OnlineTeacherCollaborationinaCommunityofPractice Thefollowingproposaloutlinestheresearchbasedtheorywithinwhichwewill considerourteachercollaborationresourcedesignproject.Withaspecificfocuson collaboration,wearesituatingtheestablishmentofonlinecommunitiesofpracticewithin knowledgebuildingtheory,withinthebroaderscopeofconstructivism.Thedesignofour productwillresultinanonlineenvironmentinwhichteacherscanworkcollaboratively designingunitandlessonplansusingavarietyofinstructionaltheories.Asteacherswill bemakingcontributionstothisonlinecollaborativecommunity,theintellectualproperty ramificationsofsharingandremixingtheproductsofcollaborativeeffortsisconsidered. WealsoconsiderwhataffordancesofWeb2.0willprovemostuseful,andhowtheywill informourdesign. KeyFrameworks Thepurposeofourdesignprojectistocreateacollaborativeworkspacefor educatorstocreate,share,andworkinacommunityofpracticetoconstructunitand lessonplans.

ans.Thiscollaborativesitewillpromotecreativity,criticalthinkinganddialogue, allowingeducatorswithdifferinglevelsofexperienceandcurricularexpertisetoconnect globally.Collaborationallowsmeaningtoemergecollectivelyandisavitalskillforsurvival intodaysfastpaced,complexworld.(Vallance,TowndrowandWiz,2010) Increatingoursociallearningsystem,wewillfocusourdesigntocapturedifferent formsofparticipationinacommunityofpracticeasoutlinedbyWenger(2014): Engagementdoingthingstogether,talking,producingartifacts Imaginationconstructinganimageofourselves,ofourcommunities,and oftheworld,inordertoorientourselves,toreflectonoursituation,andto explorepossibilities Alignmentmakingsurethatourlocalactivitiesaresufficientlyalignedwith otherprocessessothattheycanbeeffectivebeyondourownengagement Thefocusofthedesignwillbetoconstructaframeworkwithinwhichteacherscan buildlessonsbasedontheconstructivistconceptionsoflearning.Accordingto constructivisttheories,knowledgeisindividuallyconstructedandsociallyconstructedby

learnersbasedontheirinterpretationsofexperiencesintheworld.Sinceknowledge cannotbetransmitted,instructionshouldconsistofexperiencesthatfacilitateknowledgeof construction.(Jonassen,1999,217)Therefore,thedesignwillincorporateaframework forcreatinglessonsbasedontheCLEmodelwithafocusonaproblem,questionor project.Educatorswillshare,cooperativelybuildormodifylessonsinthisspace developingtheskillsinvolvedindesigningprojectbasedlearninglessonswhilemolding theirown21stCenturyeducationalskills. Aspedagogyshiftstoinquirylearningpractices,ourprojectdesignisbasedon constructivisttheoriesthatincorporatetheideasthat:(Brooks,1999,910) teachersseekandvaluetheirstudentspointsofview classroomactivitieschallengestudentssuppositions teachersposeproblemsofemergingrelevance teachersbuildlessonsaroundprimaryconceptsandbigideas deepunderstandingoccurswhenthepresenceofnewinformationprompts theemergenceorenhancementofcognitivestructuresthatenableusto rethinkourpriorideas(p.9) Thecollaborativedesignprojectwillprovideaframeworkforlessonconstructionbasedon 3pillarsofProjectbasedlearning: 1. UnderstandtheProject/problem a. Introducetheproject/problem b. Findoutwhatyouknoworneedtoknow 2. Explore a. gatherinformation b. shareinformation c. generatepossiblesolutions 3. ResolvetheProblem a. determinebestfitsolution b. presenttheprojectorsolution c. debrief,assessproblem/project (19932011IllinoisMathematicsandScienceAcademy)

IntentionsandPositions Thenatureofcollaboration Ourdesignofanonlineworkspaceaimstoleveragetheaffordancesofthewebto improveteachercollaborationininstructionalplanningforproblembasedlearning. Collaborationhasalwaysbeenanaspectofateacher'sprofessionallife.Whetherformally orinformally,teacherswillworktogethertoimprovelearningforstudents.Thewebhas madeitincreasinglyeasytocollaborateinavarietyofways.Teacherscancollaborate synchronouslyorasynchronously,inproximitytooneanotherwithlaptopssidebyside,or atadistancefromoneanother.Overtimeandthroughspace,teachershavemanyoptions forworkingtogetheronline.Theaffordancesthatbestsupportcollaborationwillbe consideredlaterinthisdocument. Inaneducationalcontext,Schrage(1990)specifiesthatcollaborationistheactof constructingrelevantmeaningsthataresharedbyallpartiestoachievecongruentgoals (p.18inHarleyandBlismas,2010).Vallanceetal(2010)notethedifferencesbetween collaboration,cooperationandcoordinationintheirrecognitionofthemanagement structuresandprinciplesthatgoverntheworkingrelationshipsofeach.Howrelationships arestructuredwillcontributetowhetheraparticulareffortiscollaborative,coordinated together,orcooperative.Acollaborationshowsthehighestdegreeofenmeshedgoals, whereascooperationisoftentheindependentachievementofgoalsalongsideahelping entity.Thebestgoalsinacollaborativeprojectareusuallybeneficialtoallparticipantsand encouragegroupknowledgeconstruction,meaningfulconnectionandcommunicationand thechancetoparticipateatallstagesinthecollaborativeprocess. HarleyandBlismas(2010)identifysevenelementsofonlinecollaboration: communication,trustandrespect,equalityandpower,strategicalliances,incentiveand value,negotiation,andknowledgesharing.Thesecriteriaoverlaptoasmalldegreewith theattributesofvirtualcollaborationnotedbyBreen(2013),includingsharing,conflict resolution,reflection,andcoconstructionofknowledge(p.265).Theoverlapexistsintheir suggestionoftheimportanceofknowledgebuilding,bothinitscoconstructionandby beingshared.ScardamaliaandBereithers(1994)knowledgebuildingtheoryhighlights thecreationofknowledgebythecollective,underscoredbysocialprocesses.

Collaborationisasignificantaspectofthistheory,whetherparticipantsareawareoftheir collaborativecontributionsornot.Collaborationisanintegralpartofknowledgebuilding theory,anessentialingredientincommunitiesofpracticeandanimportantpartofthe inquirydrivenprofessionaldevelopmentprocess.Byfindingmethodstoimprove collaboration,wecanpotentiallyalsoimproveeachoftheseinstancesofitsuse.Asnoted byLemke&Lesley(2009)thereisliterallynorigorousresearch[...]availabledirectly linkingcollaborativeprofessionaldevelopmentpracticestoimprovementsinstudent achievement(p.4).Regardless,thepursuitofefficientcollaborationremainsanimportant goalformanybodiesofeducationgovernance.OntariosCapacityBuildingSeries(2010) describestheMinistryofEducationsperspective: Collaborationprovidesperspective,diversityandspaceforteacherstoconsider questionsaboutstudentlearningthatcanprovidenewinsightunavailableininquiry processesthataredoneindividually.Findingcommongroundforallteachersto engageauthenticallytogetherrequiresnegotiation.Toolssuchasdiscourse analysismayhelptobuildaunifiedfocusofstudy.(p.3) ImplicationsforIntellectualPropertyinCollaborativeEnvironments Thenatureoftechnologyandonlinecollaborationineducationisthatmanypeople areincreasinglyinvolvedinthedevelopmentandsharingofcoursematerial.Intellectual property(IP)isalegalconceptwhichreferstocreationsofthemindforwhichexclusive rightsarerecognized(Raysman,19982008).Manyindividualswhowouldbeinvolvedin sharingtheirwork,workforaneducationinstitution.InstitutionalworkfallsunderWorkfor HireDoctrine,whereworkdonewhileemployedbyaninstitutionbelongtothatinstitution. However,theCopyrightActof1976statesthatthereisateachersexemptiontothe worksmadeforhiredoctrine(Walker,2010). TheNewYorkTimes,November15th,2009articleSellinglessonsonlineraises cashandquestionsbyWinneHuhasbroughtthisIPconundrumtothespotlight.Online storessuchasWeareTeachersandTeacherspayTeachersgeneratealotofprofit, withsalesuptohalfamilliondollars.(Jones,19982014).Courtshaveruledinfavorof districts,suchasa2004rulingwherealltests,quizzes,homeworkproblems,andallother teachingmaterialswereworksmadeforhireownedbythedistrictandthattheacademic

traditionofgrantingauthorsownershipoftheirownscholarlyworkcannotbeappliedto materialsnotexplicitlyintendedforpublication(Walker,2010).Aneducatorcouldalways looktotheircollectiveagreementforanIPclause.Thiswouldfurtherclarifytheirrightsand obligations. ThewatersonlymuddymorewhenlookingintoIPrulesandregulationswithonline collaborativework.Thetermsharedintellectualpropertyisusedwhentherearemultiple peopleworkingtogetheronapieceofwork.Theonlineenvironmentinparticularposes challengesbecauselegalandpolicystandardsarebasedlargelyontraditionalmodelof brickandmortarclassroomsandfacetofaceinteractions(Alger,2002).Inthecaseof collaborativeprojects,itissuggestedthatwrittenagreementsshouldbeexecutedasearly aspossibleintheprocesstoclarifytherightsandresponsibilityforonlineeducational materials(Alger,2002). IPforeducatorsinacollaborativeenvironmentisoneaspectthatneedstobe addressed,whereworkforhireandcopyrightactscanbeafactorinthelegalityofwork produced.Educatorsandcollaboratorsneedtomakesuretheyaresharingtheirpersonal workandnottheworkbelongingtotheirinstitutionofemployment.Legalwritten agreementsexecutedearlyinthedevelopmentwillservethosewhowouldendeavorto collaborate. KeyConceptsandContexts Thedesignofourteachercollaborationresourceisdependentonusinga communityofpracticeasthesocialsystemforteacherstoorganizethetools,strategies, andresourcesforplanning,directing,assessingandreportingwithinavarietyoflearning methodologies.Asanauthenticmemberwithinthecommunityofpractice,theteacher shouldjointhecommunitywillingly,asopposedtobeingdirectedbyanadministrative figure,andshouldhaveanadequatelevelofcommitmenttothecontributionofthe community.AsdescribedbyWengerTrayner,Communitiesofpracticearegroupsof peoplewhoshareaconcernorapassionforsomethingtheydoandlearnhowtodoit betterastheyinteractregularly(WengerTrayner,2012).Theintentofourteacher

collaborationresourceistoofferaspaceforteacherstosharetheirpassionforeducating andtogrowintheirprofessionalskills,whileincreasingtheoverallhealthandwealthofthe teachingcommunity.Commitmenttoparticipatingwithinthecommunityofpracticeis essentialtotheoverallsuccessofthecommunityswork. Teacherswhoparticipateinacollaborativedesignofteacherresourceswillneedto meetrequirementsofacommunityofpracticeasdescribedbyBarabandDuffy(2000). Firstly,teacherswillneedtohavesharedgoalswithothermemberswithinthecommunity andbewillingtosharemeaningfulexperiences,resources,andpracticesthatwillbe accessiblebyallparticipants,includingnewmembers.Secondly,teacherswillneedtobe contributorsaswellaspartakerswithinthecommunitytostabilizetheinterdependenceof thecommunity.Thisinteractionwillrequireacommitmentoftimeandidea,butthevalue gainedfromparticipationwillideallyexceedtheinvestment.Finally,teacherswillneedto beinclusivewithinthecommunity,welcomingnewmemberswhosharesimilargoalsand passions.LaveandWengerrefertothisasthereproductioncyclewithnewmembers movingfromperipheralparticipanttocorememberthroughaprocessofenculturation (BarbandDuffy,1991,p.39).Aswithanyknowledgebuildingexperience,the contributionsoftheneworperipheralmemberwillberecognizedasequallyvaluableas thoseoftheoldermembers. Asdesigners,werecognizethatmanyteachercollaborationtoolsarepresently accessible,i.e.Google.docs,forums,wikis,blogs,databasesandsocialmedia.Yetwhile thesetoolsareaccessible,wealsorecognizethatinhibitorsexistthatpreventteachers fromcontinuingwiththeknowledgebuildingprocess.Someoftheseinhibitorsincludea lackofcommitmentoftime,inadequateknowledgeoftechnologyresources,difficultyin managinganonlinecollaborationspace,andtechnologicalglitches.Wenger,McDermott, andSnyderassertthatinordertocreateaprosperouscommunityofpracticethefollowing behavioursmustoccur:valuinglearning,makingtimeandresourcesavailable, encouragingparticipation,andremovingbarriers(2002,p.13).Thedesignofourteacher collaborationresourceisintendedtocultivatethesebehavioursbyimplementinga knowledgebuildingcommunitythateffectivelyencouragesparticipationasteachersfind valueintheirinteractions[andtheybecome]boundbythevaluethattheyfindinlearning together(Wengeretal,2002,p.45).Ourteachercollaborationresourceintendstobe

veryuserfriendlysothatparticipantswithbasiccomputerknowhowwillbeabletojointhe communitywitheaseandbegincontributingtoandpartakingfromtheknowledgebuilt.A userguide,ortutorialplugin,wouldbeabeneficialadditiontotheresource. Oneoftheaddedbenefitsofteachercollaborationwithinacommunityofpracticeis theaccumulatedskillsthattheteacheracquiresasaresultoftheprofessionalcollaboration experience.Throughthisexperiencetheteacherisnowreadytoconfidentlygointothe classroomandleadstudentsintoandthrougheffectivecollaborativelearningexperiences. SchlagerandFuscostatethatstudieshaveshownthatTeacherswhoplayedimportant rolesinalargereducationalcommunityweremorelikelytouseconstructivistand collaborativeinstructionalstrategiesintheirclassrooms,whileteacherswhobecameless involvedincollaborativeactivitieswithothercolleaguesweremorelikelytousedirect instructionandindividualizedlearningtasks(2006,p.206).Itisourhopethatourteacher collaborationresourcedesignwillworkasacatalystforteacherstobeginincorporating collaborativeknowledgebuildingcommunitieswithintheirownclassrooms. PlanningInterActivities Theplatformforouronlineteachercollaborationprojectisgovernedbythe rationalethatunifiedcommunicationtechnologyisstilllightyearsaway,alongwithflying carsandmovingsidewalks(Gruman,2012).Asthisprojectprogressedandthegroup met,onethingbecamequicklyapparent,thereisnomagicsitethatexistswhichwillcover alltheneedsofourundertaking.Notdaunted,norreadytogiveup,insteadthefocus becamewhatdoweneedandhowdowegetthere?Therearetwoavenuestoconsider whenexaminingtheonlinetechnology:whatfacetsdoweneedthetechnologytodoand whatcurrentlyexiststofitourneeds? Potentialfeaturesandtheiraffordances Pleasenotethatthefollowingchart,listingourwishlistoffeaturesandcapabilities, offersgeneralaffordances,butisalsocolourcodedtoreflectfiveoverarchingaffordances:

 Connection(profiles,comments,socialmedia) Sharing(cloudstorage,publishing) Communication(chat,videocalls,email,forums) Knowledgeconstruction(synchronousediting,tagging,text,drawing), and Reflection(participation,reflection,understanding,iteration). Manyintendedfeaturesfallintomorethanoneaffordance,andinthateventa decisionwasmadeastowhichaffordanceitbestfit.Generaloneswereleftinwhite. Feature Comments Definition Affordances Problems Shoulditbe anonymous?What ispurposeof feedback,whatis donewiththedata?

Asectionfor Feedbackisgiven comments/feedback

SocialMedialinking Feedsand Manycollaborators Ownership, connectionstomany willbeabletoshare intellectualproperty. socialmediasites collaborativeideas, includingTwitter, finishedproducts, Facebook, plans,etc.through Pinterest,Google+, socialmedia etc. allowscreationof profiles Security Althoughthespace isdesignedtobea collaborativespace, somesigninwould berequiredto ensurepropriety Protectionofsome documentswould berequired(ie. uneditable),as wouldcollaborative documentsinflux. Whathappensto personal information?whatis requiredforsignin?

Filesharing

Filesareaccessible Thiswouldallow tomultipleusers. userstouploadand downloadfiles enhancingthe sharingand collaboration.

Hostingfilesharing canbedifficult. Alsothereare potentiallegal ramificationsof onlinefilesharing, suchasintellectual propertyand

copyright. Onlinestorage Theabilitytosave files,programs,and documentsonlinein thecloud Nodedicated serversor computersare needed.Sitescan beupdatedandran remotely,makingit easier. searchable, taggable Allowspeopleto collaborate regardlessofglobal positioningor equipment.In addition,html5will makeplatform completely independent Lendssenseof personalizationto collaboration, createsstronger socialtiesto projects.Cantie groupstogether fromanywhere Slickdesign, workablelinks, seamless transitions Obvioussecurity issues,hiddencosts forstorage,how muchstoragewillbe required?

Database Multiplatform/ platformagnostic

Organizedrecordof knowledgebuilding Anycollaborative site/makerspace mustbecompatible withmultiple platforms,including webandmobile systems

Multiplatformswill requireadditional upkeepand potentialsoftware andcompatibility problems.

Videoconferencing Theabilitytosee andhearthe persons collaborating.

completely synchronous,often noabilitytorecord, canbedifficultto getgrouptogether

Easeofuse

Givethepotential forawiderangeof technologicalability, any site/makerspace mustbeveryeasyto useandnavigate Allowsrecordingof videofor presentationsand demonstrations

Codingissues, potential outsourcingofwork, softwareupdates, limitedtechnology

Recordingvideo

Allowsgreater collaboration through demonstration

Recordedvideo wouldrequirealot morestorage.

Synchronousediting editingwhichcanbe completedby multipleusers,in realtimeand concurrently

realtime collaboration, sharedauthorship, manydiverseideas

editingfreeforall, changesnot approvedbyall, changesneedtobe reversible,often creates disorganizedwork. convoluted bookmarks,ability todeleteothers property

Tagging/ bookmarking

Theabilitytotagor bookmarksites, articles,pictures, etcforsharingwith collaborative partners

truecollaboration, ideascanbecome visual,allows sharingofprocess aswellasproducts

TextandEquation Thesitemustallow Allowsfor capabilities forcollaboration crosscurricular withtheabilityto collaboration. writetext,equations, Allsubjects andpotentially represented. differentlanguages Drawingfeature Oneelementwhich wouldbedesirable isafeaturefor illustrations. Thiswouldaidinthe completionof worksheets,art projects,etc.

Siterequirescoding inover256ASCII

Logisticsofdrawing software/hardware. Whatadditional hardwarewouldbe required?

Blog/reflection

Asectionorareato Enhancesthe host processand blogs/reflection. learning.

Autosave

Theabilitytosave Datawillnotbelost. Somechanges, asdocumentsare especiallyedited createdorafeature ones,couldbe tosaveatset irreversible. intervals. Featuresmaynot becompatiblefor some.

Softwareincluding Presentation Unifiedsoftware(if presentation/word softwareie. availableonline) processing/data powerpoint,word management processingsoftware

Figure1.Awishlistoffeaturesnecessaryforoptimumonlineteachercollaboration.

RelevantWeb2.0opportunitiesandtheiraffordances Thislistsummarizespotentialsuitors,butnotnecessarilythefinalpicks.Someentries containlinks.Thisistodemonstratethatthegroupisalreadytestingprogramsand softwaretogaugeitsflexibilityanditsusefulnessincollaboration.Eachsite,orsoftware,is tobeexaminedandtestedforusability.Onepositivenoteaboutcollaborativesoftwareis itsgrowthnewelementsandprogramsaredevelopedconstantly.Moreover,collaborative softwareisviewedasatooltobreakdownsocialandculturalwallsandallowusersto interactandintermingleinrealtime. Ourgoalistofindorcreateaplatformwhichcontainsalloftheelementsnecessaryto affordandsupportcollaboration.Ifnosuchplatformcanbecreated,wemayneedto bestfitelementsfromindividualprogramscreatingaFrankensteinsmonsterof programs.Ifneeded,thepotentialexiststoshellthecollaborativeprogramsunderone umbrellawithlinksconnectingtoexternalprograms.Alternatively,wemayexamine buildingadashboard,withconnectablelinks. Program UBCblog
http://blogs.ubc.ca/et ec510teachercollabor ation/

Features Easytouse interface.

Benefits Veryprofessional looking.

Drawbacks CWLloginrequired foraccess. Limitedinscope andfunction.Very limitedasaword processor.No ability

Weebly Website.Hasa basictobuilda website

http://teacherscollabo interfacewhich rating.weebly.com/ allowsthemost

Easeofaccess. Veryuserfriendly, simplepulldown menus.

Noonlinestorage

Anexplanationsite, Editable. https://techteachersc followsinthegenre ollaborating.wikispac ofwikipedia Wiki Needshared access

es.com/

Anonlinedatabase, Laidoutasuser http://techerscollabor whichiscategorized wants,online ating.createaforum.c intosections storage, om/index.php searchable.

Forum

writingsoftware terrible, membership required,canbe expensive Costsmoney.Also forcedtoabideby Googlesprivacy policies

GoogleDocs/Apps (linktocome: checkingwith districtITabout sharedaccess)

Googleappsfor educationisa programwhich containsemail, calendars, presentation software,online storage.

Verypowerful programs.Many usesincluding webinars,lesson plans,calendar building.Accessible andmobile.Allows simultaneousand collaborative editing.

GoogleHangouts Meetingarea.Full http://www.google.c videoandaudio. om/+/learnmore/han Chatfunctionexists. gouts/ Groupsabletomeet Easiestwhenin andcollaborate. GoogleCircles. Splitscreen Somemaynotwant functionsmake tojoin. usageveryeffective.

Dropbox https://www.dropbox .com/s/g0tt96s7xl5y h02/Fordropbox.doc x Onlinestorage. Freehostingnets 2GBofonline storage Linkscanbemade todocumentsin dropboxwhichdo notrequire membershipto dropbox.In addition,dropbox canbeaccessed fromanycomputer withinternetaccess Therehavebeen manysecurity issuesabout dropboxandthe losinguser information

 Evernote https://evernote.com / Evernoteisa cloudbasedservice whichallowsauser tojotdownideas, clipsectionsofweb pages,recorda voicememooreven takeasnapshotand saveittoonline. Commenting software Allowsscreenshots Oneroustolearn. andclipsofweb Linksconstantly sites.Allows damaged recordednotes. Organizeslinksand notesvisually

Disqus http://disqus.com/ Requiressignupto limittrolling comments.Also offersmoderation. Eliminates anonymity.Web sitelinkshighly commentedposts, attractwrong audience?

Mindview Mindmapping http://en.wikipedia.o software rg/wiki/MindView Createword/mind maps.Greatuser brainstorming product.Creates charts,timelines. Offersembed feature. Alsousedtoedit text.Veryfirst multiuser(group) editorofitskind. Cost.Onlyoffers freetrial

Pablodraw PabloDrawisan Ansi/Asciitextand RIPscripvector graphicart editor/viewerwith multiuser capabilities. Project management

Requiresskilland artisticability.

Basecamp

Multiplatform. Manyotherappsdo Workswithallmajor similarthings.

application.

Delicious Linkgrabber. https://delicious.com /

browsers.Creates documents,builds teams,storespdfs. Manydiscussion areas. Storesand organizes bookmarksand links.Sharesthe linksand bookmarks. Mostbrowsersdo similarthings,they justlack connectivity.

Figure2.Alistofthefeatures,benefitsanddrawbacksofcollaborativetechnologiesbeing considered. AdditionalConsiderations Mobility. Giventhecontextoftodaysfastpaced,informationhighwaydrivenworld,itis imperativethatthedesignchoicesthataremademustbemobilefriendly.Teacherprep time,whichatonetimeinvolvedaquietclassorworkroom,isnowdoneonthefly,anytime andanywhere.Thankfully,technologyhasnotonlyenabledthisshift,butembraceditas well.Manysitesandprogramsoffermobileviewsorversions.Therefore,oneofthe elementstheonlineteachercollaborationinacommunityofpracticemusthaveismobility. Interactivityanditerativedesign. Whetherourgroupusesacollectionofcollaborativeprogramsandsoftwareoris abletobuildasingleculminatingprogram,itwillbevitaltotestitsfeatures.Inordertodo so,achallengecouldbelaidout.Createalessonplan,whichincludessimpleequations, text,adrawingandshareit.Iftheprogramwillallow,itwouldalsobebeneficialtohavethe practicelessonplanbecreatedcollaboratively.Changesthatneedtobemadewill improvethedesignofourfinalproduct. References Alger,J.R.,(2002,April17).Legalissuesinonlineeducation.Retrievedfrom https://net.educause.edu/ir/library/pdf/NTW0204.pdf

Barab,S.,&Duffy,T.(2000).Frompracticefieldstocommunitiesofpractice.InD. JonassenandS.Land(Eds.),Theoreticalfoundationsoflearningenvironments. Mahweh,NJ:LawrenceErlbaum. Breen,H.(2013).Virtualcollaborationintheonlineeducationalsetting:Aconceptanalysis. NursingForum,48(4),262270.doi:10.1111/nuf.12034 Brooks,J.G.&Brooks,M.G.(1999).InSearchofUnderstanding:TheCasefor ConstructivistClassrooms.Alexandria,VA:ASCD. Fisher,M.,andBaird,D.E.,MakingmLearningwork:utilizingmobiletechnologyforactive exploration,collaboration,assessment,andreflectioninhigherlearning.Journal ofEducationalTechnologySystems,35(1),330. Gerdes,D.(2012,August28).IMSAsPBLTeachingandLearningTemplate.Retrieved fromhttp://pbln.imsa.edu/model/template/ Gruman,G.(2012).Thefallacyofcollaborationtechnology.Retrievedfrom: http://www.infoworld.com/d/consumerizationofit/thefallacyofcollaborationtechno logy194531?page=0,1. Harley,J.,&Blismas,N.(2010).Ananatomyofcollaborationwithintheonline environment.(pp.1534).Berlin,Heidelberg:SpringerBerlinHeidelberg. Doi:10.1007/9783642122576_2 Hu,Winnie.(2009,November14).Sellinglessonsonlineraisescashandquestions. Retrievedfromhttp://www.nytimes.com/2009/11/15/education/15plans.html?_r=0. Jonassen,D.(1999).Designingconstructivistlearningenvironments.InC.Reigeluth(Ed.), Instructionaldesigntheoriesandmodels:VolumeII.Mahwah,NJ:Lawrence Erlbaum. Jones,B.(n.d.)Stakeyourclaim:Whatsatstakeintheownershipoflessonplans?.The SchoolofWriting,RhetoricandTechnicalCommunication.Retrievedfrom http://www.ncte.org/cccc/committees/ip/ipreports/lessonplans. Lave,J.,&Wenger,E.(1991).Situatedlearning:legitimateperipheralparticipation. Cambridge[England:CambridgeUniversityPress. Lemke,C.,&Lesley,B.(2009).Advance21stcenturyinnovationinschoolsthroughsmart, informedstatepolicy.Retrievedfrom http://www.cisco.com/web/about/citizenship/socioeconomic/docs/Metiri_Teacher_ Collaboration_Research.pdf Muukkonen,H.,Hakkarainen,K.,&Lakkala,M.(1999).Collaborativetechnologyfor facilitatingprogressiveinquiry:futurelearningenvironmenttools.International SocietyoftheLearningSciences,51. Raysman,R.,Pisacreta,E.A.,Adler,K.A.,&OstrowS.H.,(2011).Intellectualproperty licensingformsandanalysis.LawJournalPress. Schlager,M.S.,&Fusco,J.(2003).TeacherProfessionalDevelopment,Technology,And CommunitiesOfPractice:AreWePuttingTheCartBeforeTheHorse?.The

InformationSociety,19(3),203220. Vallance,M.,Towndrow,P.A.,&Wiz,C.(2010).Conditionsforsuccessfulonline documentcollaboration.Boston:Springer.doi:10.1007/s1152800903596 Walker,T.(n.d.)Whoownsyourwork?Probablynotyou.Retrievedfrom http://www.nea.org/home/37583.htm. WengerTrayner,E.(2012)CommunitiesofPractice:ABriefintroduction.Retrievedfrom http://wengertrayner.com/theory/ Wenger,E.(n.d.).CommunitiesofPractice:LearningasaSocialSystem.Retrievedfrom http://www.coil.com/coil/knowledgegarden/cop/lss.shtml Wenger,E.,McDermott,R.A.,&Snyder,W.(2002).Cultivatingcommunitiesofpractice: aguidetomanagingknowledge.Boston,Mass.:HarvardBusinessSchoolPress.