Module 3: Collaboration

Module 3: Collaboration

In module 3, I watched a video of Howard Rheingold talking about the innate sense of individuals to collaborate and seek out groups. Rheingold spoke of collaboration occurring in early civilizations such as when the “nomadic hunters. He went on to describe a range of methods in which technology produces collaboration tools such as Wikipedia.

It is my belief that humans do possess an innate instinct to collaborate as presented by Rheingold in his presentation. Often when I taught technology to elementary students, I would see from all of the age groups that when paired with others or placed in groups, many students will collaborate to accomplish objectives. According to Driscoll, constructivist theory is based on the conjecture that individuals construct knowledge as they endeavor to comprehend experiences (Driscoll, 2005). Technology offers several conduits to learning. Furthermore, Rheingold referred to the collaboration that was promoted as a result of the printing press. This innovation helped to evolve individuals into literacy which generated innovative forms of collective action in the realms of knowledge, religion and politics (Rheingold, 2008).

Collaborative and self-directed learning, engagement, inquiry, and knowledge construction can all be enhanced by way of technology and technological devices. Online access enables classroom equity and places a greater demand on learners because access to new information technology requires learners to become disciplined readers. The internet facilitates construction of knowledge and learner engagement.

Discussion comments and points of interest typify the attentive critique and analysis of individual experiences and ventures. Individuals use constructivist processes in preparing for online discussions as well as participating in them. The collaboration offered by each of the participants is developed carefully and used to show evidence of the various other learning resources and associations to course work. Learners read the issue which is up for discussion, then they assess the material and texts, read and provide their thoughts in relation to the contribution of other learners, and then articulate their own responses.

The Dunkel, Shams and George article (2011) presents the Expansive Collaboration (EC) Model’s theoretical background and role in providing students in disciplines within various educational environments. Although transdisciplinary and multi-institutional approaches create synergy not possible with a simpler collective, the EC model works differently based upon educational and community settings. The findings of the study indicate that the model operates under the premise that teaching environments, created when these diverse working teams form, deepen student interest and learning by promoting critical thinking, creative problem-solving, and enhance communication skills needed to solve nuanced issues.

References

Dunkel, F. V., Shams, A. N., & George, C. M. (2011). Expansive Collaboration: A Model for Transformed Classrooms, Community-Based Research, and Service-Learning. NACTA Journal, 55(4), 65-74.

Rheingold, H. (2008, February). Howard Rheingold on collaboration. Retrieved 4/9/12 from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html