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• W2115761807 abstract "A commentary inspired by Jean W. LeLoup & Robert Ponterio's projects: monsters.com? (Language Learning & Technology, Volume 7, Number 2) At its best, the Web provides a stimulating source of language teaching ideas. Indeed, no sooner had I finished reading LeLoup and Ponterio's article, I was browsing Jane Scalpen's home page and thinking of ways in which tele-collaborative projects like her Dessinez-moi un Monstre! (Draw me a Monster!) can be extended through the use of cooperative and collaborative language learning methods. There are two reasons for doing this. First, given a stronger theoretical and practical foundation, language learning outcomes can be more easily set and monitored. Second, from a sound pedagogical base, it is hoped that even greater language learning value can be extracted from the Information and Communications Technology (ICT) used. To recall, Dessinez-moi un Monstre! is a class-based, interdisciplinary project that is designed to exploit the Internet as a medium of interaction. Following the registration of students as participants in the project, descriptions and drawings of a monster are prepared and sent to the project coordinator. Subsequently, the written texts are redistributed to other project participants who are tasked to draw the monster in question from the description provided. Scope is also provided for learners to write descriptions based on original drawings. The project ends with the participants comparing their texts and/or drawings with the creators' originals posted on specially prepared Web pages. EVALUATION Students' work on Scalpen's Web site provides evidence of imagination and active participation. Dessinez-moi un Monstre! comes across as a fun project that extends the boundaries of the physical classroom by providing a technology-based platform for language practice. However, I am inclined to call projects of this nature because they are restricted largely to the exchange and sharing of information. I do not mean to criticise these interactions. Rather, my intention is to show how even more can be done to motivate students and give prominence to the language learning aspects of telecollaborative work. EXTENDING THE SCOPE OF SIMPLE TELE-COLLABORATIVE LANGUAGE LEARNING PROJECTS The possibilities for extending the scope of simple tele-collaborative projects are grouped below under cooperative and collaborative learning methods. My suggestions build on the Dessinez-moi un Monstre! guidelines but they could equally apply to other topic areas and contexts. Assuming that participants are not restricted to producing individual work, my ideas involve them working in small groups. Cooperative Learning Methods Cooperative learning methods, as originally conceived by Slavin (1983), provide ways for students not only to be responsible for their own learning but also for that of their groupmates by working towards the achievement of group goals. Kohonen (1992) explains with respect to cooperative language learning that, since all members ... share a common goal, they are motivated to work together for mutual benefit in order to maximize their own and each other's learning. This creates a positive interdependence among the learners: they perceive that they can reach their goals best when others in the same learning group also do as well as possible. (pp. 33-34) In order to maximize the learning potential of Dessinez-moi un Monstre!, it is necessary to top and tail the various activities. This is done by placing them within a larger scheme or unit of work. For instance, prior to the Internet-based practice, classroom language input could involve students building their active vocabulary store of body parts, physical attributes, and so forth. Other preparatory sessions could focus on the organization and distinctive grammar of descriptions. …" @default.
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• W2115761807 title "Extending the Scope of Tele-Collaborative Projects" @default.
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