination with other multiple intelligences. In his literature, Garner refers to a young girl who is being asked a series of questions to determine her IQ. Gardner comments, “This number (IQ) is likely to exert appreciable effect upon her future, influence the way in which teachers think of her and determining her eligibility for certain privileges” (Gardner, 1993, pg. 4). The 21st century learner’s intelligence should not be judged by just one method of assessment, but by a series of different assessments to reflect the various intelligences one may have beyond the standard IQ exam.

Smith (2008) provides a brief definition and example of each of the nine Intelligences. Linguistic implies an intelligence that focuses on spoken and written language. Those who are Linguistic can effectively use language to express one self. People such as writers, poets and public speakers are considered to be linguistically intelligent.

Logical-Mathematical Intelligence is required in order to analyze and solve problems. Individuals who are considered to have Logical-Mathematical Intelligence can easily recognize patterns, solve problems through deduction, and logically complete mathematical and scientific operations (Smith, 2008).

Smith also summarizes the use of Musical Intelligence to perform, compose and appreciate musical patterns, as well as bodily-kinesthetic which gives one the ability to use the whole or parts of the body to solve problems, mainly the use of the mental ability to coordinate body movements (Smith, 2008).

Spatial Intelligence gives one the ability to recognize and use patterns of wide and confined spaces. An example given by Gardner is of a twelve-year-old male Puluwat in the Caroline Islands, and his ability to master navigation by his understanding of sailing, stars, and geography (Gardner, 1993, pg. 4).

Understanding the intentions, motivations, desires, and fears of others as well as one self is a trait of those who poses the Interpersonal and Intrapersonal Intelligences respectively. The Naturalist Intelligence, one of the more contemporary views, looks at the perception among living things such as animals and plants, as well as other elements of nature including rocks and clouds. The final, Existential Intelligence, focuses on those who have a deep insight on life and death, including the purpose of each (Smith, 2008).

With a number of possible intelligences one may utilize, it is a valid argument that one specific evaluation of intelligence is simply not adequate to determine what the individual may need to be successful in life. Gardner’s theory therefore implies that an individual’s education should be matched to their intelligence(s). Educators should promote certain types of learning environments based on one’s potential for a specific level of intelligence. This also means that the levels of intelligence must be correctly measured with relevant assessment to the individual’s strengths. With such a diverse approach to learning, one must call upon the diversity of technological tools, thus enters the Internet.

McFarlane (2011) claims that “the theory of Multiple Intelligences (MI) is the most viable and effective platform for the 21st Century educational and instructional methodologies.” McFarlane supports his claim by referring to the diversity of today’s student population, the uniqueness of the modern student, the need for flexibility, and the increase in educational accountability (McFarlane, 2011, pg. 1).

Rulloda (2011) notes that Gray and Waggoner (2002) indicated Howard Gardner’s concept suggested that knowledge could be displayed in multiple ways and where a teacher can reach more students in a particular timeframe. This is relevant to the argument for the use of web–based technologies since it can be argued that the Internet offers an endless variety of ways for an individual to learn a topic or become familiar with a subject. The Internet also gives the learner the opportunity to choose which technology they wish to use. The choice of the learner could have a direct reflection upon their specific intelligence.

Phillips (2010) remarks “The connection between how the mind is organized and the education of students suggests a need for additional classroom teaching and testing applications”. As educators seek to add these teaching and testing applications, it is evident that the Internet is clearly the most effective and efficient means to offer instructional tools to the 21st century learner.


As one explores the various opportunities the Internet has to offer the learning process, using Gardner’s theory is a practical approach to determining what Internet tools should be used to meet the diverse needs of students who may range among the nine intelligences. As this list is infinite, a few can be quickly evaluated in favor of Gardner’s argument.

Traditional learning concentrations on the use of linguistic intelligence, and even though a shift has been made from teacher-centered to learner-centered education, there is still a need for one to read and write about relevant ideas and concepts within a given subject. The days of writing papers and submitting them for a grade are far from being extinct, yet the use of wikis, blogs, and discussion boards now allow students to express their thoughts linguistically while working in a collaborate environment thought the use of the Internet.

The use of gaming and simulation through the web allows students with multiple intelligences to learn while employing their strengths. Gaming in general can require a multitude of skills in order to master the mental and physical requirements, which in turn makes it a valuable tool for building knowledge and engaging the students in the learning process. Games can include the logical-mathematical problems which can be solved, the use of audio patterns and musical skills to accomplish a task, and allow the user to interact both mentally and physically in a bodily-kinesthetic manner.

Finally, reflection upon the main topic of a subject can allow both the interpersonal and intrapersonal intelligences to thrive with the use of discussion boards, blogs and wikis. Allowing one to express their deep thoughts about topics that are covered in class may uncover the strengths of someone who otherwise may be uncomfortable with basic speaking, reading, or writing found in a traditional classroom.

In conclusion, the endless list of web-based instructional tools are more than adequate to supply the demand for teaching a diverse group of students who all differ by the way they reason and perform. Specifically in distance learning, an educator can offer the same content by using a variety of different approaches, thus increasing the opportunity for overall class success. By following the theory set forth by Gardner, an educator can use tools that meet the needs of the 21st century learners while maximizing the chances of providing diverse learners with what they need to be successful.

References


Gray, K. C., & Waggoner, J. E. (2002, Summer). Multiple intelligences meet Bloom’s

    taxonomy. Kappa Delta Pi Record, 38(4), 184-188. Retrieved from


    http://proquest.umi.com.proxy1.ncu.edu


Gardner, H. (1993) Frames of mind: the theory of multiple intelligences 10th Anniversary, Basic

       Books, New York, NY

 
Phillips, H. (2010) Multiple intelligences: theory and application, Perspectives in Learning: A


      Journal of the College of Education & Health Professions Columbus State University 11(1)


Rulloda, R. B., (2011) School improvement model to foster student learning, North Central


      University, 1-13. Retrieved from http://www.eric.ed.gov/PDFS/ED523516.pdf


Smith, M.K. (2008) Howard Gardner, multiple intelligences and education

      Retrieved from http://www.infed.org/thinkers/gradner.htm