Web 2.0: Collaboration or Collusion?
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With Web 2.0's prevalence today, has the line between collaboration and collusion been blurred? Do we have to rethink how, as educators, we present our assignments? This presentation brings up some scenarios that address examples of these gray areas.
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![Thank you very much for your time and attention! If you would like a copy of this presentation or continue this discussion online, please contact Brett J. Mill á n bmillan@southtexascollege.edu or Rebecca O. Mill á n [email_address]](https://image.slidesharecdn.com/collaborationcollusionnisod-090525140418-phpapp02/85/Web-2-0-Collaboration-or-Collusion-16-320.jpg)
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- 1. Web 2.0: Collaboration or Collusion? NISOD May 25th, 2009 Brett J. Millán, Ed.D and Rebecca O. Mill án, Ed.D South Texas College
- 2. What is Web 2.0? Image Courtesy of O’Reilly Media
- 3. What is collaboration? the act or process of working one with another to accomplish a task to work jointly with others or together, especially in an intellectual endeavor
- 4. What is collusion? an agreement, usually secretive, which occurs between two or more persons to deceive, mislead, or defraud others of legal rights, or to obtain an objective forbidden by law typically involving fraud or gaining an unfair advantage
- 7. Scenario #1: GoogleDocs Ernesto and Bob are enrolled in the same course and have a major project to complete at the end of the semester. Ernesto and Bob began discussing the project. From the conversation, Bob realized he might be completing the project incorrectly and asked Ernesto to share his project through GoogleDocs (as a viewer) so that he (Bob) could have an idea of what could be completed. After looking at Ernesto’s project, Bob completes his own project by using some of Ernesto’s work and then adding his own ideas in the conclusion.
- 8. Scenario #2: GoogleDocs Kim and Marcia decide that revising and editing their English papers at the college’s tutoring center is difficult as required by the teacher. The teacher has encouraged students to have someone glance at the papers to ensure errors are caught before the final draft. Kim shares her paper with Marcia and Marcia does the same with Kim. Each student points out mistakes on the other’s essay and makes comments for improvement. The teacher asks for a Revision History in GoogleDocs to see who did what and finds that Kim made more suggestions and corrections than Marcia, and that both students took some of the suggestions the other made but not all.
- 9. Scenario #3: Notemesh Students in a biology class have difficulty understanding the professor’s speech pattern. The students feel that something must be done so they can have a full set of notes because the professor uses lectures as the basis of the exams. The students decide to use Notemesh in order to piece together their notes to fill in the gaps of information. These notes are shared with everyone in the course, including those who rarely attend class.
- 10. Scenario #4: Notemesh Students in a history class begin compiling their notes for an exam. The professor has two different history classes but has been rumored to use similar exams for both classes. Karen, who is in the class that takes the exam first decided to help a friend, Rex, who is enrolled in the second class but she did not know how to contact him. However, she knew that Rex would be using Notemesh to study and she goes into the document to highlight the sections that pertained to questions on her version of the test.
- 11. Scenario #5: Livemocha Maria is in a French class and is trying to improve her grammar. She becomes a user of Livemocha to upload her homework and other users provide grammatical corrections for what she has posted. Afterwards, she turns in the homework just as it was corrected by the Livemocha users.
- 12. Scenario #6: Livemocha Gladys is in a French class and enjoys chatting on the computer. She runs across Livemocha.com and sees that she can chat and practice French at the same time. During the chat, she discusses what she is learning in French class and the native French speakers help her practice and expand her French vocabulary.
- 13. The NetGen Factor Millennials at work (and at school?)… Work well with friends and on teams Collaborative, resourceful, innovative thinkers Love a challenge Want to produce something worthwhile Impatient Comfortable with speed and change Thrive on flexibility and space to explore Partner well with mentors Value guidance http://www.deloitte.com/dtt/cda/doc/content/us_consulting_millennialfactsheet_080606.pdf
- 14. Definitional Considerations Instructor expectations Assignment and Learning requirements Future use of acquired knowledge Social Relationship with Collaborator(s) “ Collaborator’s” Level of Expertise
- 15. Other Useful Web 2.0 Sites for Instruction 280Slides.com Flickr.com Flowchart.com Wiggio.com Zoho.com Gliffy.com Notemesh.com Scribblar.com
- 16. Thank you very much for your time and attention! If you would like a copy of this presentation or continue this discussion online, please contact Brett J. Mill á n bmillan@southtexascollege.edu or Rebecca O. Mill á n [email_address]