Esta secuencia de actividades se puede utilizar como una tarea preliminar para la organización de grupos de colaboración. Se trata de conseguir ‘ una lluvia de ideas’ que se consensuan entre los participantes colaborativos virtuales.
Se ejemplifica aquí como parte de una secuencia de tareas entre estudiantes de enfermería y estudiantes de enseñanza que estaban escribiendo, en colaboración, un boletín virtual
This task outlines collaborative writing over a period of several sessions. It aims to help students learn the importance of writing drafts, revising drafts, providing peer feedback as well as practicing specific writing competences.
The example that is given belongs to a larger task sequence between Nursing students and Teaching students who were writing an online newsletter together.
As more and more professions increasingly move to information online, students in formation need to learn how to produce and publish online materials pertinent to their profession. The global aim of this task sequence is to guide ESP students (English as a Specific Purpose) through the creation of an online newsletter.
This task sequence aims to help students understand different genres of writing (particularly journalism) and to improve writing skills in the target language. The sequence also aims to help language students ‘ learn to learn’ (promoting learner autonomy) by emphasizing the metalinguistic skill of ‘ noticing’ language features and reflecting on them.
The sequence is made up of collaborative writing tasks involving shared online writing of newspaper sections, followed by peer editing of each section. The process includes collaborative drafting and refining of articles, images and editorial pieces, followed by collaborative final revision and formatting. The collaboration leads to the final output of an online newsletter.
A writing task with several phases. Tutors divide their students into groups, they are tasked with researching and collecting information about how students are perceived and writing a short blog post collaboratively. The posts are shared on a forum and language clarifications are sought from the partner institution. A student editorial committee from the partner institution then reviews the posts and selects the best from across the levels to post publically on an open blog. Voting and responses are sought using twitter etc.
A blended writing course in which the final draft of each essay is the result of f-2-f and online collaboration.