Towards a framework for creative online collaboration: A research on challenges and context

Abstract

The OnCreate project was initiated by ten universities with expertise in collaborative work in online-based learning environments and explores the specific challenges of implementing university courses in creative disciplines in such an environment. The first research phase comprises a literature search on creativity and Educ Inf Technol its contextual factors in online collaboration in an educational setting. From this research a first set of possible key challenges and contextual key factors has been selected and applied to categorize the results of interviews and surveys on current good practice in creative online collaboration among experienced online teachers from the partner universities. From the key findings we formulate hypotheses to guide future research towards a framework for creative online collaboration. At the same time, the results can serve as inspiration for the educational practice. Notable observations of the good practice research among the partner universities are that they realise innovative collaboration concepts usually on mashed-up environments of state-of-the-art web services rather than on the omnipresent learning management systems (such as Moodle or Blackboard). Also, they show a paradigm shift from teaching to coaching and promotion of an open peer-review culture among the students.

Boas Práticas Em Ambientes Virtuais De Ensino E De Aprendizagem: Uma Revisão De Forma Sistemática Na Literatura

“…Also regarding the participation in discussion forums, it was observed the incentive to the sharing of information, and the teaching and the learning of collaborative form. This model was the focus of studies by Stockleben et al (2017), who joined as a tool of this process the use of VLE. The authors have developed some good practices for online collaboration, through feedback mechanisms and support to the educational platform as well as ICT tools.…”

“…Practices include: peer review to exchange knowledge; elaboration of open blogs; use of Moodle tools as the "glossary" and to establish a shared vocabulary between teams and; use of Wikis. In addition to such resources Stockleben et al (2017), highlight other tools for online collaboration as exclusive tasks (participation of students in the choice of material, such as number of tanned on Facebook), unique in creative processes. According to Stockleben et al (2017), there is a growing need for new ways of learning in a collaborative way, indicating as attenuating the culture in open and peer learning and teaching.…”

“…The proposed activities should influence learning in a collaborative way; Stockleben et al, 2017;Logan, 2012;Peachey, Jones and Jones, 2006. Organization of resources in order to encourage interaction among the actors involved with VLE; Pavey and Garland, 2004;Uys, 2010;Stockleben et al, 2017;Merillat and Scheibmeir, 2016. Redesign of the structure of VLE encouraging innovation as to the method of organization of the same; Lai and Savage, 2013;Power and Kannara, 2016;Linder, Bruenjes and Smith, 2017. Optimization of the elaboration and application of the activities through the tools of the VLE based on the time management; Robb and Fisher, 2015;Lai and Savage, 2013;Tuffley and Antonio, 2015;Laflen and Smith, 2017;Richardson, 2005. Early planning, good organizational skills, greater attention to detail and better written communication skills; Logan, 2012;Lopez;Eldridge, 2010;Merillat;Scheibmeir, 2016. Source: Developed by the authors.…”

“…In this context, Stockleben et al (2017) evidences the need for new research, listing guidelines for online collaboration. According to Pavey and Garland (2004), the realization of several activities for shared learning, provide several learning opportunities allowing to involve the students according to their style of learning.…”

“…Thus, in order to encourage collaborative and interactive processes mediated by VLE, Linder, Bruenjes and Smith (2017) list the following necessary actions: anticipated planning of dynamics and activities; enhancement of communication skills in the form of writing; adherence to new interdisciplinary approaches applied to the academic context. These previously planned actions encourage and innovate the process of teaching and learning, driven by Stockleben et al (2017) for the innovation and creativity of those involved, thus emerging professionals with greater qualification, according to the new demand in the market.…”