Cooperative+or+Collaborative+Learning+Su17


 * Allison Havens**
 * [|Sync.in]
 * Online document conferencing tool
 * **Rating:** 8- While this tool provides a great way to collaborate on work together on group papers and such, if you want the full benefit of it, you have to pay $2/month.
 * **Description:** It is a web based word processor that allows multiple people to edit the same document at once, similar to google docs. Every person who is editing has a different color highlight, so you know who is doing what. When changes are made they instantly show up on everyone’s screen. If you are unable to see the changes in real time, you can go back and see the changes. Again, that is only with the pro version though.
 * **Aligns with Instructional Strategy:** This aligns with the instructional strategy of collaborative and cooperative learning because it is a way for students and people to work to work together. According to Pitler, Hubbell and Kuhn (2012), students should interact with each other to enhance their learning. While they not be face to face, they are still interacting with one another.

Sources

Pitler, D., Hubbell, E.R., & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD & Denver, CO: MCREL.


 * Claudia Mellad**
 * [|Wunderlist]
 * Educational App
 * **Rating:** 8 - I would rate this app 8/10 because it can be a great tool to help students get organized when they are assigned a collaborative project. Instead of sending multiple email threads among the group which often get lost or are unanswered students can simply add an item to the list and have their group members check to see the progress of the assignment. This app is available on all platforms including: IOS, Android, Web, Chromebook and Kindle Fire.
 * **Description:** Wunderlist is a modern day to-do list. You can create lists of tasks to do and share them with others or works independently. Within the app you can create folders, set reminders, create due dates, add comments and notes. Depending on how you adjust your settings, you can receive push notifications within the app, so once your group member adds something to the list or completes a task, you are notified. You can also print your lists or forward the lists to your email if that is your preference. This can be used in a classroom setting if groups are assigned and there are multiple tasks that need to be completed because students can simply use the app to allocate tasks and create appropriate due dates.
 * **Aligns with instructional strategy:** This aligns with the instructional strategy because organization and communication is key when cooperatively learning in a group setting. This app helps a group keep on top of all of the required tasks and openly communicate with one another.

References: Hubbell, E.R., Kuhn, M., & Pitler, D.(2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Alexandria, VA: ASCD & Denver, CO: MCREL

Wunderlist (2017). //Keep your life in sync//. Retrieved from https://www.wunderlist.com

Google Classroom
 * Pearl Fernandez**
 * Educational App**

Google classroom is a free app where teachers can create an online classroom and invite students and parents to join the classroom online. This allows them to work collaboratively with each other.


 * Rating: 9/10: **

I give this resource an 9 out of 10 as it is a free and can be used by teachers, students and parents. Although I personally have not used this app, it appears to be quite user friendly. Students can review each other’s work, provide feedback and work together on assignments, it is live and information is exchanged in real time. Although anyone can access this app, they have to have a google account which is free as well.


 * Brief description of the Resource **

Google Classroom allows teachers to create an online classroom and send out assignments to students individually. Students can ask their teacher questions while working on assignments and can also work collaboratively with peers all in real time. Assignments can be submitted online and students can attach documents and files like pictures with their assignments. Teachers work collaboratively with parents as well and the app allows parents to keep track of how their child is doing in the class. The teacher creates a classroom, then sends the code for that classroom to students and parents for them to join in the classroom online. The app can be accessed on phones, tablets, laptops and computers.


 * How does the resource align with instructional strategy examined for the week? **

According to Hubbell, Kuhn, and Pitler (2012), providing students the opportunity to work collaboratively with peers online can prepare students for future work situations. Google classroom allows for students to work collaboratively online. Furthermore, Hubbell, Kuhn, and Pitler found that one of the benefits of cooperative learning is that it decreases social segregation and loneliness. For students who are uncomfortable or anxious to work with peers in person, Google classroom allows them to interact with their peers in the online classroom without feeling anxious about speaking to them in person. Google classroom allows for students to communicate with each other even if they are not working face to face.


 * References**

https://edu.google.com/products/productivity-tools/classroom/

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).

Dropbox Educational resource and App 8/10 - I would recommend this app for classroom collaboration This app can be used to back up documents and to collaborate with others (Dropbox, 2017). When collaborating with others users can “[e]dit a presentation with teammates without emailing files back and forth. When you edit a file in a shared folder, everyone gets the update automatically” (Dropbox, 2017, para 7).
 * Deborah Sargeant**

Dropbox aligns with the instructional strategy cooperative learning. According to Hubbell, Kuhn, Malenoski, & Pitler (2007) “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 149). Drop box works well for adult learners who may not have time to meet face to face but can work online to make their contribution.


 * References**:

Dropbox. (2017). Retrieved from https://www.dropbox.com.

Hubbell,E., Kuhn, M., Malenoski, K., and Pitler, H., ( 2007). Using Technology with Classroom Instruction that Works.


 * Rachael Tucker-Yhap**
 * [|iBrainstorm]**
 * Educational App**
 * Rating: 6.5/10** – Although the app’s ability to easily share content between iPads is great for quick collaborative brainstorming sessions, the apps capabilities are fairly limited. Students cannot add photos, only emojis and links to documents or websites are non-functioning.
 * Description:** iBrainstorm is a free app available for the iPad. It is a collaborative brainstorming app that is based on the traditional whiteboard concept with a few additional upgrades. Students can free form draw, add sticky notes or text and organize or colour code items. While the platform itself is fairly basic, its collaborative aspect is what sets it apart from traditional note taking software. Students can easily “flick” the project to up to three other iBrainstorm users for a collaborative and cooperative experience. Final projects can then be shared through email or a sharing service.
 * Aligns with Educational Strategy:** iBrainstorm encourages engagement through cooperative and collaborate learning by having students interact with each other in ways that enhance their learning (Hubbell, Kuhn & Pitler, 2012). Although the application’s ability to share with only three other users may seem like a limitation, keeping group size small recommended by Hubbell, Kuhn and Pitler (2012) for effective cooperative learning.

Reference Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Retrieved from http://www.ascd.org/Publications/Books/Overview/Using-Technology-with-Classroom-Instruction-That-Works-2nd-Edition.aspx


 * Eunjin Judith Jung**
 * **Name:**[| Google Bookmarks]
 * Software program
 * **Rate:** 9 - I gave Google Bookmarks a high rating because it is simple to use, especially if the user uses Chrome as the main web browser and/or has a Google account. However, because there is no social networking function, in which the user can browse popular/ related items, I did not give a full rating.
 * **Description:** Google Bookmarks is a shared bookmarking website, in which the users can share any online resources, including web pages, blogs, scholarly articles, and even points of interest on Google Map. Each bookmark can be labelled and sorted into different folders of choices, and notes can be included. The final product of the bookmark can be exported into a html document, which can then be shared as an email attachment or be uploaded as a page, if the class has a common wiki or a blog.
 * **Align with instructional strategy:** Every healthcare institution adapts protocols that are constantly changing on daily basis as new scholarly articles are published each day. Students in clinical placements can share these different protocols and learning experiences with each other, in order to gain a wider range of knowledge. Such cooperative learning can also helps the students to decrease the sense of loneliness by reconnecting with the classmates (Hubbell, Kuhn, & Pitler, 2012, pp. 139-140).

References: Hubbell, E.R., Kuhn, M., & Pitler, D.(2012). Using Technology with Classroom Instruction that Works (2nd Ed). Alexandria, VA: ASCD & Denver, CO: MCREL Google (2017). Google - Bookmarks. Retrieved from https://www.google.ca/bookmarks/

References: Hubbell, E.R., Kuhn, M., & Pitler, D. (2012). Using Technology with Classroom Instruction that Works (2nd Ed). Realtime Board (2017). Retrieve from []
 * **Name:** Beata Dabrowska
 * **Tool:**Realtime Board,
 * **Rate:** 9.5/10 Great for Adult learners or the professional, mature-learner crowd. The look of this app and what it can do is pretty inspiring. Combination of sticky-notes, organizational chart features, lines to connect points, it’s an app that offers several other apps with in it for a multitude of applications. Seeing this sample on their website was neat (scroll to bottom for best samples on bottom of their website). Great way to collaborate using variety of tools all in one.
 * **Description:** This app reminds me of a modern white-board in which a person can post/write then wipe, display presentations with multi-media or infographics and share documents. Work can be pinned-down to a white-board, edited while using it in real-time. App offers more sophisticated or high-tech features useful for older learners to enhance their work (Realtime Board, 2017).
 * **Align with instructional strategy:** Appropriate tool for teams locally or internationally to collaborate on projects using a multi-faceted variety of resources in one place. Especially useful for mature learners, older students or experienced professionals to amalgamate technology for simple idea exchange. As stated by Hubble et al., (2012) “technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 74).


 * Cooperative and Collaborative Learning**
 * Andrea Mera**


 * Website Name:** **__ [] __**


 * Rating: 8/10** Facetime allows Apple product users to access a video and audio calling service that is easy to use and reliable (as long as there is a strong internet connection). In addition, the service is accessible for people with disabilities. For example, I had a student with a hearing impairment who would communicate with her family and with her interpreter through Facetime. A major downside to Facetime is that it is only compatible with Apple products; therefore, a student who does not own one of these products may feel left out if Facetime is the main method of communication used by other peers or by the school.


 * Description:** Facetime is a video and audio calling service available to Apple users with an iPhone, iPad, or Mac, it allows users to communicate with other users who have one of those three devices.


 * Aligns with Instructional Strategy:** Facetime provides the opportunity for students to engage in real-time collaborative communication, allowing students to work together to enhance their learning. Facetime can also help decrease feelings of loneliness for students as they are able to interact through video and audio calls (Hubbell, Kuhn & Pitler, 2012).

Apple (2017). Facetime. Retrieved from **__ [] __**
 * References **

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works//(2nd Ed). Retrieved from []


 * Sharon Thurman **
 * [|Brainly] ****(Name changed from OpenStudy to __Brainly__) **
 * Educational App **
 * Rating 9/10 **

I rated __Brainly__ 9 out of 10 because if a user is seeking factual information, feedback received from the community’s user(s) may not be accurate. Therefore, users should alway verify answers received from the community of __Brainly__. The App is free and designed for iOS or Android, and it is user-friendly. Once an account is created, __Brainly__ allows users to share their knowledge through an open platform by posting questions or answering questions regarding various subjects. The response to a question submitted to __Brainly__ is sent directly to the user’s e-mail address. Also, access to the App is granted to persons over the age of 13.
 * Description: **

Brainly aligns with instructional strategy examined for the week since teachers are encouraged to provide opportunities for their students to collaborate with each other online (Hubbell, Kuhn, & Pitler, 2012). Although students may not interact directly with each other on Brainly, they are still participating in a collaborative community by learning from others as well as sharing their knowledge. The App also provides an opportunity for shy individuals to increase their social interaction online. As such, Brainly provides an anonymous forum for students to connect online.
 * How the App Aligns with Instructional Strategy: **


 * References **

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012).//Using Technology with Classroom Instruction that Works// (2nd Ed).

OpenStudy.com. (n.d.). Retrieved from []


 * Meg McNeil**

[|GoogleDocs] Document sharing website Rating: 9/10 – I give GoogleDocs a rating of 10/10. It allows students to collaborate in real-time and includes many useful features, as described below. In my personal experience, GoogleDocs has been a fantastic facilitator of collaboration between myself and colleagues located across the country. However, to use GoogleDocs a student would have to have access to a device, such as a computer or tablet and most features of GoogleDocs are only available with an internet connection (GoogleDocs, n.d.). Brief Description: GoogleDocs is a web-based document editing platform that allows the user to access their documents from any device. “With GoogleDocs, everyone can work together in the same document at the same time” (GoogleDocs, n.d., Do more together). Users can see each other’s edits, collaborate via chat and create engaging documents (GoogleDocs, n.d.). Align with instructional strategy: To achieve most of the recommendations for cooperative learning made by Hubbell, Kuhn & Pitler, the responsibility lies on the instructor (2012). An application or website cannot ensure group sizes are small, or that “cooperative learning (is used) consistently and systematically” (Hubbell et al., 2012, p.74). However, in my opinion GoogleDocs is a very useful tool to allow students to collaborate. Real-time editing, chat and tracked changes can be extremely beneficial to students who are working on assignments together. Tracked changes can also allow instructors to view the amount of work completed by each student. Additionally, GoogleDocs features many well developed templates and other helpful word processing features that students may benefit from (GoogleDocs, n.d.).

References

GoogleDocs. (n.d.). About. Retrieved from []

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).

= = =** Gianni Rotondo **=

[|Moodle]
 * This resource is a web-based, course management system.


 * Rating:** 10/10
 * This resource is a free course management system that allows you, as the instructor, to set-up an on-line learning community for students, that can be tracked and managed from any computer system. It is extremely user-friendly and easily accessible.


 * Description:**
 * Moodle hosts many different types of functions. You can use Moodle as a space for students to collaboratively work on a specific project by using their MoodleDocs application. Students can work together on a single document by uploading files and making edits. Discussion Forums are also available for students to use in order to communicate with each other (Moodle, n.d.).


 * Alignment:**
 * This resource provides students the opportunity to work cooperatively together. Instructors can utilize this tool to promote group discussion, share resources and information (Hubbell, Kuhn, & Pitler, 2012).


 * References:**

Pitler, D., Hubbell, E.R., & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works (2nd Ed.). Alexandria, VA: ASCD & Denver, CO: MCREL.

Moodle. (n.d.). MoodleDocs. Retrieved May 28, 2017, from, https://docs.moodle.org/33/en/Main_page

Charlene Dunstan [|Microsoft Office One Drive]
 * Name of the Resource:**

Online, cloud based program
 * Identify the resources as an educational website, software program or app:**

On a scale of 1-10 I would rate this a 10. OneDrive comes as part of a suite that offers several popular Microsoft programs (Word, PowerPoint, Excel). It’s most basic package come with 15 GB of space. Supporting its 10/10 rating is the fact that Office 365/OneDrive is free to students and teachers.
 * Rate the Resource on a scale of 1 to 10:**

//Microsoft OneDrive,// which is part of the Office 365 suite has the ability to share, sync and store files. Students, teachers or employees can create a document within OneDrive or on their computer and share it in real time with anyone who they give permission. Permission can be grated to limited access (e.g read only) to full access to editing.
 * Brief description of the Resource and how it can is used with classroom instruction or training in a work setting**//://

One of the gains in cooperative learning is that it” can also increase motivation for learning by establishing a strong kinship and sense of obligation to one another” (Hubbell 2017. Pg. 73) this can lead to greater rates of completion as the load is shared as well as a feeling of accomplishment. OneDrive allows students to see each others contributions and participation in order to hold each other accountable while feeling like they have the resources of many to draw on or success.
 * How does the resource align with instructional strategy examined for the week?**

References: Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). P.73

Microsoft Office 365 (2017). Retrieved from https://products.office.com/en-ca/business/office-365-file-sharing-online-collaboration-tools.


 * Daniel Robertson**

[|Skype]
 * Cooperative and Collaborative Learning**
 * Source:** App
 * Rating: ­­8/10**
 * Description:** Skype is an app that can be used to video or voice call someone over an internet connection. It can also be used to instant message share screens, group call and to call regular land or cellular line for a fee. Skype messaging is freely included in Office 365 and so is an hour of calling (Skype, 2017). These features combined make online group work easier than ever before; you can almost work as if you were in the same room as your group members. The small downside to this app comes with the cost associated with an Office 365 subscription, as Office integration really brings out the true collaborative power of Skype.
 * Instructional Strategy Alignment:** The app allows group members to collaborate even when they can’t meet face-to-face. It allows them to share with their other group members exactly what have on their screens while they talk so that they can more clearly share their individual ideas. Instant messaging also allows for communication to happen at any time no matter how trivial the thought, which lowers the barriers that could be present if only video-chatting or calls were available. This creates a good environment for individual and group accountability to be used as you see when group mates are online as well as when and what they have worked on with Office 365 integration (Hubbell, Kuhn & Pitler, 2012).

References Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using technology with classroom instruction that works// (2nd ed.). Alexandria, VA: ASCD Skype (2017). Retrieved from https://www.skype.com/en/