Unit 6.

3 -Create collaborative
activities and tasks forweb-
based learning

interaction with trainers and/or

other students(web-based
.((learning
Activities and Tasks

Activity 1 – Self-Paced Learning (learning from resources(

Activity 2 – Self Assessment

Activity 3 - Learners are invited to post a message in the forum

in reply to the following question:

what is/are the types of collaborative activities and tasks

that you find most appropriate for your teaching context
and why?
teaching strategies •Type of learning:
•Tutorial memorisation of information,
•Lesson understanding of relationships,
•Drill and Practice e Skill application of simple skills,
Training application of general skills;
•Modelling The choice of a •Control of learning: focus on
•Discussion method over trainer/focus on learner;
•Case based reasoning another and its use •Focus of learning: field of
•Simulation online depend on knowledge, subject, problem,
•Role-play various factors interdisciplinarity;
•Webquest •Individual or group type:
•Problem solving individual, in pairs, in small
•Project based learning groups (3-6 people, in group,
•Cooperative learning more than 7 people);
•Interactions for learning:
human (student-trainer;
student-student; other) or non
human (student-tools; student-
information; student-
environment; other);
•Learning support: cognitive
or emotional.
In order to implement the teaching strategies on the web, in particular
for those requiring more or less broad forms of collaboration between
students, the most common online communications tools, such as chat,
web forum or wiki, are often sufficient.

in order to refer to a collaborative learning experience, the technical

tools are not enough. Training objectives clearly defined as well as a
complex system of organisers together with accompanying and support
devices are necessary.
 teaching strategies:

• Cooperative/collaborative learning (CL)

• Problem-based learning (PBL

• Project-based learning (PjBL)

• Case-based reasoning (CBR)

• WebQuest
 Cooperative/collaborative learning (CL)

broad definition of Collaborative learning is suggested by Anthony Kaye (1992)

that he defines as “An individual’s acquisition of knowledge, skills or attitudes
resulting from group interaction, or, more specifically, individual learning
resulting from group process ”.

There are multiple teaching models, but with common basic elements:

• A different role for the teacher/tutor (which is not focused so much on the
educational process)
• Greater attention paid to practice (and continuous transfer from theory to
concrete activities)
• Work organisation based on the importance of working within a group.
Problem-based learning (PBL)

Problem-based learning (PBL) is a student-centered instructional

strategy in which students collaboratively solve problems and reflect on
their experiences. Characteristics of PBL are:

• Learning is driven by challenging, open-ended problems

• Students work in small collaborative groups
• Teachers take on the role as "facilitators" of learning
Characteristics of Problem-Based Learning:
Problems first: Using stimulus materials to help learners discuss an
important problem, question or issue.
Authentic problems: Presenting the problem as a simulation of
professional practice of a "real life" situation.
Facilitators: Guiding learners and providing appropriate resources to help
them learn from defining and attempting to solve the given problem.
Self-directed learning: An emphasis on learners taking responsibility for
their own learning.
Group work: Learners work in small groups to provide multiple solutions
to problems and share their experiences.
Reflections: Having learners reapply the new knowledge to the original
problem and evaluate their learning processes.
Project-based learning (PjBL)

contents in the form of problems to be solved through projects and activities.

Project based learning is designed to be used for complex issues that require
students to investigate in order to understand.

Elements
Elements of a good project based learning experience include:
•A fertile question or issue that is rich, real and relevant to the students lives
•Real world use of technology and/or the deliberate engagement of
student voice
•Collaboration
•Multi-disciplinary components
•Long term (more than 3 weeks) time frame
•Outcomes-based, with an artifact, presentation, or action as a result of the
inquiry
Case-based reasoning (CBR)

Case-based reasoning is the process of learning and solving new problems

based on the solutions of similar past problems.

Case based reasoning is a constructivistic strategy to teach by the use of story of

facts and cases. Case-based reasoning is a prominent kind of analogy making.
WebQuest

Webquest is a method aimed at teaching students how to use Internet

effectively for their research.

The teacher must organise the work according to different phases:

• Introduction: preparation of basic data;

• Task: description of the task to be performed;
• Resources: indication of electronic and other types of resources (books,
photocopies, etc.)
• Process: description of the process and its duration;

• Suggestions: data organisation (e.g. FAQ, grids, concept maps, etc.)

• Conclusion: anticipate public return to expand everybody’s experience
and acquire further knowledge.