Collaborative document development is widely used, interactive, web-based software that allows teams of people to work together on a project, present their work in a variety of settings, and even publish through the web. Using this software means no more email attachments back and forth between team members. Instead the team works online and can access their project from any computer regardless of the operating system or types and versions of word processing, spreadsheet, and presentation programs they may have installed on their home computers. Team members can access special features that allow them to collaborate on their assignment and edit the information as a collaborative team. It is a secure, safe option for group work and even allows members to revert to a previously saved version in the event that someone makes a mistake or the project takes a new direction. Examples of collaborative document programs include Google Docs, Zoho, and ThinkFree. These programs are free and easy to use and it is that ease of use that encourages all students to participate.
Collaborative document development is an effective strategy when used properly in an educational learning environment. Students are able to brainstorm their ideas with their group members, which leads to more educational input from the group. While brainstorming, students have a chance to be exposed to new ideas and strategies that might work for them. While working in a group, students are improving their communication skills through group discussion. Students are also practicing their time management skills during the collaborative activity. Students are able to work faster in groups since they are able to split up the work responsibilities. This makes group work more time efficient when all members of the group are working towards the same goal. Since they're working in a group towards a common assignment, all members of the group can provide feedback to the other members as they review their work.
Collaborative document development is also an effective strategy to use when creating and publishing. However, certain features of this web-based software have the potential to become problematic. In a group setting with multiple members, differences of opinion can cause problems. Participants may have a different idea for a topic that all group members do not agree upon. In a multiple group setting, there are multiple opinions and ideas to consider among the group. Sometimes this can cause a stressful, political environment that is not a productive learning environment. In a group setting, all of the members must be willing to listen to others' ideas and provide feedback regarding their thoughts on the idea. When this occurs, one or more members of the group may not be satisfied with the assignment or topic of choice. As a result, other members suffer due to the conflict of interest. In a collaborative team, each member depends on the other members to produce a successful assignment. In this case, all group members must be attentive and focused on the group's goal. When using an online collaborative document program these conflicts can become personal due to each team member's ability to edit any other team member's work. Etiquette guidelines should be established to reduce the amount of editing conflict between members. All members of the team should set aside their pride and be willing to trust one another. If even one member of the team is not satisfied, sick, or out of transmission - the other group members have to pick up the pieces and complete the remaining responsibilities.
Administrators of collaborative documents can use the software in a variety of ways. Most notably are the uses for teachers and students. As collaborative document administrators, teachers can guide and direct students as they work together in this new arena of "group work". All students involved are encouraged to participate actively and to think critically about the information each group member puts forward. This software allows for a framework to evaluate all sides of an issue or question. Group members are encouraged to process opposing evidence and information before asserting their point of view thereby giving them an opportunity to refine their thinking. Ideas for group projects seem limitless and contain unique characteristics. For example, a teacher could assign a creative writing assignment where each group member may only add one sentence at a time to their group piece. Projects are not limited to documents, students can also collaborate on spreadsheets (ex. creating and maintaining a budget for a small business project or family planning project) and on presentations (ex. slide-based projects as book reports, science topics, etc.).
Overall, collaborative document development programs are a valid and valuable tool for today's teachers. They provide an exciting opportunity to spark student interest in learning and in working together. Groups of students can truly collaborate to create a cohesive product instead of separating responsibility and then shuffling their parts together like a deck of cards. These types of projects reduce the "every man for himself" complex that most of today's group work is reduced to and they encourage more of the "all for one and one for all" ideal. The benefits of incorporating these programs into curriculum greatly outweigh any negative connotations they may carry.
