3. COMMUNICATING WITH ICT
This capability includes resources that help teachers and students to:
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collaborate, share and exchange
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understand computer mediated communications.
COLLABORATE, SHARE AND EXCHANGE
Description A collaborative idea-capturing website and app
Cost + licensing Free, requires registration through Google. Also available in fuller-featured paid versions
Explanation Coggle provides a platform for students to capture ideas, syncing in real time across devices and saving automatically. Images and text outside the diagram can be added easily and concept- or mind-maps can be customised by the user to any configuration. Users invite others to contribute, chatting to them in real time via the messages window.
Assessment Coggle provides examples of mind-maps and an introductory video are provided to get users started. This app would be useful for a collaborative project that continues outside of a single class, where students are required to work on it at home. Mind mapping apps have been shown to increase the robustness of an idea or inquiry, securing student’s private information (Mammen & Mammen, 2018). The ability to learn from peers and discuss project problems via the chat function promotes collaboration (Laurillard, 2009).
UNDERSTAND COMPUTER MEDIATED COMMUNICATIONS
Description A question and answer forum
Platform Web, as an app on iOS and Android, or as a plugin within an LMS
Target cohort Aimed at tertiary students
Explanation Piazza is a discussion forum and wiki, like Twitter. Students can ask and answer questions, anonymously if required, and teachers can moderate the forum and endorse answers. Updates occur in real time, and students can configure notifications. Teachers can use customised polls to gather feedback or opinions, and it integrates with major LMSs.
Assessment Discussion forums increase academic success, student interaction and collaboration with peers. Forum use is aligned with constructionism, knowledge building, and reflection (Xia, Fielder, & Siragusa, 2013). Teachers must actively moderate and participate in forums for students to derive maximum benefit, including modelling appropriate online behaviour and guidelines for quality discussion and reflection (Salter & Conneely, 2015). A clear objective or discussion topic supported by a rubric, and provision of technical support will increase student engagement. As a forum, it assists teachers in collecting interaction data, especially about how the group is creating the knowledge. In the case of collaborative activities (Chai, Lim, So , & Cheah, 2011).