What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
First of all, can I make a confession? When I saw "MOST Multimedia Environments" on the syllabus and moodle, I did not realize MOST was an acronym and thought we would be learning about what the majority of multimedia environments are like. I caught on pretty quickly though when I read that MOST stands for Multimedia enviornments that Organize and Support Text.
I was excited about this model for several reasons. First of all, it is a departure from the previous models (Guided Design, Anchored Instruction, Goal Based Learning, etc) we've been learning about that, despite their different strengths, weaknesses, and parameters, seem very similar to each other. Secondly, I liked that this model specifically focuses on at-risk learners. In general, I think good teaching and sound learning theories address the entire spectrum of learners, but there are situations in which certain students need extra support and MOST Multimedia Environments provides one method to help reach these learners. And lastly, I could see this method being very applicable to many students that I teach in an elementary classroom- those who are struggling readers, have English as a second language (ESL), have not had a great deal of learning/life experiences outside of school, or who do not have strong vocabularies.
I love the quote from the introduction of the Bransford article that says "literacy is defined as the ability to read, write, speak, listen, compute, think critically, and learn on one's own." My first year teaching was at a school where 95% of the students were ESL. We were constantly encouraged to not only help students improve their reading and writing, but also consider their speaking, listening, and metacognitive skills. By using multimedia to help reach these learners, you can practice many of these skills concurrently.
As with other multimedia models, the barrier here is finding/creating the necessary videos, software and other resources to implement this type of teaching. With those types of instructive multimedia in place, however, I think that all students, those at-risk and not, can benefit from the language building activities using this method.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I do use this method with my students using videos and clips from Learn360, UnitedStreaming, and TeacherTube. Of course, as mentioned in the Bransford article, it is important to make sure learners are actually interacting with the multimedia to be "active" rather than "passive" learners. When we watch a video in class, I am constantly pausing the video every couple of minutes (or even more frequently, depending on the content) so my students can discuss vocabulary, complete graphic organizers, share thoughts with their classmates, and pose and answer questions. Otherwise, multimedia alone just becomes a babysitter and does not necessarily add to the learning process.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I feel like a broken record, because so many Web 2.0 tools and resources are useful for many different models. As I said, TeacherTube, Learn360, and United Streaming are good sources of instructional videos and clips. As Dr. Oliver shared in the lecture, Jumpcut and Muveemix are sites to edit video, and YouTube as a video editing feature as well. ToonDoo and Voki might be useful for retelling stories that were shared on video as well.
Wednesday, March 30, 2011
Friday, March 25, 2011
Reflection on the STAR Legacy Model
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
I thought this model was a lot easier to wrap my head around than some of the previous models. (I guess that big star graphic really is useful!) The first step, "Challenge" reminded me of the initial step of many of the other models- like Goal Based Learning, PBL,Anchored Instruction and Guided Design. What differentiates the STAR model is that this first step is a series of questions, instead of one big problem or goal.
This model would seem to have many of same benefits as previous ones- practice with research and critical thinking skills and capturing student attention with a challenge at the beginning. Another advantage is that the STAR Legacy model activates students prior knowledge about a subject and then has him reflect on his learning process, which would increase knowledge retention. I really don't see any disadvantages to this model except, as with previous models, the amount of preparation time it would require to create this type of lesson.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I could definitely see using this model with my fourth graders. I like how this model is a little more guided than previous ones and that's almost a necessity when you only have one instructor for 26 busy little students. It would be very valuable for my students to write down their ideas in the "Thoughts" stage as a kind of pre-assessment and be able to compare those to their final findings in the "Wrap-Up" stage.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Video sharing sites, such as YouTube or TeacherTube would be good places to share a video of the intial challenge. Students could submit their "thoughts" for the second step in a Google Form or Google Doc. Those same video sharing sites could be used to provide the expert input in the next stage and students could practice with learning games and activities from a variety of sites. Quizzes could be created in Quizlet, Quia, or with another similar site.
I thought this model was a lot easier to wrap my head around than some of the previous models. (I guess that big star graphic really is useful!) The first step, "Challenge" reminded me of the initial step of many of the other models- like Goal Based Learning, PBL,Anchored Instruction and Guided Design. What differentiates the STAR model is that this first step is a series of questions, instead of one big problem or goal.
This model would seem to have many of same benefits as previous ones- practice with research and critical thinking skills and capturing student attention with a challenge at the beginning. Another advantage is that the STAR Legacy model activates students prior knowledge about a subject and then has him reflect on his learning process, which would increase knowledge retention. I really don't see any disadvantages to this model except, as with previous models, the amount of preparation time it would require to create this type of lesson.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I could definitely see using this model with my fourth graders. I like how this model is a little more guided than previous ones and that's almost a necessity when you only have one instructor for 26 busy little students. It would be very valuable for my students to write down their ideas in the "Thoughts" stage as a kind of pre-assessment and be able to compare those to their final findings in the "Wrap-Up" stage.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Video sharing sites, such as YouTube or TeacherTube would be good places to share a video of the intial challenge. Students could submit their "thoughts" for the second step in a Google Form or Google Doc. Those same video sharing sites could be used to provide the expert input in the next stage and students could practice with learning games and activities from a variety of sites. Quizzes could be created in Quizlet, Quia, or with another similar site.
Friday, March 18, 2011
Reflection on Anchored Instruction
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
A lot of the learning theories seem like they're starting to overlap at this point. Anchored Instruction seems like a combination of Goal Based Instruction (since students learn through scenarios) and Guided Design (since students work together to solve a problem or reach a goal.) And in that regard, I see many of the same barriers and benefits as those two models. Anchored Instruction would require a lot of upfront planning and preparation on the part of the instruction, but would result in students really grasping the knowledge or skills since they are applying them to a problem or scenario.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I could see this as a valid model for use with elementary students, but wonder about the time and effort that would need to be invested in preparation. With my fourth grade students, I sometimes use videos from www.learn360.com that present students in problem solving scenerios and have my students make predictions about what would happen or explain what they would do in those situations. Some of the videos that I think somewhat follow this method (although if the teacher doesn't stop the video and prompt student discussion, it wouldn't work) are CyberChase and World of Wonders.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
As I mentioned, videos that are already online on streaming educational sites like Learn360, UnitedStreaming, or TeacherTube, have some video scenarios that could be used to set up problems for students to figure out and introduce some information about a subject. In order to let students meet online to plan together, they could use Skype or Elluminate.
Friday, March 4, 2011
Reflection on Goal Based Scenerios
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I was watching the lecture, I almost yelled out, "Oregon Trail!" I think all children of the 80s/early 90s experienced some version of Goal Based Scenario teaching through Oregon Trail or other computer games. Obviously, as evidenced by the 800,000+ people a month who play Oregon Trail on facebook now, people LOVE goal based scenarios.
The Goal Based Scenario method basically seems to me like "tricking" the students into learning by playing a game to reach a destination. Despite the sleight of hand element of this, I think this is a great, engaging, interactive way for students to learn about a variety of topics.
One problem I see about this method is that it can limit student choices and higher order thinking when all they have to do is make one decision and then another. These scenarios, by design, tend to be more "multiple choice" than open-ended, and some students may just try the guess-and-check method without paying much attention to the consequences or learning along the way. Younger students might also get "lost" along the way if the program is not well guided. Planning a goal based scenario lesson for students obviously requires a great deal of up front work as well- and those that are based on a computer may require advanced design skills.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I would love to use this model more often with my students, but it's a difficult thing to plan for. There are some programs that I've used before with my students (like Peetnik Mysteries) and I would be open to using other lessons using Goal Based Scenarios, but I haven't gone to the trouble to plan out a whole lesson in that way and have not seen many simple options for these online.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I think the internet is an ideal platform for Goal Based Scenarios since information and multimedia can easily be complied and linked to put together a program. A tool as simple as Blogspot or Wordpress could be an online journal for students to read and find clues to reach a goal. Video sharing sites such as YouTube or Teachertube offer an online space for videos that could serve as the cover story or introduction of information along the way. To really create a visually pleasing and easily accessible program online, I think the designer would have to know more advanced web design, including flash, which officially puts it out of my league.
When I was watching the lecture, I almost yelled out, "Oregon Trail!" I think all children of the 80s/early 90s experienced some version of Goal Based Scenario teaching through Oregon Trail or other computer games. Obviously, as evidenced by the 800,000+ people a month who play Oregon Trail on facebook now, people LOVE goal based scenarios.
The Goal Based Scenario method basically seems to me like "tricking" the students into learning by playing a game to reach a destination. Despite the sleight of hand element of this, I think this is a great, engaging, interactive way for students to learn about a variety of topics.
One problem I see about this method is that it can limit student choices and higher order thinking when all they have to do is make one decision and then another. These scenarios, by design, tend to be more "multiple choice" than open-ended, and some students may just try the guess-and-check method without paying much attention to the consequences or learning along the way. Younger students might also get "lost" along the way if the program is not well guided. Planning a goal based scenario lesson for students obviously requires a great deal of up front work as well- and those that are based on a computer may require advanced design skills.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
I would love to use this model more often with my students, but it's a difficult thing to plan for. There are some programs that I've used before with my students (like Peetnik Mysteries) and I would be open to using other lessons using Goal Based Scenarios, but I haven't gone to the trouble to plan out a whole lesson in that way and have not seen many simple options for these online.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I think the internet is an ideal platform for Goal Based Scenarios since information and multimedia can easily be complied and linked to put together a program. A tool as simple as Blogspot or Wordpress could be an online journal for students to read and find clues to reach a goal. Video sharing sites such as YouTube or Teachertube offer an online space for videos that could serve as the cover story or introduction of information along the way. To really create a visually pleasing and easily accessible program online, I think the designer would have to know more advanced web design, including flash, which officially puts it out of my league.
Friday, February 25, 2011
Reflection on Situated Cognition and Cognitive Apprenticeship
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I heard the word “apprenticeship” I immediately thought of older students learning specific work skills- such as masonry or web design. After watching the lecture and reading the articles, however, I was surprised to realize how broad these two theories are. Out of all the models we learned about, these two- Situated Cognition and Cognitive Apprenticeships actually seem the closest to the type of teaching I do in fourth grade every day.
The main barrier I see with this method is the amount of teacher planning and constant involvement (the “coaching” element) that is required. For these methods to be effective, the instructor must spend a great deal of time preparing for teaching (deciding what levels students are at and where they need to be going, gathering appropriate materials, etc.) and must be available at all times to be modeling and guiding students. Even though this causes a constant time struggle to fit it all in, I think this is what excellent elementary school teachers have been doing forever. Students really benefit from careful planning, appropriate modeling, and directed guidance.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As I mentioned, we use these two models daily in elementary settings. So much of reading and writing instruction is a cognitive apprenticeship, although I never have thought of it as that before. I am constantly modeling how my students should read, write, and the types of questions they should ask themselves and others as part of their learning experience. I meet with my students in small guided reading groups to allow discussion among students about what they are reading so they get to practice those skills. The guided reading groups are also a scaffolding method as well, because students are reading text at a slightly higher reading level than they could on their own. I, the teacher, act as the coach to help them through this more difficult text, and hopefully, by the end of the year, I will have “faded” to the point that that will be their new independent reading level.
Our math program was definitely created using the Situated Cognition theory. It is completely based around word problems that reflect real world situations and has students solve problems according to those parameters. More emphasis is placed on the process of solving the problem and than the actual answer itself. Students are often asked to find situations in their own lives that go along with the math skills we are working on in class.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
It seems like it would be a little more difficult to replicate these two theories online than some of our previous methods. An instructor could use YouTube, TeacherTube, or another video sharing site to post videos of skills and situations being modeled. Subscription programs like SuccessMaker or Prescriptive Learning might provide the “coaching” piece that a teacher would in face-to-face instruction.
Friday, February 18, 2011
Reflection on Problem Based Learning
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When I first saw the title for this week's learning theory, I thought, "Did we just do that?!" I was reminded immediately of the Guided Design model because in both situations, students are asked to solve a problems as part of the learning process. The catch, however, with Problem Based Learning, is that students are not taught prerequisite skills or knowledge, but acquire them throughout the problem solving process.
My initial concern with this approach is the time that students would have to spend "re-inventing the wheel" each time they approached a problem. Students at all levels do need practice researching and seeking out information but if a large chunk of their learning time is spent on this with every new problem, that could take any from the time actually spent with the content or solving the problem. Also, since the teacher (or "tutor") doesn't offer real feedback until the end of the process, students might find and use faulty or incorrect information and have to "unlearn" this content later. The Hung, Bailey, and Jonassen article also brings up the issue of Problem Based Learning not providing students with the breadth of the content, just depth in one particular area.
This model does however model the real world because individuals often have to seek out solutions without any guidance. Students would gain practice with cooperating in a group, sharing information, researching, and presenting and defending a solution. I can see how this would result in better student retention and motivation because students are engaged at all steps of this process.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Honestly, I can't see myself doing this very often in an elementary setting. I loved the Guided Design Approach, with the introduction of knowledge and skills first and the problem solving as practice with a set of resources available as help. Problem Based Learning, however, just doesn't seem to have enough structure for younger learners. There would be a LOT of floundering, confusion, and incorrect information to sort through. (I had a very difficult time convincing one of my fourth graders last week that Michelle Obama has NOT posed for Playboy. "But, Mrs. Smith...I was doing research and I read it on the internet! It was in an article!")
I could see using this strategy maybe once or twice a school year after students have had many Guided Design experiences to practice problem solving and research skills. Unfortunately, with all the breadth of information that students are tested on at the end of the year, there is just not enough time to regularly let students solve open-ended problems without more guidance and direction.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Week after week, many of the same programs seem relevant and appropriate, no matter which model we're discussing. Again, Elluminate, Google Docs, Writeboard, and Second Life, Facebook, AIM, and Skype could all be formats for students to meet and share information online. As far as presenting their solutions, students could use programs such as Prezi, Vcasmo, SlideRocket, or Knoodle.
When I first saw the title for this week's learning theory, I thought, "Did we just do that?!" I was reminded immediately of the Guided Design model because in both situations, students are asked to solve a problems as part of the learning process. The catch, however, with Problem Based Learning, is that students are not taught prerequisite skills or knowledge, but acquire them throughout the problem solving process.
My initial concern with this approach is the time that students would have to spend "re-inventing the wheel" each time they approached a problem. Students at all levels do need practice researching and seeking out information but if a large chunk of their learning time is spent on this with every new problem, that could take any from the time actually spent with the content or solving the problem. Also, since the teacher (or "tutor") doesn't offer real feedback until the end of the process, students might find and use faulty or incorrect information and have to "unlearn" this content later. The Hung, Bailey, and Jonassen article also brings up the issue of Problem Based Learning not providing students with the breadth of the content, just depth in one particular area.
This model does however model the real world because individuals often have to seek out solutions without any guidance. Students would gain practice with cooperating in a group, sharing information, researching, and presenting and defending a solution. I can see how this would result in better student retention and motivation because students are engaged at all steps of this process.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
Honestly, I can't see myself doing this very often in an elementary setting. I loved the Guided Design Approach, with the introduction of knowledge and skills first and the problem solving as practice with a set of resources available as help. Problem Based Learning, however, just doesn't seem to have enough structure for younger learners. There would be a LOT of floundering, confusion, and incorrect information to sort through. (I had a very difficult time convincing one of my fourth graders last week that Michelle Obama has NOT posed for Playboy. "But, Mrs. Smith...I was doing research and I read it on the internet! It was in an article!")
I could see using this strategy maybe once or twice a school year after students have had many Guided Design experiences to practice problem solving and research skills. Unfortunately, with all the breadth of information that students are tested on at the end of the year, there is just not enough time to regularly let students solve open-ended problems without more guidance and direction.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Week after week, many of the same programs seem relevant and appropriate, no matter which model we're discussing. Again, Elluminate, Google Docs, Writeboard, and Second Life, Facebook, AIM, and Skype could all be formats for students to meet and share information online. As far as presenting their solutions, students could use programs such as Prezi, Vcasmo, SlideRocket, or Knoodle.
Friday, February 11, 2011
Reflection on Cooperative Learning
What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
This is a model that I know my way around. There is a big push for this in elementary classrooms and it's an approach I use each and every day. My students' desks are (almost always- I'll get to this later) arranged in groups of 4-5 so they can work together throughout their lessons.
As mentioned in the Johnson, Johnson, and Smith article, the first barrier to this method is that many students do not know how to cooperate in a group and must explicitly be taught these skills before being expected to work on additional content in a group setting. This arguably, though it is not included in NC Standard Course of Study, may be one of the most important skill sets we teach children today, since whatever field they go into, they are probably going to be working in a group or team at some point.
Students who overcome this barrier, however, are able to take their learning to a deeper level than they would working independently or relying just on teacher feedback. In a traditional classroom, only one student at a time gets to speak, and they have to be confident enough in their knowledge to speak up over the whole room. In cooperative learning, students are constantly engaged in their learning by talking with their classmates-analyzing and experimenting with the content. Cooperative learning is especially beneficial for students who are shy, easily distracted during traditional lecture, or need learning support from a group.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As I mentioned, I use this strategy 180 days of the school year. My students discuss questions, ideas, and problems throughout the day and I often use "Think, Pair, Share" to allow students to process information before I call on someone to share with the whole class. They work on group projects and evaluate their final project as well as their
Like anything, however, too much of a good thing can sometimes have negative effects. After having their desks arranged in cooperative groups (rearranged every few weeks to give students new classmates to work with, a different view of the room, and a fresh chance to practice their cooperative learning group set-up) all year long, I could tell by February, that some of my kids needed a little space.
Different students seem to need breaks from this approach for different reasons. In his lecture, Dr.Oliver noted that higher level students sometimes do not benefit as much from cooperative learning. For some of these students, cooperative learner is a great way for them to lead or help share their knowledge; for others, it's a lesson in frustration- feeling like they're held back by a group. For students who are struggling, group learning helps them stay engaged and practice their knowledge and skills, but they also have the additional mental stress of being a good teammate. All students, no matter how sweet and cooperative they are, get a little frustrated with their classmates after being stuck in a trailer with 25 of them over 100+ days.
So, we have breaks. Right now, my students' desks are arranged in rows. They still are right next to one or two students and can work with a partner if necessary and we have literacy center time where they work in groups.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I see many of the same tools that were discussed last week for the Problem Solving approach to be applicable to this model: Elluminate, Google Docs, Writeboard, and Second Life. Additional programs that allow students to discuss and share information like Facebook, AIM, and Skype could be useful as well.
This is a model that I know my way around. There is a big push for this in elementary classrooms and it's an approach I use each and every day. My students' desks are (almost always- I'll get to this later) arranged in groups of 4-5 so they can work together throughout their lessons.
As mentioned in the Johnson, Johnson, and Smith article, the first barrier to this method is that many students do not know how to cooperate in a group and must explicitly be taught these skills before being expected to work on additional content in a group setting. This arguably, though it is not included in NC Standard Course of Study, may be one of the most important skill sets we teach children today, since whatever field they go into, they are probably going to be working in a group or team at some point.
Students who overcome this barrier, however, are able to take their learning to a deeper level than they would working independently or relying just on teacher feedback. In a traditional classroom, only one student at a time gets to speak, and they have to be confident enough in their knowledge to speak up over the whole room. In cooperative learning, students are constantly engaged in their learning by talking with their classmates-analyzing and experimenting with the content. Cooperative learning is especially beneficial for students who are shy, easily distracted during traditional lecture, or need learning support from a group.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As I mentioned, I use this strategy 180 days of the school year. My students discuss questions, ideas, and problems throughout the day and I often use "Think, Pair, Share" to allow students to process information before I call on someone to share with the whole class. They work on group projects and evaluate their final project as well as their
Like anything, however, too much of a good thing can sometimes have negative effects. After having their desks arranged in cooperative groups (rearranged every few weeks to give students new classmates to work with, a different view of the room, and a fresh chance to practice their cooperative learning group set-up) all year long, I could tell by February, that some of my kids needed a little space.
Different students seem to need breaks from this approach for different reasons. In his lecture, Dr.Oliver noted that higher level students sometimes do not benefit as much from cooperative learning. For some of these students, cooperative learner is a great way for them to lead or help share their knowledge; for others, it's a lesson in frustration- feeling like they're held back by a group. For students who are struggling, group learning helps them stay engaged and practice their knowledge and skills, but they also have the additional mental stress of being a good teammate. All students, no matter how sweet and cooperative they are, get a little frustrated with their classmates after being stuck in a trailer with 25 of them over 100+ days.
So, we have breaks. Right now, my students' desks are arranged in rows. They still are right next to one or two students and can work with a partner if necessary and we have literacy center time where they work in groups.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
I see many of the same tools that were discussed last week for the Problem Solving approach to be applicable to this model: Elluminate, Google Docs, Writeboard, and Second Life. Additional programs that allow students to discuss and share information like Facebook, AIM, and Skype could be useful as well.
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