Kyle Murley's List: EtherpadArticle

• a definition of cooperative learning, evidence of its importance as an educational strategy for college instruction, and the advantages of applying cooperative learning at the college level

• eople chat differently than they note-take, differently from how they "share ideas".
• get value from the effort of other note takers
• sense of part of a group beyond just sitting in the session.

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• different roles can be taken by the note-takers:
• sometimes there is a main note-taker (I noticed this had a tendancy to happen when people wrote long sentences
• sometimes a few people “share” the main note-taking
• Some people will correct typos
• rearrange formatting, adding titles, indenting, adding outside links
• Some people add personal comments, notes, questions
• What is the ideal number of note-takers
• sessions ranged from 5-10 participants
• When they were larger, there were lots of “lurkers”
• the nature of note-taking and note
• What purpose do notes serve?
• Is it useful to watch others taking notes,
• or does it really add something when you take them yourself?
• How does a transcript
• compare to more note-like notes?
• I defined a “chat zone” at the bottom of the working document, so that we could “meta-communicate” without parasiting the notes themselves)
• How often do people take notes collaboratively
• separate the actual notes (ie, “what the conferencer said”) from the note-taker comments (ie, extra links, commentary, questions, remarks)
• important when more people are involved

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• Engelbart, Douglas and Lehtman, Harvey, "Working Together," BYTE, December, 1988.
• The "human system" and the "tool system " are equally
   important in computer-supported cooperative work

• up to 3,000 words.