Online Collaborative Projects

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  • 1.University Of Moulay Ismail School Of Arts And Humanities Department Of English Meknes


  • Master Program
  • Communication In Contexts
  • Computer Skills For Research
  • Dr L.Belfakir


  • Online Collaborative ProjectsNew Skills For A New Century
  • December 23 rd ,2009.

4. 5. 6. 7. 8. Obstacles

  • The biggest obstacle to school change is our memories .
  • Dr. Allen Glenn

9. Views to consider

  • Creating schools for the 21st Century requires less time looking in the rearview mirror and more vision anticipating the road ahead.
  • Teaching has been an activity undertaken behind closed doors between moderately consenting participants.
  • Technology enables students, teachers, and administrators to reach out beyond the school building.
  • Innovative classrooms are not defined by fixed places but by their spirit of curiosity and collaboration among students, teachers, and others in a true learning community.
  • source: Edutopia.


  • We must be the change
  • we want to see in the world.
  • Mahatma Gandhi

11. Collaborative Learning (CL) 12. C.L is NOT New CARL ROGERS 1902 - 1987 JOHN DEWEY 1859-1952 BENJAMIN BLOOM1913-1999 SOCRATES 470-399 B.C.JEROME BRUNER 1915-CURRENT LEVVYGOTSKY1896-1934 JEAN PIAGET 1896-1980 SEYMOUR PAPERT 13. What are collaborative projects

  • Collaborative projects involve two or more groups of people who work together to contribute toa research idea or topic.
  • projects use a range of ICT including web pages, forums, email, video conferencing, wikis and blogs and other photo softwares like flicker and animoto
  • usually involve exchanges of student work via the internet, collaborative exhibitions, physical transfer of work between students ( Teddy Bears project)

14. Collaborative projects can be considered thenas

  • a method of teaching and learning in
  • Which students acquire new knowledge
  • and skills in the course of designing,
  • planning, and Producinga product .

15. Other definitions

  • According to the definitions found in PBL handbooks for teachers,collaborative projects are complex tasks, based on challenging questions or problems, that involve students in problem-solving,decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations.
  • (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson,1999 ).

16. Why do collaborative learning projects ?

  • Collabortive learning is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.

17. Benefits of collaborative Projects

    • Share ideas and take responsibility for learning
    • Connects school learning to real world
    • Gain and share understanding of othercultures
    • Actively contribute to work on issues of global relevance and concern
    • Allows in-depth coverage of a topic
    • Use ICT in exciting and challenging ways
    • Learn in a stimulating and interesting classroom environment
    • Interdisciplinary teaching

18. Research that supports projects

  • -Constructivism
  • - Multiple Intelligences(Howard Gardner 1995)
  • - Inquiry based learning
  • - Discovery learning
  • Problem based learning
  • Project Based learning
  • - Cooperative learning
  • - Process writing
  • - Standard based approach.

19. Another Way to Look at What is C.L

  • ContentActivities
  • ConditionsResults

20. Content:

  • Compelling ideas
  • Problems presented in their full complexity
  • Students finding interdisciplinary connections between ideas
  • Students struggling with ambiguity, complexity, and unpredictability
  • Real-world questions that students care about

21. Conditions:

  • Support student autonomy
  • Students exhibit task- and time-management behaviors
  • Students direct their own work & learning
  • Students simulate the professional work

22. Activities:

  • Investigative and engaging
  • Students multi-faceted investigations over long periods of time
  • Students encountering obstacles, seeking resources, and solving problems
  • Students making their own connections among ideas and acquiring new skills
  • Students using authentic tools
  • Students getting feedback from expert sources and realistic assessment

23. Results

  • Real-world outcomes
  • Students generating complex intellectual products to demonstrate learning
  • Students participate in assessment
  • Students exhibiting growth in real-world competence

24. Traditional Instruction Emphasizes Project Based Learning Emphasizes

  • Focus of curriculum
  • Depth of understanding
  • Comprehension of concepts and principles
  • Development
  • Focus of curriculum
  • Content coverage
  • Knowledge of facts
  • Learning "building-block" skills in isolation
  • of complex problem-solving skills

25. Traditional Instruction Emphasizes Project Based Learning Emphasizes

  • Scope and sequence
  • Follows student interest
  • Large units composed of complex problems or issues
  • Broad, interdisciplinary focus
  • Scope and sequence
  • Follows fixed curriculum
  • Proceeds block by block, unit by unit
  • Narrow, discipline-based focus


  • Teaching role
  • Follows student interest
  • Large units composed of complex problems or issues
  • Broad, interdisciplinary focus
  • Teaching role
  • Follows fixed curriculum
  • Proceeds block by block, unit by unit
  • Narrow, discipline-based focus

Traditional InstructionEmphasizes Project Based Learning Emphasizes 27.

  • Focus of assessment
  • Process and products
  • Tangible accomplishments
  • Criterion performances and gains over time
  • Demonstration of understanding
  • Focus of assessment
  • Products
  • Test scores
  • Comparisons with others
  • Reproduction of information

Traditional InstructionEmphasizes Project Based Learning Emphasizes 28.

  • Materials of instruction
  • Direct or original sources: printed materials, interviews, documents, and others
  • Data and materials developed by students

Traditional Instruction Emphasizes Project Based Learning Emphasizes

  • Materials of instruction
  • Texts, lectures and presentations
  • Teacher-developedexercisesheets and activities


  • Use of technology
  • Central, integral
  • Directed by students
  • Useful for enhancing student presentations or amplifying student capabilities

Traditional Instruction Emphasizes Project Based Learning Emphasizes

  • Use of technology
  • Ancillary, peripheral
  • Administered by teachers
  • Useful for enhancing teachers' presentations


  • Classroom context
  • Students working alone
  • Students competing with one another
  • Students receiving information from an instructor
  • Classroom context
  • Students working in groups
  • Students collaborating with one another
  • Students constructing, contributing, and synthesizing information

Traditional Instruction Emphasizes Project Based Learning Emphasizes 31.

  • Student role
  • Carry out instructions
  • Memorizer and repeater of facts
  • Students receive and complete brief tasks
  • Listen, behave, speak only when spoken to
  • Student role
  • Carry out self- directed learning activities
  • Discoverer, integrator, and presenter of ideas
  • Students define their own tasks and work independently for large blocks of time
  • Communicate, show a