1	Lowering the Technology Barrier: Assigning Collaborative Web Projects Scott E. Siddall Denison University
2	Inspiration No one has enough time “What will happen when everyone has a web server?” Focus is on pedagogy far more than technology We learn from differences
3	Initial Pedagogical Goals Expose student to other ideas, audiences Increase students’ time on task and engagement Improve writing through peer-reviews Reduce time spent lecturing
4	How? Promote active creation versus passive learning Develop student ownership and heightened significance of work Emphasize the social aspects of learning – collaboration …and reduce time invested in technology
5	Collaborative web projects What are collaborative web projects? Designed, created and owned by students A major activity of the course Both process and product – emphasis is on process Interdisciplinary, complex topics are engaging Publicly presented and open for feedback
6	Collaborative web projects Technical preparations – templates, instructions, storage Discuss and encourage collaboration early Select topic or theme Establish specialized teams – both content and technical Storyboard the publication and design Content development; individual journals Discussion, linking, peer review, filling gaps – takes time! Publish and announce to solicit feedback
7	Collaborative web projects What they aren’t Web posting of individual papers A group paper Pages in a LMS such as Blackboard
8	Early Examples Tragedy of the Coastal Commons 1995-96 The Family Farm 1996-97 * Large Dams in the Western US 1997-98
9	I expected students…. to be challenged by information resources, and to select materials critically to learn socially sometimes, independently others, through diverse means to publish for audiences other than the instructor to learn how to communicate well with electronic tools to learn how to collaborate, avoid the pitfalls of moral over critical thinking to provide disciplinary context from the instructor to learn holistically - about relationships as well as information
10	More Examples Can the Earth Afford to Feed You? 1998-99 Denison’s Solid Waste Management Plan 1999-2000 Environmental Assessment 2000-2001 US Shellfisheries: Another Tragedy of the Commons 2001-2002
11	Pedagogical implications Students engaged deeply with complex topics Learning improved (self-assessed) Writing improved greatly Peer reviews Writing to argue, inform, not for grade My efforts changed – facilitator, not authority (less time!) Course evaluations were excellent Demystified web authoring; students took pride in work
12	Challenges of course webs Making sure that content is top priority Changes in authority structure of class Overcoming students’ reliance on linear text Maintaining an online publication over time Developing referencing strategies Grading collaborative group projects – students are wary
13	When NOT to use course webs This specific method may be harder with large classes More effort may be involved if complete subject coverage is a priority Others?
14	Hawthorn effect? Factory workers quality of work improved when their setting was changed for purposes of assessment Is something similar happening here? Will the effects last?
15	Examples from others’ work North by South 1998 North by South 1999 The Farm School Project Blood, Gender and Power
16	Practical suggestions Make sure students know in advance what they’re getting into Prepare to relinquish control Work on patterns of collaboration early in course Collaboration takes time – allow for it Prepare web page templates; have students trained in their use Divide labor according to student interests Require journals of individual work Alternative technologies: weblogs and “wiki” may replace basic web editing for content collaboration and presentation
17	This presentation and guides http://siddall.info/talks/educause2002/ siddall@denison.edu And at the EDUCAUSE Effective Practices and Solutions database
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