Constructivist Learning Theory emphasises the value of Group Work in the Classroom. As Vygotsky has highlighted, learning is first social before it becomes internalised. In other words the more opportunities students have to discuss and work through any content, the greater the opportunity to internalise that content. And yet many students have a hatred of group work. Learning to work with other people is not easy. Those with a healthy work ethic often do not know how to handle interactions with those who have less of a motivation to finish a task. Those who are used to achieving high marks for their individual assignments often feel resentful towards those who who turn in work they consider drags them down. Should they just take over and do all the work themselves, or do they accept peer contributions which they consider sub-standard? Others in the group may be resentful of those who try to take over, or who come across as bossy or exacting. And yet, more than ever, learning to work together and think interdependently is considered a crucial and employable skill.
Are there any digital applications which can help quieten the choppy Group Work waters? Here are five suggestions.
1. Google Docs
Google Docs provide unparalleled functionality for facilitating collaborative text authoring. A document can be shared with all members of the group, and the teacher, and then all who have been given editing rights can simultaneously work on the document. All changes are saved automatically. There is an online chat facility, and authors can leave comments and suggest edits. One of the greatest limitations on collaboration has always been the difficulties around sharing a document and writing one up. One member of the group often had to volunteer to do the “write up”. Google docs allows for this workload to be shared.
Teachers can carefully scaffold tasks within a Google doc and then share the document with a group so that the steps to be taken are highlighted, and strategies which might be deployed to afford collaborative thinking are suggested. In the graphic, the teacher is suggesting that de Bono Thinking Hats might help the group explore explore the topic though parallel thinking. Teachers can comment at any stage during the authoring process much as teachers circulating in a classroom can eavesdrop and intervene where necessary to get a group back on track. This allows teachers to continue scaffolding learning in class, and outside class while students are authoring their write up.
These affordances for collaborative authoring and scaffolding make Google docs one of the most valuable educational tools to emerge in recent years. Students are able to use Google docs both while in group discussion, and for after-school homework.
Bubbl.us is a web-based tool, with limited free and paid options. It allows users to set up a mind-map board which groups discussing a topic can use to create mind maps and save these as a jpeg, png or even html, which can be downloaded and shared. Upgrading to paid versions allows users to share a mind-map which can then be used for follow-up tasks.
One of the limitations of any paper based mind-map is how to share it, if the ideas are needed for follow-up action. To my mind, mind mapping tools offer the key affordance of guiding discussion around how ideas fit together. It forces students to address issues such as where does this idea fit? This helps sharpen an argument.
Bubbl.us allows grid, tree and bubble layouts. You can insert files only with an upgraded paid version, but the free version does allow links, so students can use the mind map to record useful links.
Some way of recording a discussion in a form which can later be shared is invaluable, but mind maps are especially valuable because they force students to simultaneously organise their thoughts.
Padlet is a web-based tool which has free and paid options. The free version allows up to four walls. On a wall you can add files, voice and video recordings, links searched from within Google, text and doodles. You can share the wall with other users, each with authoring rights, or share a link, or wall saved as pdf or image.
The chief affordance to my mind is the facility for co-authors to add voice or video messages to the wall. This provides a superb tool for a group to collect resources and leave commentary both while planning a project, and when leaving a report back, with group members recording commentary on different aspects of a topic.
A teacher can set up a topic and invite students to co-author a document, thus setting up a group, and providing impetus sources if required, or groups can set up their own walls and share with each other informally, or with the teacher, formally. Walls have different themes and templates which can be applied. A wall can be deleted when it is no longer needed.
Kahoot! is a tool which allows students to create quizzes or games or discussion boards which they can then share with the rest of the class. This is a great end product which encourages a group to research a topic, master the content and share with the class in the form of a quiz. Students find Kahoots engaging to create and to consume. This provides one means a teacher can use to ensure that the end product is itself engaging and encourages the group to take care in its creation.
Thinking of suitable questions to ask the rest of the class is a great way to get students to dig down deeper into a topic than they might otherwise have done so. The competitive nature of the quizzes also seems to encourage students to put in greater effort.
Lino is a sticky note web-based application which allows multiple users to post sticky notes on a topic. Users can post files, links to videos or images on an electronic cork-board. This allows for group-based brainstorming. It is a very versatile tool in that it can be used by a group or whole class and used for multiple purposes from group discussion through to presentation and feedback or reflection.
I like to use it as a reflection tool for students to post final comments on a topic after group-based feedback presentations have been made. It is quick and visual and allows for a rapid round-up of reflections or comments and makes for a good way to sign off on a topic.
For a teacher it is a good way to spot any comments which reveal need for further action. Maybe some aspect of the topic needs to be picked up on at a later stage, or could do with further exploration.
This list of tools is by no means exhaustive. There may be better examples of applications with improved functionality. All of these tools, however, represent different ways in which collaborative group-based work can be usefully supported and enhanced. Please use the comments to suggest other tools, or share how you are using these tools.