Collaborative Writing - When and Why
Unit One: Collaborative writing - When and Why
Unit Objective and prerequisites:
- understand the purpose and reason for collaborative writing by engaging in class discussions.
(Enabling Prerequisites): familiarity with online discussion forums, desire to incorporate
collaboration in writing instruction
(Supportive Prerequisites): prior experience with writing instruction
We can all recall former teachers, or our mothers, imparting the age-old maxim "two heads are better than one." Yet in our classrooms, we often fall short of utilizing this basic pedagogical theory, especially when it comes to writing. A prevalent belief seems to exist that in order to assess student's written work, it must have been constructed in isolation and if collaboration opportunities are given, they are afforded late in the writing process. However as James Surowiecki argues in The Wisdom of Crowds (2004), individual experts working to solve complex problems are consistently outperformed by groups, draw conclusions contradictory to those held by other experts in the same field, and overestimate the reliability of their own conclusions.
In each unit, the pencil symbol indicates a task that is necessary for participants to complete.
Before we can discuss collaborative writing in online environments, we must first define and determine the need for collaborative writing opportunities. Read the sections "What is Collaborative Writing?" and "Why is Collaboration Important?" from Miller et. al. (2010)[1] Consider the implications of Miller's (2010) assertion that "collaborative writing could, at least in ways that can be tested empirically, produce better work and teach people quantitatively more than in situations where the same individuals write alone." In the class discussion forum, respond to the following prompts and your classmates' posts.
1. Why is collaborative writing beneficial for students?
2. How does collaborative writing impact the writing process and outcomes?
3. What hesitations may impede teachers from incorporating collaboration into their writing
instruction?
In each unit, the pencil symbol indicates a task that is necessary for participants to complete.
By incorporating collaborative opportunities in our writing instruction, we present students with authentic opportunities to examine, develop, and produce their knowledge through writing. Consider why collaborative writing opportunities are essential by reading the Salomon et. al. (2003) article Computers and Writing File:Computers and writing.pdf. Focus specifically on the section The design of whole new learning environments and Salomon's distinction between effects "with" and effects "of" writing with technology. In the class discussion forum reflect on your thoughts pertaining to the essential questions:
1. What positive effects does technology potentially provide in a collaborative environment?
2. As teachers, what potential instructional challenges do you foresee when considering
integrating technology into collaborative writing?
As an extension to collaborative writing in the classroom and practical application, view the video by Harvard University professor and Wired magazine contributor, Jeff Howe, on the role of crowdsourcing as an evolution of modern business[2]. Share your thoughts, reactions and insights with your classmates in the discussion forum focusing on the essential questions:
1. How does crowdsourcing reflect the skills developed through collaboration?
Having determined the necessity for incorporating collaborative opportunities into writing instruction, we now need to determine when these opportunities are most appropriate. As Saloman et. al. (2003) indicate "the improvement in planning and in subsequent quality of collaborative writing suggests that it depends not only on the computerized tool as stand-alone." Indeed, it is in combining a rich collaborative opportunity with a genuine, real-world writing opportunity when the most benefit is produced for the learner. In essence, the "when" of collaborative writing has a more profound impact than the collaborative writing opportunity itself.
In each unit, the pencil symbol indicates a task that is necessary for participants to complete.
To begin determining when collaborative writing opportunities are possible, read Alan November's (2009) article Students as Contributors File:Students-as-contributors.pdf Based on November's six "jobs," discuss with your classmates how you might incorporate one of these roles into collaborative writing instruction.
Unit Resources:
Howe, J. (Producer). (2010). Crowdsourcing. [Web]. Retrieved from http://www.youtube.com/watch?v=F0-UtNg3ots
Miller, J. Harris, S. Bollier, D. & Hill, B. (2010) Collaborative Literary Creation and Control. Retrieved from: http://mako.cc/projects/collablit/writing/BenjMakoHill-CollabLit_and_Control/book1.html
November, A. (2009). Students as contributors. November Learning, Retrieved from http://novemberlearning.com/resources/archive-of-articles/digital-learning-farm/
Salomon, G., Kosminsky, E, & Asaf, M. (2003). Computers and Writing. In T. Nunes & Bryant, P.(Eds.) (2003). Handbook of children's literacy. (pp. 409-442). London: Kluwer.
Additional Resources of note:
Jacobs, H.H. (Ed.). (2010). Curriculum 21. Alexandria, VA: ASCD.
Unit Two - Examining Online EnvironmentsCollaborative_Writing_-_Examining_Online_Environments
Unit HomeCollaborative_Writing_Utilizing_Online_Environments