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A video of the 2012 CALICO Opening Plenary is available online at: Read moreĬollaborative practices have become very common in second language learning contexts.
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I discuss the potential for a pedagogical paradigm shift in response to this dramatically altered communication landscape and share some practical suggestions for classroom practice. This article addresses these realities while suggesting ways to promote collaborative autonomous language learning abilities. The potential for incorporating the opportunities presented by this participatory culture into language teaching and learning is enormous, but we must recognize and avoid a variety of threats. This collaborative culture has transformed the frequency and manner of our communication with one another as well as the way we co-construct reality. In particular, this article focuses upon the hyper-collaborative participatory culture that has become ubiquitous across the Internet. This extended interpretation allows me the opportunity to further explore the nature of participatory human communication and collaboration and offer some clarification of the proposed instructional model for promoting collaborative autonomous language learning. This article expands upon themes addressed in the 2012 CALICO opening plenary that I delivered at the University of Notre Dame.
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This article expands upon themes addressed in the 2012 CALICO opening plenary1 that I delivered at the University of Notre Dame. These results demonstrate the critical importance of coordination in effectively harnessing the "wisdom of the crowd" in online production environments. Both types of coordination improved quality more when an article was in a formative stage. Implicit coordination through concentrating the work was more helpful when many editors contributed, but explicit coordination through communication was not. Adding more editors to an article improved article quality only when they used appropriate coordination techniques and was harmful when they did not. We distinguish between explicit coordination, in which editors plan the article through communication, and implicit coordination, in which a subset of editors structure the work by doing the majority of it. We examined how the number of editors in Wikipedia and the coordination methods they use affect article quality.
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However, because of the coordination needed to write an article collaboratively, adding contributors is costly. Wikipedia's success is often attributed to the large numbers of contributors who improve the accuracy, completeness and clarity of articles while reducing bias. Observations about the evolving nature of Web-based collaborative writing and associated pedagogical practices including considerations about student autonomy are discussed. Student feedback about the Web-based collaborative activity and use of Google Docs offers additional insights. Findings suggest that students focused more on meaning than form, that their grammatical changes were overall more accurate than inaccurate, that they participated with varying frequency, and that they used the tool for simultaneous varied purposes. Details of students' writing processes and their perceptions of the collaborative Web-based word processing experience are explored. The purpose of this study is to explore and understand the changing nature of collaborative writing, as it is influenced by Web-based writing contexts. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes.