Difference between Cooperative learning and Collaborative learning:

Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal.

Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members' abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people.

Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaboratve system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered.


Panitz, T. (1996). A Definition of Collabirative vs Cooperative Learning. [Online article]. Retrieved April 28, 2012, from the Worl Wide Web: http://www.londonmet.ac.uk/deliberations/collaborative-learning/panitz-paper.cfm

Collaborative Learning

The concept of collaborative learning, the grouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful.

Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking.There is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than learners who work quietly as individuals. The shared learning gives leanres an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers.

Srinivas, H. (n.d). Collaborative Learning. [Online book]. Retrieved April 28, 2012, frome the World Wide Web: http://www.gdrc.org/kmgmt/c-learn/index.html

Cooperative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. 

Cooperative efforts result in participants striving for mutual benefit so that all group members:

• Gain from each other's efforts. (Your success benefits me and my success benefits you.)
• Recognize that all group members share a common fate. (We all sink or swim together here.).
• Know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.).
• Feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).

Why use Cooperative Learning?

Research has shown that cooperative learning techniques:

• Promote student learning and academic achievement
• Increase student retention
• Enhance student satisfaction with their learning experience
• Help students develop skills in oral communication
• Develop students' social skills
• Promote student self-esteem
• Help to promote positive race relations

5 Elements of Cooperative Learning

It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:

1. Positive Interdependence
(sink or swim together)

• Each group member's efforts are required and indispensable for group success
• Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities

2. Face-to-Face Interaction
(promote each other's success)

• Orally explaining how to solve problems
• Teaching one's knowledge to other
• Checking for understanding
• Discussing concepts being learned
• Connecting present with past learning

3. Individual & Group Accountability

• Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be.
• Giving an individual test to each student.
• Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class.
• Observing each group and recording the frequency with which each member-contributes to the group's work.
• Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers.
• Having students teach what they learned to someone else.

4. Interpersonal & Small-Group Skills

• Social skills must be taught:
• Leadership
• Decision-making
• Trust-building
• Communication
• Conflict-management skills

5. Group Processing

• Group members discuss how well they are achieving their goals and maintaining effective working relationships
• Describe what member actions are helpful and not helpful
• Make decisions about what behaviors to continue or change

Kagan, S. (1994). Cooperative Learning. [Online article]. Retrieved April 28, 2012, from the World Wide Web: http://edtech.kennesaw.edu/intech/cooperativelearning.htm

C.A.L.L.

Definition of CALL

CALL is the acronym for Computer Assisted Language Learning and it is related to the use of computers for language teaching and learning.

General advantages and disadvantages of CALL

One of the advantages of CALL is that, it helps to generate autonomous learners who will experience freedom of choice. The tools that learners find in computers allow them to assume mastery of their own learning experience. Students can call up the programs held by computers whenever they want; besides, computers are sensitive to the learner’s level of proficiency. This advantage, though, can also be seen as a disadvantage, since many teachers may consider that computers are undertaking functions that should be performed by trained teachers.

Another advantage of CALL is that it gives a new role to teaching materials. In CALL, materials adapt themselves to the requirements of the individual student; that is, they become interactive.

In the field of methodology, we find one advantage and one correspondent disadvantage. The advantage is that CALL, like other new technologies, brings about changes in the teaching methodologies of English. There are cases, though, in which computers are just used to give old materials a new aspect. This is the case of teachers who put students in front of the computer just to make fill-in-the-gap exercises.

Computer Assisted Language Learning (n.d.). [Online article]. Retrieved April 28, 2012, from the World Wide Web: http://www.terra.es/personal/nostat/

Difference between the Internet and World Wide Web

The Internet is the large container, and the Web is a part within the container. It is common in daily conversation to abbreviate them as the "Net" and the "Web", and then swap the words interchangeably. But to be technically precise, the Net is the restaurant, and the Web is the most popular dish on the menu. 

Here is the detailed explanation: 

1: The Internet is a Big Collection of Computers and Cables. 

The Internet is named for "interconnection of computer networks". It is a massive hardware combination of millions of personal, business, and governmental computers, all connected like roads and highways. The Internet started in the 1960's under the original name "ARPAnet". ARPAnet was originally an experiment in how the US military could maintain communications in case of a possible nuclear strike. With time, ARPAnet became a civilian experiment, connecting university mainframe computers for academic purposes. As personal computers became more mainstream in the 1980's and 1990's, the Internet grew exponentially as more users plugged their computers into the massive network. Today, the Internet has grown into a public spiderweb of millions of personal, government, and commercial computers, all connected by cables and by wireless signals. 

No single person owns the Internet. No single government has authority over its operations. Some technical rules and hardware/software standards enforce how people plug into the Internet, but for the most part, the Internet is a free and open broadcast medium of hardware networking.

2: The Web Is a Big Collection of HTML Pages on the Internet.

The World Wide Web, or "Web" for short, is that large software subset of the Internet dedicated to broadcasting HTML pages. The Web is viewed by using free software called web browsers. Born in 1989, the Web is based on hypertext transfer protocol, the language which allows you and me to "jump" (hyperlink) to any other public web page. There are over 40 billion public web pages on the Web today.

Gil, P. (n.d.). What Is the Difference Between the Internet and the Web? [Online article]. Retrieved April 28, 2012, from the World Wide Web: http://netforbeginners.about.com/od/internet101/f/the_difference_between_internet_and_web.htm

World Wide Web

Definition: The term WWW refers to the World Wide Web or simply the Web. The World Wide Web consists of all the public Web sites connected to the Internet worldwide, including the client devices (such as computers and cell phones) that access Web content. The WWW is just one of many applications of the Internet and computer networks.

The World Web is based on these technologies:

• HTML - Hypertext Markup Language
• HTTP - Hypertext Transfer Protocol
• Web servers and Web browsers

Researcher Tim Berners-Lee led the development of the original World Wide Web in the late 1980s and early 1990s. He helped build prototypes of the above Web technologies and coined the term "WWW." Web sites and Web browsing exploded in popularity during the mid-1990s.

Mitchell, B. (n.d.). WWW - World Wide Web [Online article]. Retrieved Aprl 28, 2012, from the World Wide Web: http://compnetworking.about.com/cs/worldwideweb/g/bldef_www.htm

Internet

The Internet, sometimes called simply "the Net," is a worldwide system of computer networks - a network of networks in which users at any one computer can, if they have permission, get information from any other computer (and sometimes talk directly to users at other computers). It was conceived by the Advanced Research Projects Agency (ARPA) of the U.S. government in 1969 and was first known as the ARPANet. The original aim was to create a network that would allow users of a research computer at one university to be able to "talk to" research computers at other universities. A side benefit of ARPANet's design was that, because messages could be routed or rerouted in more than one direction, the network could continue to function even if parts of it were destroyed in the event of a military attack or other disaster.

Today, the Internet is a public, cooperative, and self-sustaining facility accessible to hundreds of millions of people worldwide. Physically, the Internet uses a portion of the total resources of the currently existing public telecommunication networks. Technically, what distinguishes the Internet is its use of a set of protocols called TCP/IP (for Transmission Control Protocol/Internet Protocol). Two recent adaptations of Internet technology, the intranet and the extranet, also make use of the TCP/IP protocol.

For many Internet users, electronic mail (e-mail) has practically replaced the Postal Service for short written transactions. Electronic mail is the most widely used application on the Net. You can also carry on live "conversations" with other computer users, using Internet Relay Chat (IRC). More recently, Internet telephony hardware and software allows real-time voice conversations.

The most widely used part of the Internet is the World Wide Web (often abbreviated "WWW" or called "the Web"). Its outstanding feature is hypertext, a method of instant cross-referencing. In most Web sites, certain words or phrases appear in text of a different color than the rest; often this text is also underlined. When you select one of these words or phrases, you will be transferred to the site or page that is relevant to this word or phrase. Sometimes there are buttons, images, or portions of images that are "clickable." If you move the pointer over a spot on a Web site and the pointer changes into a hand, this indicates that you can click and be transferred to another site.

Using the Web, you have access to millions of pages of information. Web browsing is done with a Web browser, the most popular of which are Microsoft Internet Explorer and Netscape Navigator. The appearance of a particular Web site may vary slightly depending on the browser you use. Also, later versions of a particular browser are able to render more "bells and whistles" such as animation, virtual reality, sound, and music files, than earlier versions.

Internet (2000). [Online blog]. Retrieved April 28, 2012, from the World Wide Web: http://searchwindevelopment.techtarget.com/definition/Internet

Web 1.0 vs Web 2.0

Web 1.0 was about reading	Web 2.0 is about writing
Web 1.0 was about companies	Web 2.0 is about communities
Web 1.0 was about client-server	Web 2.0 is about peer to peer
Web 1.0 was about HTML	Web 2.0 is about XML
Web 1.0 was about home pages	Web 2.0 is about blogs
Web 1.0 was about portals	Web 2.0 is about RSS
Web 1.0 was about taxonomy	Web 2.0 is about tags
Web 1.0 was about wires	Web 2.0 is about wireless
Web 1.0 was about owning	Web 2.0 is about sharing
Web 1.0 was about IPOs	Web 2.0 is about trade sales
Web 1.0 was about Netscape	Web 2.0 is about Google
Web 1.0 was about web forms	Web 2.0 is about web applications
Web 1.0 was about screen scraping	Web 2.0 is about APIs
Web 1.0 was about dialup	Web 2.0 is about broadband
Web 1.0 was about hardware costs	Web 2.0 is about bandwidth costs

Drumgoole, J. (2006). Web 2.0 vs Web 1.0 [Online blog]. Retrieved April 28, 2012, from the World Wide Web: http://blog.joedrumgoole.com/2006/05/29/web-20-vs-web-10/

Web 2.0

Web 2.0 is a loosely defined intersection of web application features that facilitate participatory information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. A Web 2.0 site allows users to interact and collaborate with each other in a social media dialogue as creators (prosumers) of user-generated content in a virtual community, in contrast to websites where users (consumers) are limited to the passive viewing of content that was created for them. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted services, web applications, mashups and folksonomies.

Although the term suggests a new version of the World Wide Web, it does not refer to an update to any technical specification, but rather to cumulative changes in the ways software developers and end-users use the Web. 

Characteristics

Web 2.0 websites allow users to do more than just retrieve information. By increasing what was already possible in "Web 1.0", they provide the user with more user-interface, software and storage facilities, all through their browser. This has been called "Network as platform" computing. Users can provide the data that is on a Web 2.0 site and exercise some control over that data. These sites may have an "Architecture of participation" that encourages users to add value to the application as they use it. Some scholars have made the case that cloud computing is a form of Web 2.0 because cloud computing is simply an implication of computing on the Internet.

The concept of Web-as-participation-platform captures many of these characteristics. Bart Decrem, a founder and former CEO of Flock, calls Web 2.0 the "participatory Web" and regards the Web-as-information-source as Web 1.0.

The Web 2.0 offers all users the same freedom to contribute. While this opens the possibility for rational debate and collaboration, it also opens the possibility for "spamming" and "trolling" by less rational users. The impossibility of excluding group members who don’t contribute to the provision of goods from sharing profits gives rise to the possibility that rational members will prefer to withhold their contribution of effort and free ride on the contribution of others. This requires what is sometimes called radical trust by the management of the website. According to Best, the characteristics of Web 2.0 are: rich user experience, user participation, dynamic content, metadata, web standards and scalability. Further characteristics, such as openness, freedom and collective intelligence by way of user participation, can also be viewed as essential attributes of Web 2.0.

Usage

A third important part of Web 2.0 is the social Web, which is a fundamental shift in the way people communicate. The social web consists of a number of online tools and platforms where people share their perspectives, opinions, thoughts and experiences. Web 2.0 applications tend to interact much more with the end user. As such, the end user is not only a user of the application but also a participant by:

• §  Podcasting
• §  Blogging
• §  Tagging
• §  Contributing to RSS
• §  Social bookmarking
• §  Social networking

Web 2.0 (2012). [Online article]. Retrieved April 28, 2012, from the Worl Wide Web: http://en.wikipedia.org/wiki/Web_2.0

Wed 1.0

Web 1.0 is a term used to describe the conceptual evolution of the World Wide Web. The core principle of web 1.0 is top-down approach over the use of the WWW and its user interface. Socially, users can only view webpages but cannot reflect on the content of the webpages. According to Cormode, G. and Krishnamurthy, B. (2008)  "content creators were few in Web 1.0 with the vast majority of users simply acting as consumers of content." Technically, web 1.0 webpage’s information is closed to external editing. Thus, information is not dynamic and updated only once in a while by the webmaster. Economically, revenue generated from the WWW is concentrating on the most visited webpages, the head and software’s cycle releases.  Technologically, web 1.0 is concentrated on presenting, not creating. User-generated content is not available on web 1.0 webpages.

History:

The Hyperlinks between webpages began with the release of the WWW to the public in 1993, and describe the Web before the "bursting of the Dot-com bubble" in 2001. Even so the terms web 1.0 and 2.0 were given birth together, web 2.0 capabilities were present in the days of web 1.0

Since 2004, Web 2.0 has been the term used to describe social web, especially the current business models of sites on the World Wide Web.

Characteristics:

Terry Flew, in his 3rd Edition of New Media described what he believed to characterize the differences between Web 1.0 and Web 2.0:

"move from personal websites to blogs and blog site aggregation, from publishing to participation, from web content as the outcome of large up-front investment to an ongoing and interactive process, and from content management systems to links based on tagging (folksonomy)".

Flew believed it to be the above factors that form the basic change in trends that resulted in the onset of the Web 2.0 "craze".

The shift from Web 1.0 to Web 2.0 can be seen as a result of technological refinements, which included such adaptations as "broadband, improved browsers, and AJAX, to the rise of Flash application platforms and the mass development of widgetization, such as Flickr and YouTube badges". As well as such adjustments to the Internet, the shift from Web 1.0 to Web 2.0 is a direct result of the change in the behavior of those who use the World Wide Web. Web 1.0 trends included worries over privacy concerns resulting in a one-way flow of information, through websites which contained "read-only" material. Now, during Web 2.0, the use of the Web can be characterized as the decentralization of website content, which is now generated from the "bottom-up" with many users being contributors and producers of information, as well as the traditional consumers^.

To take an example from above, Personal web pages were common in Web 1.0, and these consisted of mainly static pages hosted on free hosting services such as Geocities. Nowadays, dynamically generated blogs and social networking profiles, such as Myspace and Facebook, are more popular, allowing for readers to comment on posts in a way that was not available during Web 1.0

Some design elements of a Web 1.0 site include:

•  Static pages instead of dynamic user-generated content.
• The use of framesets
• The use of tables to position and align elements on a page. These were often used in combination with "spacer" GIFs (1x1 pixel transparent images in the GIF format) 
• Proprietary HTML extensions such as the <blink> and <marquee> tags introduced during the first browser war
• Online guestbooks
• GIF buttons, typically 88x31 pixels in size promoting web browsers and other products.
• HTML forms sent via email. A user would fill in a form, and upon clicking submit their email client would attempt to send an email containing the form's details.

Wed 1.0 (2012). [Online article]. Retrieved April 28, 2012, from the World Wide Web:         http://en.wikipedia.org/wiki/Web_1.0