TECGW Resources for Faculty
Collaborative technologies change too quickly and features vary too greatly to recommend any one particular application that would meet all collaborative group work needs. As part of the award, Engage focused on helping instructors select technologies that meet the specific needs of their assignments, as well as understand the issues surrounding the use of third-party applications in their classes.
“If we only taught students to work alone, we would be doing a disservice to them by not preparing them for the manner in which they will be asked to contribute the knowledge they bring to their jobs.”
Karen Holden - Professor, La Follette School of Public Affairs
Guidelines for Use of Non-UW-Madison Applications and Services for Instruction
When instructors find that tools provided and supported by UW-Madison do not meet their instructional needs, they may consider using non-UW-Madison applications and services. While campus-provided applications and services meet UW-Madison guidelines for privacy, intellectual property, security, and records retention, providers of non-UW-Madison applications and services may not. This document provides guidance to those instructors considering the use of non-UWMadison applications and services as well as to those who are already using them.
Collaborative Conundrum: What We Know About Group Work and Technology But Often Forget. (2010) Timmo Dugdale, Lindsey Schmidt, and Doug Worsham.
In today’s Web 2.0 world, students and instructors have access to a broad range of collaborative technologies for group projects, but successful group work is not just about the technology. In this session, the presenters used research data and personal experience collected from a yearlong program at the University of Wisconsin-Madison to highlight the principles of successful group work.
From Wikipedia to the Classroom: Exploring Online Publication and Learning. (2006) Andrea Forte, Amy Bruckman.
Wikipedia represents an intriguing new publishing paradigm – can it be used to engage students in authentic collaborative writing activities? How can wiki publishing tools and curricula be designed to support learning among student authors? A series of studies investigates links between wiki publishing experiences and writing-to-learn. The results of an initial study in an undergraduate course indicate that perceived audience plays an important role in helping students monitor the quality of writing. Students’ perception of audience on the Internet, however, is not as straightforward.
Supporting Knowledge Creation: Using Wikis for Group Collaboration. (2008) Kate Watson, Chelsea Harper.
Groups requiring a collaborative medium, particularly over physical distances, have been among the first to take advantage of wiki functionality. As collaborative group work often involves a limited, defined number of participants, wikis provide a relatively safe and effective virtual forum for interaction and web authoring (Desilets, Paquet & Vinson, 2005). They also provide an asynchronous platform for virtual communities of practice. With the capacity to archive different versions of a page, wikis can act as repositories, thereby enabling effective knowledge management. This research bulletin examines the wiki philosophy and how it fits within the Web 2.0 context.