Larissa's+Summaries

= **FIRST VERSION OF THE SUMMARY OF THE ARTICLE** “Collaborating Online: Digital Strategies for Group Work” =

The text “Collaborating Online: Digital Strategies for Group Work” by Anthony T. Atkin presents some productive technological alternatives to face-to-face collaboration, based on three main steps: assessing the project or task; using technology to organize the project; and using technology to present the project.

 The first step, assessing the project or task, presents two projects, A and B, in which collaborative working is being used. Both Project A and B provide examples of ways that group work may be assigned in their classes. It is said that having at least one face-to-face meeting is necessary to the efficiency of the project such as: knowing the group members, deciding a person’s responsibility in the group, determining what technologies the group will need to facilitate the project collaboratively, and setting deadlines for tasks.

 The second step, using technology to organize the project, presents some tools on the Internet such as Wikipedia, Google Docs, blogs, Facebook, which can help a person to organize collaborative projects. These tools are useful since they can make group work more productive, alleviate problems with group members who are absent (or who do not participate), and cost nothing to use. It also shows some group problems that can be solved through this way of working.

 The last step, using Technology for Presentation, shows that presentations can take various forms. It is important to mention that the kind of presentation a person creates is determined largely by the nature of the project itself.

 Although working in a collaborative environment can be hard or in some way complicated, it is a good opportunity to improve the quality of working with a group.


 * Second Version: **

The text “Collaborating Online: Digital Strategies for Group Work” by Anthony T. Atkin presents some productive technological alternatives to face-to-face collaboration, based on three main steps: assessing the project or task; using technology to organize the project; and using technology to present the project.

The first step, assessing the project or task, presents two projects, A and B, in which collaborative working is being used. Both Project A and B provide examples of ways that group work may be assigned in their classes. It is said that having at least one face-to-face meeting is necessary to the efficiency of the <range type="comment" id="372076">project such as: knowing the group members, deciding a person’s responsibility in the group, determining which technologies the group will need to facilitate the project collaboratively, and setting deadlines <range type="comment" id="967267">for tasks.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The second step, using technology to organize the project, presents some tools on the Internet such as Wikipedia, Google Docs, blogs, Facebook, which can help a person to organize <range type="comment" id="814023">collaborative projects. These tools are useful since they can make group work more productive, alleviate problems with group members who are absent (or who do not participate), and cost nothing to use. <range type="comment" id="786825">In this step is also shown some group problems that can be solved through this way of working.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The last step, using Technology for Presentation, shows that presentations can take various forms. It is important to mention that the kind of presentation a person creates is <range type="comment" id="929468">determined largely by the nature of the project itself.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Although working in a collaborative environment can be hard or<range type="comment" id="114844"> in some way complicated, it is a good opportunity to improve the quality of <range type="comment" id="807116">working with a group.


 * Third Version: **

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The text “Collaborating Online: Digital Strategies for Group Work”<range type="comment" id="763201">, by Anthony T. Atkin, presents some productive technological alternatives to face-to-face <range type="comment" id="365256">collaboration, <range type="comment" id="56049">based on three main steps: assessing the project or task; using technology to organize the project; and using technology to present the project.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The first step, assessing the project or task, presents two collaborative work <span style="font-family: Arial,sans-serif; font-size: 9pt;"> projects : <span style="font-family: Arial,sans-serif; font-size: 9pt;"> A and B, <range type="comment" id="559547">in which collaborative working is being used. Both Project A and B provide examples of ways that group work may be assigned <range type="comment" id="874023">in their classes to a class. <range type="comment" id="909469">It is said Atkin suggests that having at least one face-to-face meeting is necessary to improve the efficiency of <range type="comment" id="395276">the project tasks such as: <range type="comment" id="517329">knowing the group members, deciding a person’s responsibility in the group, determining which technologies the group will need to facilitate the project collaboratively, and setting deadlines.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The second step, using technology to organize the project, presents some tools on the Internet such as Wikipedia, Google Docs, blogs, and <span style="font-family: Arial,sans-serif; font-size: 9pt;">Facebook, which can help a person to organize projects collaboratively. These tools are useful since because they can make group work more productive, alleviate problems with group members who are absent (or who do not participate), and cost nothing to use. <range type="comment" id="121327"> Some group problems that can be solved through this way of working are also shown in this step.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">The last step, using t echnology for p resentation s <span style="font-family: Arial,sans-serif; font-size: 9pt;">, shows the various forms that presentations can take various forms. It is important to mention that the kind of presentation a person creates is largely <span style="font-family: Arial,sans-serif; font-size: 12px;">determined <span style="font-family: Arial,sans-serif; font-size: 9pt;"> by the nature of the project itself.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Although working in a collaborative environment can be <range type="comment" id="876958">hard or, in some other way, complicated, it is a good opportunity to improve the quality of the project itself.

Good work, Larissa! You have a clear thesis statement and a solid structure for your summary. My main suggestion is to clean up a few of your sentences that are a bit "wordy" to improve the clarity of your ideas. -Kimi


 * Final Version (Summary 1) **

The text “Collaborating Online: Digital Strategies for Group Work” by Anthony T. Atkin presents productive technological alternatives to face-to-face collaboration on projects when working in groups. The author outlines three main steps in this process: assessing the project or task; using technology to organize the project; and using technology to present the project.

The first step, assessing the project or task, presents two collaborative work projects: A and B. Both project A and B provide examples of ways that group work may be assigned to a class. Atkin suggests that having at least one face-to-face meeting is necessary to improve the efficiency of certain project tasks such as: getting to know the group members, deciding a person’s responsibility in the group, determining which technologies the group will need to facilitate the project collaboratively, and setting deadlines.

The second step, using technology to organize the project, presents tools on the Internet such as Wikipedia, Google Docs, blogs, and Facebook, which can help a person to organize projects collaboratively. These tools are useful because they can make group work more productive, alleviate problems with group members who are absent (or who do not participate), and cost nothing to use.

The last step, using technology for presentations, shows the various forms that presentations can take. It is important to mention that the kind of presentation a person creates is largely determined by the nature of the project itself.

Although working in a collaborative environment can be difficult or complicated, it is a good opportunity to improve the quality of the project itself.

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**FIRST VERSION OF THE SUMMARY OF THE ARTICLE** **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">“What is Collaborative Learning?” ** =

<span style="font-family: Arial,sans-serif; font-size: 9pt;"> In the article “What is Collaborative Learning?” by Barbara Leigh Smith and Jean T. MacGregor, Collaborative Learning is defined as “an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together”. Teachers, in general, choose this kind of group work in order to help the students learn more effectively. It builds knowledge through an active process.

<span style="font-family: Arial,sans-serif; font-size: 9pt;"> In collaborative learning situations, students <range type="comment" id="237270">are creating something new with the information and ideas that they <range type="comment" id="415990">got. These techniques immerse students in challenging tasks or questions. Besides, it is an <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">independent way of working once they use the knowledge <range type="comment" id="89817">got from a discussion with a friend, the lectures themselves, and also <range type="comment" id="939044">materials to learn.

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;"> Students are more involved with what is going on with the project and they have to find a way to solve all the problems that may appear, <range type="comment" id="540382">and organize the best way to make the project better. <span style="font-family: Arial,sans-serif; font-size: 9pt;"> According to this article, “Learning collaboratively demands responsibility, persistence and sensitivity, but the result can be a community of learners in which everyone is welcome to join, participate and grow”. Collaborative Learning can <range type="comment" id="548782">help students become better students because they have to deal with different people, different opinions and different situations, which prepare them to jobs, <range type="comment" id="234236">work in groups, and also <range type="comment" id="31448">respect others.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">In the article “What is Collaborative Learning?”, by Barbara Leigh Smith and Jean T. MacGregor, c <span style="font-family: Arial,sans-serif; font-size: 9pt;">ollaborative l <span style="font-family: Arial,sans-serif; font-size: 9pt;">earning is defined as “an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together” ( <span style="font-family: Arial,sans-serif; font-size: 9pt;">p. 1 ) <span style="font-family: Arial,sans-serif; font-size: 9pt;">. Teachers, in general, choose this kind of group work in order to help the students learn more effectively. It builds knowledge through an active process.
 * Second version: **

<span style="font-family: Arial,sans-serif; font-size: 9pt;">In collaborative learning situations, students create something new with the information and ideas that they <range type="comment" id="179946">have got. These techniques immerse students in challenging tasks or questions. <range type="comment" id="511049"> Besides, it is an <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">independent way of working once <range type="comment" id="396372">they use the knowledge <range type="comment" id="71180">achieved from a discussion with a friend, the <range type="comment" id="682948">lectures themselves , and also the cours e materials they read to learn. Students are more involved with what is going on with the project and they have to find a way to solve all the problems that may appear, <range type="comment" id="211450">organizing the best way to make the project better.

<span style="font-family: Arial,sans-serif; font-size: 9pt;"> According to this article, “ l earning collaboratively demands responsibility, persistence and sensitivity, but the result can be a community of learners in which everyone is welcome to join, participate and grow” ( <span style="font-family: Arial,sans-serif; font-size: 9pt;">p. 9 ) <span style="font-family: Arial,sans-serif; font-size: 9pt;">. Collaborative l earning can help students become better students because they have to deal with different people, different opinions, <span style="font-family: Arial,sans-serif; font-size: 9pt;"> and different situations, which prepare them to for <span style="font-family: Arial,sans-serif; font-size: 9pt;">jobs, to work in groups, and also to respect others.

Again, you did a good job capturing the main ideas of the article. Try to avoid using unnecessary words and phrases as they add confusion to your writing. Just a few changes, and you´ll be ready for a final draft! -Kimi = =

** Final Version (Summary 2) **
In the article “What is Collaborative Learning?”, by Barbara Leigh Smith and Jean T. MacGregor, collaborative learning is defined as “an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together” (p. 1). Teachers, in general, choose this kind of group work in order to help the students learn more effectively. It builds knowledge through an active process.

In collaborative learning situations, students create something new with the information and ideas that they are working with. These techniques immerse students in challenging tasks or questions. It is an independent way of working once students use the knowledge gained from a discussion with a friend, class lectures, and the course materials to learn, instead of depending only on the teachers' ('s) help. Differently from the traditional learning model, which is teacher/student-centered, classes in collaborative learning become a community of shared experiences, opinions and work from which learning is a natural outcome. Students are more involved with what is going on with the project and they have to find a way to solve the problems that appear.

According to this article, “learning collaboratively demands responsibility, persistence and sensitivity, but the result can be a community of learners in which everyone is welcome to join, participate and grow” (p. 9). Collaborative learning can help students become better students because they have to deal with different people, different opinions, and different situations, which prepare them for jobs, to work in groups, and also to respect others.