This page contains a Flash digital edition of a book.
intersections with different contributors and participants over time. While we certainly utilized some of the available tools in order to support the collaboration (email, Google Documents, wikis), we also found substantial value in the face-to-face processing space. Others that are doing collaborative writing from a distance can mimic this direct type of communication taking advantage of conference calls, Skype, Adobe Connect, or other technologies. The five-day faculty workshop and the face to face meetings during the compiling and editing phase facilitated emergent idea-making and an ease of sharing of ideas and frameworks. Not only that, the face-to-face meetings provided a space to organize the path and tasks of the collaboration. Finally, the face-to-face sessions provided opportunities to get validation from other contributors about ideas and to gather suggestions, thereby building efficacy in the collaborative process. Our collaborative process can be envisioned as gradually narrowing up to the


point of production, and then a gradual broadening as more and more people are welcomed into the collaboration (see Figure 6.1). On several levels, the success of our collaboration relied on trust. First, the collaboration necessitated that faculty and other participants trusted each other to share and exchange ideas, to co-author and co- content build, and to allow the process and fruits of the collaboration emerge as a natural outgrowth of mutual interest. Second, in order for this collaboration to be truly fruitful, the participants had to buy-in to the concept that as a piece of collaborative work that the product was malleable and response to change given various inputs. The product was dissected, adjusted, and refashioned by the participants in various forms in order to create a tangible instructional outcome—namely this manual. Finally, by recognizing the assumptions that we brought to the collaboration, specifically, that there is value in the constructivist theory of learning, we were able to build trust among the group.


98


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128