Promoting Social Interactive, Collaborative Literacy Learning With Web 2.0 Technology

          This week's resources focused on promoting social interactive and collaborative learning through Web 2.0 technologies. First, it is important to the similarities and differences between cooperative and collaborative learning. Cooperative and collaborative learning both favor small-group, active student participation. In addition, each strategy supports discvoery-based learning and requires a specific task to be completed. Groups roles are assigned and students are expected to work collaboratively to complete the task at-hand. However, there are also differences between cooperative and collaborative learning. In cooperative learning, the instructor is the center of authority and group tasks are more closed-ended, with a specific answer. Collaborative learning places the power in the hands of the students with more complex, open-ended tasks.
          Johnson, Johnson, and Holubec have identified five elements necessary for cooperative learning. These elements include positive interdependence, individual accountability, face promotive interaction, interpersonal and small-group skills, and group processing. When working cooperatively, students must understand that each group member's participation is essential to the completion of the task and that each member must "pull their weight." It is also important for students to understand the significance of working together - explaining, discussing, and helping each other when necessary. Providing students with sufficient opportunities to work collaboratively will promote these skills and improve student's abilities to communicate effectively in small-groups to complete a specific task.
          Aside from collaborative and cooperative learning, the resources this week also discussed Constructivism and Inquiry-Based Learning. Constructivism is based upon the idea that individuals build knowledge through experiences. Constructivists believe that individuals should be active paticipants in the learning process and students should utilize critical thinking skills in order to solve problems. Constructivism is the theory behind the WebQuest model, which supports Inquiry-Based Learning and scaffolding learning. WebQuests are designed to scaffold students' learning and promote higher-order thinking skills. WebQuests guide and structure the learning environment, engage students in problem-solving, develop critical thinking skills, and enhance collaboration and communication among students.