A MODEL TO GUIDE PRACTITIONERS THROUGH THE PROCESS OF COLLABORATIVE PROJECTS
Vol 3 No 1, January 2006
John Raven, Higher Colleges of Technology
Collaborative projects are often touted as an effective pedagogical practice particularly when authentic tasks and a student centred approach are involved. By default such practices often include many other aspects that need to be taken into consideration such as interdisciplinary tasks, technology or second language learning (ESL). Approaches to teaching/ learning like these are necessarily complex and a theoretical framework that unravels the numerous issues embedded is needed to understand what exactly is going on. In this paper a model developed originally by Webb and Palincsar (1996) is used to illustrate the multitude of influencing factors involved in a large scale integrated collaborative project at Sharjah Women’s College. From the students’ perspectives, issues related to tension with using technology and lack of transfer between disciplines was uncovered implicating the need for changes to aspects of the project.
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