Conference ICL2011 September 21 -23, 2011 Piešt'any, Slovakia

Collaborative teaching with SPSPI

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 – ( – 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.

SPSPI – ( ) basic information

Basic installation: one common complete computing system for a teacher and students, a data projector, keyboards and pointing devices on each workplace, communication and software equipment.

Allows full-scale collaborative teaching for a whole class or group, with direct interactive attendance of students.

Allows the teacher to cooperate interactively, full scale control of student interactivity and active interactivity switching between students.

Has various positive effects in teaching (various teaching methods, full use of ICT, etc…)

Basic applications collaborative in interactivity in SPSPI

Acquiring general competences in text, symbols, documents, and calculations handling area, also competence in areas where these applications are used.

  1. 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.

  2. Table values insertion in a text editor can be used in interactive collaborative teaching for getting to the required result.

  3. 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)

Examples of student controlled collaborative activities:

Use of communication in collaborative teaching in SPSPI

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)

Creativity and collaboration in SPSPI

Acquiring competences not only directly for selected theme, professional competence in professional subjects, but also interpersonal competence and creativity in various problem solutions.

Various applications can be used creatively. Applications that are used not only for teaching but also for future application should be preferred. Text creation and editing (text processors), drawing (graphic programs), calculations, analysis, graphs (table processors). It also includes specific teaching applications (geometrics, design systems – CAD…)

( the attendees of the presentation were cooperatively, interactively handling a geometric task)

Collaborative creation of a mind map (brainstorming method) as fundamentals for cooperative and collaborative project creation can be interesting and challenging work.

(the attendees of the presentation were cooperatively, interactively handling branstorming in a thought map)

Collaborative and interactive public and Internet teaching sources in SPSPI

Acquiring competences not only directly for selected theme, but also for use of IT technologies, searching, selecting and sorting information.

Students can directly use any kind of public Internet sources. As many of these sources are used individually, the individual access with support of SPSPI can be applied e.g. in competition.

(the attendees of the presentation were cooperatively, interactively working in a WEB e-learning in a preview of an english language lesson)

LMS interactively in SPSPI

Acquiring competences not only directly for selected theme, but also for possibilities of self education.

Group teaching requires only one client that is used collaboratively.

Preferably, the content of the LMS should be collaboratively usable.

(the attendees of the presentation were interactively open for example own WEB LMS)

Collaborative and interactive games in SPSPI

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)


  1. 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.

  2. 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)

  3. 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)

  4. A greater effect would be achieved with a collaborative computer supported physical experiment (or experiment from other areas – biology, chemistry, …)

  5. 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.

  6. 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 ).