Abstract:

The aim of this study is to present some concrete and structured methodologies for the collaborative design of digital artifacts by the students as parts of their learning process.

These artifacts are related to the collaborative construction of digital:
(a) posters,
(b) presentations,
(c) stories, and
(d) specific board-games.

The aforementioned collaborative methodologies are consisted of combinations of well known structured collaborative patterns such as: the ‘Jigsaw’ method (Aronson, Blaney, Sikes, Stephan, & Snapp, 1978) ‘Group Investigation method’ (Sharan & Hertz-Lazarowitz, 1980), ‘Focused Listing’ (Angelo and Cross, 1993) Roundtable (Kagan, 1994), ‘Think-Pair-Share’ (Lyman, 1981), ‘Three Step-Interview’ (Kagan, 1994), and ‘structured group roles’. The aforementioned methodologies were tested in real classrooms with positive results.

References:
[1] Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques, (2nd ed.) (pp. 148-153). San Francisco: Jossey-Bass.
[2] Aronson, E., Blaney, N., Sikes, J., Stephan, G. & Snapp, M. (1978). The JIGSAW classroom. Beverly Hills, CA: Sage Publications.
[3] Kagan, S. (1994). Cooperative learning. SanClemente/California: Kagan Publishing.
[4] Lyman, F. (1981). The Responsive Classroom Discussion: The Inclusion of all Students. Mainstreaming Digest. MD/USA: University of Maryland, College Park.
[5] Sharan, S., & Hertz-Lazarowitz, R. (1980). A group-investigation method of cooperative learning in the classroom. In Sharan, P. Hare, C. Webb & R. Hertz-Lazarowitz (Eds.), Cooperation in education. (pp.14-46), Provo, Utah: Brigham Young University Press.

Keywords:

Digital poster design, digital board-game design, digital storytelling, collaborative learning.