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The aspects of cooperation and interaction are fundamental in online teaching and learning. Cooperation is important for both teachers and learners as it allows to organize online learning activities to consolidate students’ learning and to apply teaching strategies activating students’ participation and reaction to the learning stimulus. Therefore, the aspects of cooperation and interaction are key issues even in online teaching, as they are able to determine the construction and consolidation of knowledge, thus deciding the success of a learning process.
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TEAM TEACHING IN THE AGE OF E-COLLABORATION
Flavio Manganello
September, 3 2009
Università Politecnica delle MarcheFacoltà di IngegneriaDIIGA
Design Evaluation Management Knowledge sharing Reciprocal help
[Trentin, 1998]
Online team teaching
Coordination
Codecision
Collaboration
Collaborative Virtual Environment Distributed digital environment to support synchronous
activities▫ Online Cyber Classroom (1)
Common shared workspace Concurrent Multiple Access Online text chat Shared whiteboard Joint web browsing Desktop sharing Remote control
Multiple users can take actions at the same time in the common shared workspace
Synchronized display of the same information to all users
Integrated VLE to support asynchronous activities ▫ Learning Management System (2)
Team teaching: Home Meeting (1)
Teachers have a first “meeting” to discuss about the
course design
Team teaching: Home Meeting (1)
Another “in itinere” meeting is needed
to refine some aspects related to course evaluation and management
Team teaching: 3C (2)
Asynchronous communication’s
flows allow teachers to remain in
contact and prepare to
synchronous meetings
Team teaching: 3C (2)
An online digital archive is
important to share and to exchange information and
documents
Team teaching: Home Meeting (1)
During the first online cyber
classroom, the “two-
teachers’model” is adopted to
lecture
Expositive lecture
Broadcast model
Learning is a process that goes from the teachers to the students
TEACHER Knowledge provider
Directive team teaching model
The “Fontaine de Barenton”, detail(Karl Reizabech, XXth century)
Collaborative team teaching model Problem Based Learning
Meaningful Learning [Ausubel, 1962]
Scaffolding [Bruner, 1976]
TEACHER Facilitator, coach
From the movie “Friday Night Lights”(2004)
Team teaching models
Directive models Collaborative models
Synchronous activities (online cyber classroom)
Two-teachers modelOne concentrates on lecturing, the other one concentrates on responding to questions in the text chatroom
Three-teachers modelOne concentrates on lecturing, the second one concentrates on responding to questions in the text chatroom, the third one concentrates on preparing material to the whiteboard
Asynchronous/distributed activities Two-teachers (or tutors)
Management of a community of practice or of a learning community
Synchronous activities (online cyber classroom)
Two-teachers (or facilitators)Management of a web seminar or of a student-led discussion
[Chen, 2004]
Some key points Definition of activities and choice of a pedagogical model▫ Definition of technological tools▫ Definition of an (inter)relations’ model among actors
Teachers’ coordination▫ Analysis of teachers’ profiles and definition of roles▫ Management of leadership▫ Implementation of a “script” ▫ Elements of “project management”
Management of technological tools▫Multimedial environment
Reflections Teachers' step forward▫ Personal and professional identity▫ Performance [Maragliano, 2009]
Vocation to collaboration▫ Collaboration is a process that happens if particular instrumental
abilities subsist, not only related to the technology
Behavioral aspects of digital collaboration and communication
▫ Virtual Ethnography [Hine, 2000]▫ Media Richness or Media Naturalness [Kock, 2005]▫ Mutual confidence and trust
