Telecollaboration

As Bloom states in "Bloom's Taxonomy of the Cognitive Domain," to get to the highest skill level, one must learn and master the prior skill before moving on to the more complex skill. In order for students to complete a telecollaborative project successfully, they must be able to construct and combine their ideas with other students and produce a piece of work that not only satisfies the assignment's requirements, but shows critical thinking and evaluation.
If the student is able to produce work that showcases' their critical thinking skills, then according to Bloom, they have mastered all previous skills.

 I think that one of the best writing exercises for high school students in an English class is to use peer editing; it helps both the editor and the writer improve their skills. In a telecollaborative assignment for high school English, students could use technology in a project using "Common Space" and could peer edit each other's work via internet.

 As mentioned by the Penn State article, emails and progress reports to and from students for the duration of the project are good ways to individually grade a student on a group project. I think it is important to grade students as a group as well as on an individual level. If good communication and adequate observation on the teacher's part is applied, then the individual grading and group grading should be accurate. Print Page in IE