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TRIANGLE in Action
Guide at a Glance
Timeline for SL and HL
Global Tagging System
Diigo and Facebook
STRAND 1: Social & Ethical Considerations
STRAND 2 Applications to Specific Scenarios
STRAND 3: IT Systems
ITGS and TOK
Collaboration 'G' is for 'Global'
Suggest a Resource
IA: PROJECT [SL and HL
OCC Special Event Project
SL PAPER 1 & HL PAPER 1
OCC Special Event Paper 1
HL/SL PAPER 2 (common)
Guidance on Paper 2
OCC Special Event Paper 2
CASE STUDY and HL P3
2017 Wearable Technology
2016 Smart Homes
2015 Investigation BIG DATA
2014 Cobb Publishing
2013 Red Dragon Taxi
2012 Theatre Booking System
Logo in QR Code
'G' is for 'GLOBAL' (TISGopedia 'G' is for 'GLOBAL')
Introduction to Collaboration
"From an acorn an oak tree grows"
Collaborative activities can start small, initially within the classroom and then extend to activities with local or global schools.
To get started, the teacher must first get connected using common Web 2.0 tools. Next, choose short activities that develop basic Web 2.0 skills and digital citizenship.
When you begin collaboration, start small, be organised and have clear aims and structures. In addition, monitor student participation, be involved in the activity along with the students and provide feedback.
Begin with accessible, short-term interactions. More complex activities require more extensive planning, skills and an extended time-frame.
It is important to embed the activity into the curriculum and to use this opportunity to deliver the ITGS curriculum/syllabus. Collaboration activities or projects should be seen as an integral part of the curriculum, in other words use the technology to teach the ITGS concepts.
Collaboration and Local/Global considerations
Local: Collaborators who are geographically closer provide more opportunity for synchronous communication and often cultural and linguistic differences can be minimized.
Global: Collaborators who are geographically dispersed (eg
cultural and linguistic differences
or different time-zones) require more of an asynchronous approach.
However, it is possible for collaborators to be in the same time-zone offering synchronous communication, but geographically distant with cultural and linguistic differences.
Easy Steps to Start Global Collaboration in the Classroom
Part A: Preparing yourself and your class for collaboration
Teacher Connectivity: Establishing a Personal Learning Network (PLN)
Where to get information
How to find and connect to other people
How to be a contributor / have a presence on the web
Essential objectives: start-up RSS page, social bookmarking, blog, wiki, educational networking, back-channeling, document creation
Essential tools: Netvibes or Google Reader; Delicious or Diigo; Edublogs, blogger.com, Wikispaces, PBWiki; Ning; Todays Meet, Tiny Chat; Google Docs
Where to get information: RSS, social bookmarking
Establish preferred classroom tools for connection, collaboration and contribution: eg wiki-centric class, blog, Google apps.
Teach digital citizenship - what it means to be a reliable and responsible and ethical online learner and collaborator including:
Educational networking practice vs social networking - avatar development, setting up a profile online, what and when to post, customisation of online space
Communication with 'others' online vs face to face (guidelines for best practice) - reliability, cultural sensitivity, gender issues, language differences, appropriateness and awareness of context
Copyright, Intellectual Property and fair use, creative commons
Managing an online presence
Part B: How to start and finish a local/global collaboration
Find a reliable partner and be prepared to be a reliable partner.
Discuss technology and access issues with your network administrator.
With your partner, determine the purpose of collaboration and establish a timeline
Create a precise description of the activity. (ITGS topic or area) including outcomes and scope.
Establish clear expectations for students and teachers
Agree on a timeline
Determine the toolset: eg wiki, blog, Ning, Google apps
Design assessment(s) if applicable
Tools and Activitites
Within a classroom, the following web 2.0 tools are the building blocks toward collaboration. These could include:
created by Jeff Ratliff
A class wiki could be setup to allow students to contribute a collaborative environment.
James Bowie High School
Beijing BISS International School
International School of Beijing
Western Academy Beijing
Julie Lindsay & Madeleine Brookes
Inside ITGS - classrooms collaborating globally
can be used to create a single document to allow student to create class resources. These could include:
Google doc spreadsheet for ITGS terminology where one student is the manager of a worksheet related to a topic in Strand 3: IT systems eg 3.7 Databases
Google doc word processing
can be used by students to analyze a current news article according to the assessment criteria for Paper 2. The Google doc file was then exported as a Word document.
Google doc word processing
can also be used by students to collaborate in creating model responses to extended response (part c) on Paper 1 questions.
can be used for students to collaborate while another activity is going on in a classroom. This allows students to interact without disrupting the flow of the main activity. For example, backchanneling can be used for student to record questions and comments during a longer video or presentation (see
Collaboration Backchanneling Activity
Example of Use
Individual and shared online bookmarks. Includes annotations, groups, networking, tagging.
Example: Students who are researching the same topic can create a shared list of bookmarks so they all have access to the same and advantages of annotations and networking opportunities.
Enables information from chosen websites to be 'fed' into a personal online space.
Example: Students who are engaged in ongoing research on a topic have essential resources fed into their RSS start-up page or reader.
A personal or group log/journal usually written chronologically. Allows comments, tagging, RSS, and embedded multimedia.
Example: An individual student process journal e.g for the ITGS project; class blog for personal responses and comments on recent news items, class discussions or group projects.
A collaborative web site for individual or group authoring and sharing. Allows discussion, embedded multimedia, RSS, and tagging.
Example: Classroom learning platform to share lesson outlines, assignments, resources, student collaborations, and discussions.
Easy and intuitive platform for an interactive learning community. Allows individual profiles, discussion, forum, blogging, uploading multimedia and groups.
Example: Classroom learning platform but different to a wiki because it resembles a tool such as facebook allowing personal profiles and a variety of connections between members.
Can be used for students to collaborate while another activity is going on in a classroom. This allows students to interact without disrupting the flow of the main activity.
Example: Can be used for students to record questions and comments during a longer video or presentation. See Activity X
Collaborative creation and editing of text, spreadsheet and presentation files. Useful for synchronous editing.
- Uploading or starting a presentation (Powerpoint) file and editing collaboratively;
- Use spreadsheet for ITGS terminology where one student is the manager of a worksheet related to a topic in Strand 3: IT systems eg 3.7 Databases
- Use word processing to analyze a current news article according to the assessment criteria for Paper 2. The Google doc file can be exported as a Word document.
- Word processing can also be used by students to collaborate in creating model responses to extended response (part c) on Paper 1 questions.
Further resources to explore more Web 2.0 tools:
Cool Tools for Schools
Top 100 Tools for Learning 2009
Name of Activity
Comparative Study of Piracy in Country A and Country B
Google Docs (optional)
Digital Divide (google forms, wiki for school resources)
Case Study Wiki
Case Study 2009
Case Study 2010
Page Manager: Julie Lindsay
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