Conference ICL2011 September 21 -23, 2011 Piešt'any, Slovakia
Peter Sitas, SOS Namestovo – possibilities of collaborative teaching with use of SPSPI
Maria Macejova, SOS Namestovo – collaborative practice in English Language Teaching
Note: The presentation had practical activities. All cooperative interactive activities were done from the attendees workplace using the SPSPI system.
System for managed presentation with direct interactive attendance of presenter / teacher and controlled interactive attendance of listeners / students – SPSPI – (www.spspi.eu) – basic information. Basic applications collaborative in interactivity in SPSPI. Use of communication in collaborative teaching in SPSPI. Collaborative and interactive public and Internet teaching sources in SPSPI. Creativity and collaboration in SPSPI. LMS interactively in SPSPI. Collaborative and interactive games in SPSPI.
Keywords: collaborative, cooperative, interactive, class, teaching, learning, SPSPI
A great part of one’s evolution is in interaction with other community members. The interaction created on purpose for one’s evolution is good for teaching. Lot of knowledge can be obtained independently. Higher level can be achieved through active collaboration. More teaching effect can be achieved - acquiring and distributing knowledge, cooperation possibility, possible competition, analysis and synthesis on a higher level, need to defend / explain activity by another member. Also, communicative, social-interactive and interpersonal skills can extend and improve. Collaborative teaching anticipates co-work of each attendee, almost simultaneously in all performed actions and all stages for the common goal. Several pedagogical effects are achieved – common knowledge gathering and distribution, cooperation ability, certain level of competition, higher level of analytic and synthetic abilities.... If cooperation uses informatics and communication systems directly (ICT), the result can be even better. SPSPI allows direct, controlled interactive attendance of students from their workplace with the use of ICT. This can contribute to achieve the common goal (e.g. a project), which should also be the ethic and education goal. Student direct access to activities when required is the advantage of ICT use. SPSPI allows this by controlled access to common resources, tools and results. Direct collaborative teaching with use of computers on a computer network is impossible. Access to the most actual result version can be an issue. Collaborative contributions need to be consolidated, which can be a problem if each contribution is divergent. Cooperation is often required for the final result. Finalization must end in collaboration.
Acquiring general competences in text, symbols, documents, and calculations handling area, also competence in areas where these applications are used.
Use of a text editor can improve working with text, symbols, schematic signs, drawing tools and pictures. A collaboratively created project requires various text documents. Same cooperation as for the project creation is required for collaborative creation of the accompaniment documents.
Table values insertion in a text editor can be used in interactive collaborative teaching for getting to the required result.
A table processor can be used in many cases, not only in cases where the data is sorted directly in tables (e.g. test creation)
Creation of a text document to a specific subject (the attendees of the presentation were cooperatively, interactively creating a text document)
Quiz creation \ solution (preview of cooperative interactivity)
Teaching foreign language – collaborative editing, adding, creating – (the attendees of the presentation were cooperatively, interactively creating a colourful text document for teaching English language and for different task)
Table processor used to process data from various sources or lessons - collaborative editing, entering data, adding, evaluating (preview of cooperative interactivity with the use of multiple workplaces)
Graphics presentation design in a graphics program - collaborative editing, creating (the attendees of the presentation were cooperatively, interactively creating a graphics document)
Acquiring communication competences as well as competences with use of ICT.
If a computer is connected to the Internet during the lesson, various communication tools can be used (web presentations, direct communication, social networks, search, download) and group communication can/should be used. Each student can become a part of this communication. This is an appropriate educational possibility for collaborative and/or cooperative teaching for communication. In standard teaching texts are created. In a computing system, data files are created. These can be directly saved (e.g. on a web location, share) for home use and for future presentation. Students can directly download and present their own work for everyone from their workplace.
(preview of cooperative interactivity)
Acquiring competences not only directly for selected theme, professional competence in professional subjects, but also interpersonal competence and creativity in various problem solutions.
( the attendees of the presentation were cooperatively, interactively handling a geometric task)
(the attendees of the presentation were cooperatively, interactively handling branstorming in a thought map)
Acquiring competences not only directly for selected theme, but also for use of IT technologies, searching, selecting and sorting information.
(the attendees of the presentation were cooperatively, interactively working in a WEB e-learning in a preview of an english language lesson)
Acquiring competences not only directly for selected theme, but also for possibilities of self education.
Preferably, the content of the LMS should be collaboratively usable.
(the attendees of the presentation were interactively open for example own WEB LMS)
Acquiring various competences by the form of games.
Jan Amos Komensky – Schola ludus – school through games – A big legacy from an important pedagogue. It's application has great importance, especially for the youth. It is often a real problem to combine games and teaching to achieve educational goals. It also might be a problem to involve every individual in a group (due to timing problems, game dynamics). In addition, it has to be taken into account, the misuse of games purely for playing. Games are a part of the teaching process. They can include competition, exercise and creation for gaining the educational goal. From collaborative interactive point of view involving SPSPI, the best game set-up is person vs. person, group vs. group. A typical example is chess. Other common used games are puzzles, crosswords, quizzes, logical games, etc… The best practice are games that involve creativity, and can improve student’s abilities. Creative text processing, drawing, graphic work and multimedia can provide the maximum use of available technologies. Collaborative results can encourage students to individual performance. SPSPI allows teachers and students to control involvement. The best way for students to gain a level of democracy and responsibility is to control the involvement themselves.
Examples: logical game, chess.
(the attendees were playing multiple chess games in a common projection)
Use of SPSPI creates good support for various means of collaborative teaching. Some of them aren’t fully discovered yet. Part of the knowledge is gathered from teaching. Other options can result in discovering different, more effective methods to use SPSPI than mentioned in this document.
Feedback from current use of SPSPI is positive, especially when used for teaching English language. Positive feedback was also received from students. (student responses: it is modern and more interesting than usual classrooms, I enjoy it, comfortable, we do not have to go to the blackboard, faster and more effective – handle more materials during one lesson, quick and simple, easy to re-check results in various exercises, collective work, better student to student and student to teacher communication, easier to get involved to exercises, eliminates boring parts)
Physics classes also received positive feedback from students. (student responses: When I’m active, I work like at home, I see everything that I need, “I also want to” – request to be added to the interactivity, “Found it!” – successful internet search)
A greater effect would be achieved with a collaborative computer supported physical experiment (or experiment from other areas – biology, chemistry, …)
Evaluation? This is still a big problem in collaborative teaching. Individual activity and success for each student in collaborative attendance is hard to evaluate. Various used test do not show the scale of direct attendance if student in a collaborative activity. Often, especially in various types of creative activities, a small addition can have much more value to the task competition than any extensive part, that is in the end obsolete.
It is necessary to keep in mind that collaborative and interactive teaching can be realized with minimal or no use of ICT ( not only virtual, but also true reality ).