• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.


Due June 23

Page history last edited by Janice Wilson Butler 7 years, 3 months ago

Back to Course Calendar



Cooperative learning is active learning. Students are engaged and interacting through opportunities that nurture teaching and learning between peers. It results in positive peer pressure on all individuals to achieve group goals. How? Through the support of each individual to ensure that those of varying ability can achieve these goals. “In an education system that typically promotes individualism and independence, the experience of cooperative learning introduces the understanding that one needs to rely on and have connections with others to succeed. This sense of interdependence is vital to successful and satisfying functioning in the adult world" (Smith, n.d.)


This is not to say that there isn't a place and time for working individually. However, the old adage "two heads are better than one" is an apt one and one that is the cornerstone of the world of work. And what are we doing, after all, but educating our students and fellow peers for the world of work?


Smith, K. (n.d.). Cooperative learning: A proactive intervention for the classroom... Retrieved from the University of Minnesota, Center for Early Education and Development website:   http://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehavior/coop.pdf 


Learning Outcomes

  • Analyze and demonstrate an appropriate approach to creating a cooperative learning lesson that take will advantage of the strengths of each program and create a new product that will inform instruction. 

  • Evaluate products designed to demonstrate the effectiveness of this tool with regard to engaging and motivating learners




Assignment 1


Part A:

One of my favorite tools is Screenr. But you have already used this so consider this part completed. :) 


Part two:

 Mrs. Ayuku teaches second grade. The concept for this week's math focus is:

§111.14. Mathematics, Grade 2 / (b)  Knowledge and skills.

(6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:

   (A)  generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels;

   (B)  identify patterns in a list of related number pairs based on a real-life situation and extend the list; and

   (C)  identify, describe, and extend repeating and additive patterns to make predictions and solve problems.


One of her professional goals for this year is to create a series of brief lessons which can be used to reteach math concepts she knows are difficult ones for her students to learn. Mrs. Ayuku is enrolled in a fantastic course at UTB called Applications of Technologies. She has decided to use Twiddla, an online collaborative tool, to work with her students when they become "stuck" during their homework time.


This evening, Mrs. Ayuku has a math appointment with one of her students. The student's family is supportive of technology and learning and have the Internet connection and other hardware needed in order to facilitate the meeting on their end.


To do-

 Your grade will be predicated upon the following:


To do


Create a  brief lesson that addresses the math concept above. (Remember, the focus is upon the use of technology, not the quality of the lesson.)


Create a Twiddla account. Find a partner (classmate, colleague, family member, friend, etc.) who will play the part of the student in order to demonstrate the collaborative nature of the software. This will require two computers and two microphones. Also, speakers should be used (not headsets) so that Screenr can pick up the conversation.



Open up Screenr and record the Twiddla session between "Mrs. Ayuku" (you) and the "student" (whomever you have partnered with.) Again, the emphasis is on use of the tool, not lesson quality or an Academy Award performance. <smile>


After teaching the concept, upload to the Screenr site and then post the link in your wiki



Part B:

I have often seen Stixy compared to Wallwisher, but honestly I just don't see it. An incredible tool, Stixy has a unique versatility and ability to almost do whatever it is you need with a chameleon-like quality. Curious? See the presentations below:





To do:

Your grade will be predicated upon the following:


To do


Hopefully, you are a reader.( If not, well, pretend that you are.) Think of a book you have read at some point in your life. It can be a childhood favorite, one that you share with your children, or a murder mystery you were unable to put down.


Create Stixy account


Create a brief Stixy that gives a summation of what this book is about (e.g. book report). Be sure to cover:    
  • plot

  • characters

  • setting

  • theme

  • conflict

  • rising action

  • climax

  • falling action

  • denouement







Each element above is to be labeled on the Stixy board for easy identification.


Be sure to be creative and make it attractive.


Submit assignment on your wiki.



Assignment 2 - Each Module


For each new tool you use: If no new tool is assigned, please do not do this.


You will be learning a large number of new tools throughout this semester. In order to keep track of what is what, each time you use or learn a tool, you will need to post a description and information about them in a Web 2.0 wiki page that you create in your ePortfolio. For each tool, please provide the following information:


To do


Include the following information for each tool: 

  • Name of tool

  • Link to tool

  • Suggested educational use (2 ways it could be used in education

  • Most engaging feature

  • Most aggravating feature

  • Comparable tool you like better or not as well / why?







20 points per tool



Click on the graphic below if you have questions!




Licensed under Creative Commons

by Lumaxart.com



Pages are maintained by Linda Evans Newell, PhD
The University of Texas at Brownsville

© Copyright 2012


Comments (0)

You don't have permission to comment on this page.