To share experience and create new ideas to assist teachers to take advantage of the new communication technologies for collaborative learning.
Teachers that have tutored at least one distance course using group communication tools including simultaneous and non-simultaneous conferencing systems. A list of potential working-group members is added at the end.
Distance learning using electronic media has been used for some years now. Many teachers have experience in this mode, and have developed skills that would be interesting and helpful to share. Taking advantage of the new technology requires the development of methods and pedagogical tools that are different from those traditionally used in the classroom. Managing collaboration at a distance requires a teacher to encourage students to apply appropriate communication skills and behavior.
The availability of the Internet extends the cross-cultural possibilities. Using the Internet for communication together with access to other sources of information opens new communication perspectives for tutors, their students and courses. How can we as teachers help students to develop (possibly new) communication skills appropriate to this environment? How do we handle group learning situations so that we can monitor the group discussions, yet still encourage independence? There are many other questions to be asked and answered. Together we can help each other and develop new ideas.
The work will start with position papers by each working-group member and continue with an electronic discussion. At the conference, the work will revolve around short brainstorming sessions, intertwined with time for reflection, evaluation, and documentation. An important component of this work is the presentation of the workgroups findings to conference attendees, for the purpose of seeking their response.
Suggested themes for discussion are:
* Identifying appropriate teaching strategies for different learning situations
* Allowing for the uniqueness of each student - their situation, their skills, their needs
* Managing group collaboration: Applying social skills and appropriate behavior
* Supporting the teacher - in a new role and a new environment
The result of the work will be put together as a report and a web presentation. The content will highly depend on competencies and experiences represented in the group but we think that the following topics will be included.
Learning takes place in many different situations, most of them are unplanned for. Here we focus on planned learning, and consider the differences, (and similarities), of studies of web-published course material to actually taking part in an organised problem-based distance course. Emphasis will be placed on interactive teaching, where students interact both with the teacher and with other students.
The technology used can range from simple e-mail via list-servs and web pages to advanced electronic conferencing system learning environments.
Distance learning has a unique property. Teachers may individualize the learning to stimulate independence and responsibility of students. In a traditional course, there is a social aspect where knowledge may be shared. How can we allow for this social aspect and the uniqueness of each student in an electronic environment?
What is expected? What is acceptable? to the tutors... to the students... between student and tutor... between student and student? What techniques and strategies can be used to encourage students to work as a group? How to ensure the students are involved/participating/at a similar stage in the group work?
How do we motivate the student to contribute? To function as part of a team? To take responsibility? What does the student want/need from the tutor? What do students want/need from each other?
Teaching at a distance changes our role. How do we as tutors re-focus on learning a changing role? What support do we as teachers need? What resources are available to assist the tutor on the Internet?
Eva Faahraeus has an M.Sc. in Engineering from the KTH Royal Technical University in Stockholm, Sweden. She has been working during 25 years in the industry within systems and organisational development, economic control, and management. Now she is a Ph.D. candidate and works as a research assistant and teacher at the Dept. of Computer and Systems Sciences, Stockholm University/KTH, involved in HMI and CMC research and teaching. Her main interest is computer supported cooperative learning, and the topic of her thesis is: Tutoring for learning in groups using electronic conferencing systems. E-mail: evafaahr@dsv.su.se
Barbara Chamberlain has a M. Comms from Victoria University, Wellington, New Zealand. Barbara entered teaching from a business and commercial background. For the past nine years Barbara has been tutoring at the Taranaki Polytechnic, New Plymouth, New Zealand. Barbara presently tutors in the Bachelor of Applied Information Systems Degree. Barbara's interest is in flexible learning, using the Internet and the World Wide Web. E-mail: b.chamberlain@taranaki.ac.nz
Noel Bridgeman, Taranaki Polytechnic, New Plymouth, New Zealand. E-mail: noelb@taranaki.ac.nz
Claus J. Knudsen, KTH Royal Technical University in Stockholm, Sweden and Hogskolen in Gjovik, Norway. E-mail: clausk@gt.kth.se
Sirje Virkus, Tallinn University of Educational Sciences, Tallinn, Estonia. E-mail: sirvir@tpu.ee
Goran Karlsson, KTH Royal Technical University in Stockholm, Sweden. E-mail: karlsson@mech.kth.se
Linda Carswell, Maths and Computing Faculty, Open University, Milton Keynes, United Kingdom. E-mail: L.Carswell@open.ac.uk
Elizabeth Stacey, Faculty of Education, Deakin, Burwood, Victoria, Australia. E-mail: estacey@deakin.edu.au
Gunnel Wannman, Department of Education, Umea Universitet, Umea, Sweden. E-mail: Gunnel.Wannman@educ.umu.se