Collaborative Learning - Science topic

Maybe parapsychology.

Abdelhak Maghchiche Thanks for your comments. Have you seen the call for paper note attached in this discussion?

Great Dr. Silva. As a social work researcher myself, I am glad to see the progress we have made in training our students. In my recent publication, I discovered some major challenges preventing the effective training of social work students in the online realm in my country.

As students engage in dialogue, say in building a sustainable starship in Minecraft, they construct meaning together. Through a 3-d modeling process each student conceptualizes a build through shared dialogue where they constantly navigate meaning as it occurs in the other, reinterpret their design guided by each others feedback, and experience immediate visual/kinesthetic response through destruction and subsequent creation of a shared build.

In a final presentation using a “conducted die“ improv technique to elicit shared knowledge, students effectively synthesize their experience activating visual, auditory and improvisational cognitive skills.

Dear Dr. Zaidan!

You raised a very important question. I agree with Ms. Yao she made relevant points. I collected here below resources that I think might be of value to YOU:

1) Xu, B., Stephens, J.M. & Lee, K. Assessing Student Engagement in Collaborative Learning: Development and Validation of New Measure in China. Asia-Pacific Edu Res (2023). https://doi.org/10.1007/s40299-023-00737-x, Open access:

2) A case study: Zheng, L., Long, M., Niu, J. et al. An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL. Intern. J. Comput.-Support. Collab. Learn 18, 101–133 (2023). https://doi.org/10.1007/s11412-023-09386-0, Free access:

3) Lin, YL., Wang, WT. Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-11907-1, Free access: '

4) Larkins, C., & Satchwell, C. (2023). Learning How to Know Together: Using Barthes and Aristotle to Turn From ‘Training’ to ‘Collaborative Learning’ in Participatory Research with Children and Young People. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231164607, Open access: https://journals.sagepub.com/doi/full/10.1177/16094069231164607

Yours sincerely, Bulcsu Szekely

Creativity motivates students to learn. When students are focused on a creative goal, they become more absorbed in their learning and more driven to acquire the skills they need to accomplish it. So creativity should be a graduate quality for all university graduates.

It is preferable that the group in the cooperative learning range from 5 to 6 and not more than that

Cooperative learning differs not only between large and small classes, but also its applicability.

Cooperative learning does not actually work except with small groups that do not exceed the members of each group with 7 learners in order to achieve the desired educational goals.

If the classrooms are very large, cooperation is possible, but it will not be cooperative learning in the strict sense of this strategy, because the conditions for classroom organization, group division, etc. will not be fulfilled, and learning will be closer to discussion and dialogue only.

التاكيد على توفير بيئة متكاملة من جميع النواحي

Thank you so much!

Yes, Prof. Ľ. Hurajová

Now more than ever, due to the CoV issue. eLearning & Internationalization in higher education can also help the most disadvantaged countries in the world.

Best Regards.

The following articles may help you.

Collaborative learning is a way to prepare higher education learners for their professional careers and personal lives too. Yes, I would highly recommend this active learning approach in our classroom. Why? Because we are bringing out or nurture their skills in communication, negotiation, respect diversity, creativity, critical thinking, problem-solving, just to list some. However, the instruction does matter.

How to make a collaboration learning a success? I would like to these tips.

1. plan a task that is authentic, close to their environment or context. for example, a current case that is happening around them

2. have ground rules before executing the task. allow them to create the rules and assign roles. for example, timeline, respect each other, ownership of work

3. A briefing is important. We need to have common goals and agree to achieve goals, together (that is a collaborative word, togetherness)

4. Have a clear assessment task. Inform learners of what and how they are going to be asssesed.

5. Have a safe and fun setting and make sure we understand the background of our learners.

All the best

Yes, whatsapp can be used as a tool for distant or virtual learning and social networking.

Following

I agree with Patrizia Nanz

Nice Contribution Konstantin Aal

I agree with Gordon Ade-ojo

Hi! Cooperative learning and collaborative learning both require interactions, free flow of information among the channels and the members involved in the learning process. Thanks

Sorry for jumping in too late, but let me say something about your questions. I do strongly believe that, regardless formal definitions, collaborative learning is meant to develop an ideal asset through which learners, as a group, are hopefully expected to explore a component. On the flip side, cooperative learning tends to scaffold the missing parts of individuals within the group to achieve the desired effect. In the end, it is possible to say that cooperative learning is an additional means to generate all that would serve the final objectives of the learning process. Houda Boumediene

Dear, I hope the following articles will help you:

1.https://pdfs.semanticscholar.org/a011/fdcd85e01dc93ba4ee8b4fd9a6ba5786aefd.pdf

2.

3. https://eric.ed.gov/?id=EJ1191701

4. https://eric.ed.gov/?id=EJ1099599

5. https://scholarworks.montana.edu/xmlui/handle/1/10054

6. https://oapub.org/edu/index.php/ejes/article/view/818

7. https://ieeexplore.ieee.org/abstract/document/8113399

8.http://teslcanadajournal.ca/tesl/index.php/tesl/article/view/698

9

10.

11.

A new free website emphasizes the importance of structure and reasoning for effective scientific writing (in addition to providing tips on writing itself):

or

Thank Amal for your answer. I will try wiziq.

Social media helps interaction, networking and collaboration.

RG is excellent social media for academics.

This link may benefit you:

Students progress personally, while collectively working towards a common goal. Students are accountable to one another and, with appropriate direction, will self-manage this.

Like the cast and crew of a theatre production, co-operation involves interdependence. Roles and responsibilities are clearly defined but are open for negotiation. This method of collaboration brings with it a strong sense of accountability.

Leonardo, sounds like you may be thinking of a vygotskian model of collaboration. Students learn through working with teachers and more knowledgable peers, who together help induct the learners into a new practice. Is that your idea?

I can definitely recommend the debate discussion once it is set-up with the students in mind, i.e., relate the topic to their previous experiences, readings, or societal/global issue. Here's an example of how the latter was done with much success:

Best regards,

Debra

Here studies in RG that re relevant to your question that you can peruse and select something suitable for your study: https://www.researchgate.net/search.Search.html?type=publication&query=Academic%20Motivation%20Scale%20instrument%20suitable%20for%20collaborative,%20blended%20or%20argumentative%20approach%20of%20learning

Best regrads,

Debra

I had experienced one of my article was submitted in a most reputed journal and i took it in a positive way and i published in the same journal.

Hi Dr sorry not a specialist greetings

Very interesting term "pro-summers." I entered it into RG and got the following articles that may be of some help for you. I am also adding some research on collaborative debates online that I hope would also be helpful for you.

Best regards,

Debra

Dear Dr Sami

Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.

I think correcting students in front of their peers can embarrass them, this feeling may be hurt them ,  not necessarily because of what they are being corrected for, but how they are being corrected.I usually try to consider their feeling in the class.

Best regards

I'm working with cognitive and social-emotional complexity, via a profile tool use on MBA and PhD students that breaks down how they think in context. I'm not a fan of the Big Five, so my response would be more detailed in that Extroversion and Introversion can be broken down further into a combination of Thinking Preferences. In my experience of over 120 student profiles, the tendency for collaboration is low.

The MBTI system in the above link is not useful. It's a horoscope in my experience. For example: does a person prefer to be an Individualist or a Team Member? Those two Thinking Preferences alone will give you more information than any MBTI "profile". 

Feel free to contact me.

True qualitative research does not involve measurement, but for other purposes, you could convert the qualitative data to quantitative data (i.e., quantize it). This would involve building a formal scoring system for your qualitative data. In particular, you could define a set of behaviors that indicate collaboration skills, along with a codebook, which would let you count every time that one of these behaviors occurred. 

This is also known as quantitative content analysis, and there are a number of good book on this topic, including one by Krippendorff and one by Neuendorf. I have attached a book chapter that gives an introduction to this approach.

Dear researcher,

Mediation analyses are employed to understand a known relationship by exploring the underlying mechanism or process by which one variable influences another variable through a mediator variable. It facilitates a better understanding of the relationship between the independent and dependent variables when the variables appear to not have a definite connection. They are studied by means of operational definitions and have no existence apart.

see this toturial to know how to do the test: https://m.youtube.com/watch?v=leKxz1UeJjk

Also you will found more information in this link: http://web.pdx.edu/~newsomj/da2/ho_mediation.pdf

Professor Nicola's response is a very interesting submission. I perfectly appreciate the depth and breadth of the experience and the journeys undertaken towards such an esteemed scholar.

I want to extend the argument by referring every one of us to the Satire of the Saberttoth Curriculum by Peddiwell. Peddiwell advances arguments against solid, unchanging specialization because in that pre-glacial age where the waters were clear and ichthyologists could catch fish with their bare hands their fish-grabbing skills were the most sought after. So were the skills of the wooly-horse clubbers and tiger-snaring/tiger-catching specialists. When times changed, and the glacier moved and made the waters murky, those with PhDs in fish-grabbing with bare hands could no longer survive: they had to adapt to new environs and therefore invented crude nets that they could use to catch fish in the murky waters. And so did the other skills have to morph for 'the new age and the new challenges.' I still submit that generalists are fine when times are not as demanding. We need specialists in specific disciplines, who will not be stricto sensu confined to the specialisations but are broad enough to be sensitive to intersections of knowledges and disciplines.

For once, we need to understand the nuances of the Sabertooth Curriculum and how it mocks both generalists and specialists, making us suggest that the specialist must at all times be aware of  "The Man Who Mistook His Wife for A Hat", especially the eternally memorable story, "Rebecca" (Oliver Sachs)

Hello Mari :-) Compared to classroom based language education, telecollaboration offers more benefits to language learners on many aspects, not only linguistic development, such as intercultural communication development and advance of online literacies.

Hello every one,  thanks for the vote of confidence.  Please send me your email address so that we can intimately talk about what we have to do to get this idea off the ground.  Specially those of you who are at an Ethiopian university or affiliated with an Ethiopian university,  the collaboration begins with you.  Thanks

Personalized learning systems are self-managed/autonomic agent based systems which gain cognition via conscious/deep sense rather than collaborative/social firms of learning. Learning recommender systems are controllable picky/choosy social engines which demand vivid data and build evolving patterns of preferences that can be reused in other arenas, all recommender systems learning methods are abstracted from game theory/gamefication models. Adaptive learning systems are based on blended "evolving"/"self-configuring" systems that change their innate behavior automatically from realtime data or new design requirements at runtime, its worth to mention that adaptive learning systems do not consume plans, patterns of behavior to favor the learnt objectives as perceived/ignited by receptor, rather they tend to enhance mechanics and strategies of the learning process.

This links to the Inclusive Learning project:

which you may find helpful.

The 'use cases' and 'examples' might show how to practically implement UDL.

thank you!! Happy Holidays!! 

PS it is very interesting we have used the same model of individual-small groups-communities / networked learning without knowing each other's work. our book 21st century creative learning and competences (EQF hierarchy) is entirely based on these concepts!

https://www.researchgate.net/publication/275099955_Participant_behavior_and_content_of_the_online_foreign_languages_learning_and_teaching_platform  Look at our experience of building a social network for learning foreign languages. Perhaps you would be interested

Here's a link to the Measurement Instrument Database for the Social Sciences that has instruments for team work that can be helpful for you:

Here's what is available in RG:

Best regards

Thanks for sharing this question. I am more familiar with gaming in education as digital natives use it frequently as a pass time. Using gaming as an online educational tool also has shown to increase engagement, but the output in terms of completing meaningful tasks toward achieving learning outcomes is not as successful. Based on the latter, I would suggest that whatever tasks are required to participants that these be aligned to set learning outcomes to make the Esports experience enjoyable and successful. Here's what's available on RG in the undermentioned link.

Best regards,

Debra

The asynchronous debate is always a powerful collaborative strategy for students. Please see the attached for an example of the process and results that can give an idea of how to set it up:

Many thanks,

Debra

We use Waypoint as the digital platform for rubrics, though the design of the learning activities and assessments is certainly  more important than the technological platform. 

As you consider such designs, you may find the attached articles interesting. One is about four characteristics of collaborative activities and the other is a peer- and self-assessment of collaborative behaviors.

Best wishes,

Barb

Dear Micaela Ochoa,

Indubitably, collaboration between district offices in the educational circle has always played a pivotal role along with the evaluation factor. In point of fact, collaboration is a working process in which the educational objectives are coordinated for the purpose of uniformity and standardization. Unless DOs operate within a standardized schedule, the goals defined at the macro-level go awry and the created inconsistency creates havoc. Consequently,  as you have rightly observed, thorough collaboration DO departments can materialize the supportive role much needed for increasing the quality of services required for various schools operating under the wings of such districts.

Best regards,

R. Biria

Rosella:

Very interesting question and relevant to 21st Century learning! Attached are links to studies in RG on collaborative learning and an example of how such learning in small teams can be done thru debating.

Best regards,

Debra

Sarah:

I think the use of pre focus group and post focus group in an educational research is a method quantitative viable. It's important to know the students to compose the focus group. The choose could be based in the knowledgments of students taking account the pre and post assessment about de didactic material to be teached.

I hope would be helpful for you.

Best regards,

Valdeni

Hello Pablo,

I'd like to provide an answer to a slight variation of the question you've posed.  ¿What are the similarities between teaching via collaborative learning and online/hybrid learning?  My research points to three things that must be considered very carefully by teachers in these contexts:

(1) Skills for successful autonomous learning often must be taught and modeled.  Many of our strongest students have learnt these skills tacitly in one form or another, but my experience is that the majority of students have not.

(2) It is one thing to convince a group of students they must be responsible for their own learning, and it is another thing to change their epistemic beliefs regarding the nature of knowledge creation.  In that autonomous learning proves to be important in both collaborative learning and online/distance learning, the skills are not enough.  They are much more effective if the students come to acknowledge that they are now the creators of their new knowledge.  (I.e., they see the benefit, and they do not interpret the situation as the "teacher not doing their job.")

(3) Students want to be a part of a community.  The more opportunities to authentically work with other students, the better.  And, as it should not be assumed that the students will learn the other skills "along the way," it is best to provide specific activities to encourage students to build community early.

First, let me stress that I do not mean to suggest that these are not issues in regular classrooms.  But, it was a key point in my research when I first discovered the parallels of these three aspects in inquiry based learning and online instruction.  Second, I do not want to suggest that all students do not already know this.  In fact, having students share their strategies with each other has been a powerful learning experience for me, too.

Hope this proves to be useful information.

Cheers,

    gh

Here are the PPT slides from a conference paper one of my colleagues presented recently.  It is a meta-analysis of Mobile Assisted Language Learning (MALL) research. It may have some interesting information for you about how MALL is currently being used.  Most MALL today uses smartphones.

We have a longer article on this subject approved by Educational Technology and Society, but it has not yet been published (also linked so you can see the abstract).  

Yes, I believe this is so.  Flipped learning means that we use class time for active learning.  I group my students so that each group has some stronger students.  There is peer collaboration, but the teacher is also extremely busy.  Have a look at these:

Dear Stefan - I'm excited by your question, How can we build the European Teacher Model and a strong relationship with partner institutes? I've attached my response with a proposal to create a profession of Master Educators for Europe.

I know a Biologist who is expert in vocal communication of New World primates.  His name is Enrique Zerda.  Please let me know if you think his contact could be useful for you, 

Hello Raphael, I mainly studied a particular aspect of this question, linked to international / intercultural dimension. Maybe you are interested in these papers:

Bartel-Radic, A. (2006). "Intercultural Learning in Global Teams." Management International Review 46(6): 1-31.

(main result concerning your topic: diversity within the team is the main factor permitting collective intercultural learning.)

Bartel-Radic, A. (2013). "'Estrangeirismo' and Flexibility: Intercultural Learning in Brazilian MNCs." Management International 17(4): 239-253.

(main result concerning your topic: collective learning process differ accross cultures - here the case of Brazil is detailed).

Good luck with your research - I'm looking forward to the results!

Of course. It is fundamental the facilitating role of the instructor. Please also see some of my research articles in my profile.

Kind regards

NP

 Maybe you are interested in a paper about Wiki and Weblog for collaborative learning. I have one recommendation for your questionnaire. I think it would be better if you differ more in your items in question 22. Which Web 2.0 tool do you mean? Divide into Weblog, Wikis, etc. I think it makes a difference.

The topic is close to one of the areas of my research on sociology of technology in education.

Few suggestions:

1) I think you could gain insights into all 3 aspects you want with an online survey, that is, obtaining information based on users' statements. This quantitative tool is, for example, best for your no. 1 issue of motivation as  it is difficult for us to guess users' motivation  with direct observations. You might, but it will take many hours for a little piece of information.

2) Survey data could be followed by direct observations. This stage will be, I think, particularly useful for your No. 2 issue, that is, collaboration and it will be happening right in front of you. Then, step 3:  narrow down the number of participants to the cases  for interview you are really interested in.  Remember that all steps 1 , 2 and 3 have different sampling method, although they might come from the same N pool.

3) There are many technological tools with different level of learning. So, my final  suggestion is this. Instead of going into a technology ad random or the first at hand (what you use now, for example), perhaps it would be smarter  to choose a technological platform that is proven to be education-oriented, e.g., Moodle. I think this will save time for you. If you choose other lesser educational tools such as Pods and Facebook, then your research will be more difficult to handle and keep the focus you wanted. This is because the technical variation tends to derail researchers from the 'main road'.  There are substantial amount of research on Moodle, so this is also an advantage. You start from a solid literature ground.

Cheers

Hi Kimberly, I think that policies that hamper or constrain teacher autonomy are the ones that have the biggest impact on teachers using technology in the classroom. Many of my students, in-service teachers, express a great deal of fear about trying new things in the classroom.  They are afraid of principals and district personnel who don't understand or misunderstand what they are trying to do. Policies that have weakened the power of unions have also contributed to this sense of vulnerability that leaves teachers waiting to be told what to do.

I wrote the Foreword for the book Collaboration in Learning: Transcending the Classroom Walls by Mal Lee and Lorrae Ward - https://shop.acer.edu.au/acer-shop/product/A5304BK. The following is an extract from that Foreword:

"Central to the book is collaborative learning, reflecting the appropriate title of the book – Collaboration in learning: Transcending the four walls. Morten Hansen in the influential work Collaboration: How Leaders Avoid the Traps, Build Common Ground, and Reap Big Results refers to ‘disciplined collaboration’ as the important  ‘leadership practice of properly assessing when to collaborate (and when not to) and instilling in people both the willingness and the ability to collaborate when required’.

Interestingly, Hansen highlighted four barriers - the “not-invented-here” barrier (we don’t reach out to others); the “hoarding” barrier (we keep things to ourselves); the “search” barrier (we can’t find what we need anywhere); and the “transfer” barrier (we only work with people we know well).

In response, Hansen suggested that there are three levers to overcome these barriers which highlight collaboration; namely, the Unification lever – to get everyone aiming at a lofty goal; the T-shape lever – to work within and across units simultaneously; and the Networks lever – to get people to use their personal networks.

The authors provide guidance which aligns with Hansen’s thinking, and provides relevant, practical guidance. They outline the importance of vision, projects, programs, programs, outputs, outcomes, and the benefits.  Key questions are asked in relation to these and proposals are suggested in this book.  Collectively, these provide powerful ideas for educators." It's worth reading.

Thank you Debra.  I really appreciate your reply. 

Yes, I agree with you. These group skills do not develop in a vacuum, they need to cultivated like any other before effective collaborative can occur, and realise its full potential for teaching and learning.

Thanks again,

Owen

The Staff Perceptual Survey towards becoming a PLC may work nicely for you. Here is a link to this survey. It's included in Eaker and Keating's Every School, Every Team, Every Classroom, (2012).  I have a attached a link so you can review the entire survey and see if it can be adapted to meet your needs. Best of luck.

Hi,

Every form of knowledge through a building process . It is important that the various forms of construction are carried out by the subjects. The technology contributes to the development and maintenance of various forms of thought.

[ ]'s

(Please use the little green arrow if you like my reply).

Just so you know, there is a newer (2014) second edition of the Charmaz book. It doesn't chasing much of what she said in the 2006 version, and instead mostly adds some new chapters.

As for the lack of a control group, a control group is primarily useful when you are doing quantitative research, and what you have in mind is very different. So, I would not worry about what your research does not do. Instead, I would concentrate on the strengths of what your project can contribute to knowledge in your field. 

Collaborative learning is an educational approach to teaching and learning which involves groups of learners working together to solve a problem, complete a task, or create a product. Learning through collaboration not only makes learning easy but it broadens the minds of learners. And so to that extent, it would help learners in reading comprehension in an ESP and any other class for that matter.

The point must be made that collaborative learning is not one single mechanism: if one talks about "learning from collaboration", one should also talk about "learning from being alone". Individual cognitive systems do not learn because they are individual, but because they perform some activities (reading, building, predicting, ...) which trigger some learning mechanisms (induction, deduction, compilation, comprehension). Similarly, peers do not learn because they are two, but because they perform some activities which trigger specific learning mechanisms. This includes the activities/mechanisms performed individually, since individual cognition is not suppressed in peer interaction.

In addition, the interaction among subjects generates extra activities (explanation, disagreement, mutual regulation, ...) which trigger extra cognitive mechanisms (knowledge elicitation, internalisation, reduced cognitive load). And the reduction in cognitive load inures to the benefit of students in reading comprehension. Teachers must instil and encourage collaborative learning since its advantages far outweigh its weaknesses. I hope this view helps you.

Bonnie, I love you answer, not just because I am from Pittsburgh (Pa) (go Steelers) but also because of the timing.  I have a new q on RG about learning to learn--from a developmental perspective and I'm in the process of writing a new post for my "learning to learn" blog: http://wanttolearn.edublogs.org/category/worth-learning-purpose-outcome/

I'd love to have you join the other question and take a look at m blog.

Fran

What you refer to as the jigsaw puzzle model reminds me of the old Harvard Model (from what I can recall) where each member in a set or group becomes a subject matter expert on particular aspects and then reports the information they have accumulated to the group in the form of discussions.

At Keiser University we use a "jigsaw puzzle" method for learning material. In our case we break up the major work into seemingly unrelated events based upon our current research interests.and after several weeks we build a final project based upon our research with the materials based upon whatever the overall research topic we are studying is covered. For instance, my last class was in Qualitative research methods and the assignments did not make much sense to me by themselves as I am more oriented towards quantitative research. Upon the conclusion of several weeks the materials we were studying was joined into a research proposal project based upon our individual interests which was classifiable as Qualitative in nature. 

The true advantage with the model we use at Keiser University is we are able to envelop a topic from multiple approaches inter-mixed with deep discussions to come to a better understanding than if we just read the book and was given some general instructions for a final project. In my opinion this building block method has been most beneficial for me due to severe memory issues.

Thanks Barbara. My diagram is based on IMS LD specification.

I attach more info about it

In Texas, again in inclusion settings, I tend to hear co-teaching and team teaching used, even though the model often focuses on one teacher as the lead and the other as the support staff.

With regard to facilitator' role, generally I think that he/she should have good communication and teamwork management skills. in addition, CSCL tutor must have more skills such as, computer proficiency, and capacities to answer, to help, and to communicate with a lot of his dispersed learners at any moments.

Dear Dony

Learning in my course that involve students is as follows:

1. After I deliver part of the session, I pose problems to the students. They answer the questions individually. They can also make observations, if they like (Cooperative learning).

2. Each group of about 6 students prepares a case for each session. I can invite any of the 10 groups to make a presentation on the case. After that, individual students are invited to answer issues related to the case. They are given marks for insightful interventions and answers (Collaborative as well as cooperative learning)

3. Each group goes to field or searches literature and does a project, which is submitted to me for evaluation at the end of the term (Collaborative learning).

4. Each student takes four quizzes online during the course.(Cooperative learning)

"contribution-oriented pedagogy" is well accepted only when there is clear separation of "what is expected" and in which position of the value chain.

SELECTION - CURRICULUM - INPUTS - PROCESSING - EVALUATION - OUTPUT

Contribution starts right from the sourcing or selection stage of the students/ course work etc.,

Contribution measurement also varies upon

1. Qualitative & Quantitative

2. Source of Drive (Teacher / Institution / Students) sometimes even external forces

It is important to distinguish between adult learning from mature audiences and learning from young adults. There are many different considerations. I really like the work of Marc Prensky and the difference he points out between what he calls "Digital Natives" and "Digital Immigrants". If you are interested look at http://www.nnstoy.org/download/technology/Digital%20Natives%20-%20Digital%20Immigrants.pdf