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team-based learning; this is an emerging multi-user
virtual environment that incorporates many ICTs at
once known as “virtual teaming.” Virtual teaming
can be described as an activity where members of a
geographically dispersed group work on a specific
project with both synchronous and asynchronous
computer-mediated interactions. ICT applications
traditionally used to support virtual teaming have
been telephone, videoconferences and e-mail,
with more sophisticated versions using MUVEs
and highly specialized mash-ups that incorporate
video, chat, e-mail and document repository for
course management. Virtual teaming is currently
being used by cutting-edge faculty for the purposes
of course-based international collaboration at
the Pennsylvania State University's Engineering
Leadership Development Program in the Col-
lege of Engineering, the School of Agriculture at
Auburn University and the International Studies
Department at the University of Massachusetts-
Boston. Recently a high school class in Paramus,
New Jersey, was interviewed about their use of a
wiki tool to carry-out joint projects with a class
in the cities of Naharia and Gush Etzion in Israel
(Yellin, 2009).
Virtual teaming, Desire2Learn, Twitter and the
rest of the ICT applications listed above clearly do
not capture every kind of ICT application used by
U.S. professors today, but they do give a sense of
the kinds of tools that have made their way into
higher education. That said, despite these exciting
applications, not all professors choose to use the
most cutting-edge applications for their courses.
When professors in our survey were asked why
MUVEs were chosen/not chosen, some professors
stated: (1) “technology capability is limited;” (2)
“all the data comes at once and is overwhelming;”
and (3) “the technology was difficult to set-up
and use.” These types of technology absorption
problems are just one barrier that ICT applications
face regarding their integration in the university
classroom. Other barriers include the successful
implementation of a team-based learning oppor-
Mashups (two or more online applications
programmed into one)
All respondents of the surveys thus far have
reported using some application of ICTs in their
courses, and all reported having elements of their
courses requiring collaboration. The most fre-
quently used tools were Internet-based document
collaboration, MUVEs and e-mail, with only half
reporting the use of chat, course management sys-
tems, and new-media web-based tools. Professors
also listed the use of web-based forums, bulletin
boards, databases, and version control software
(software that organizes or controls the different
versions of software used).
Professors are using these ICT applications
for a variety of courses. For example, a professor
teaching a course on creativity and innovation
reported using Second Life. Virtual reality ap-
plications were also used by professors teaching
robotics and architecture. In addition to these,
other fields where the use of ICT applications
might be appropriate are: aerodynamics, digital
music, computer-aided drafting, telecommunica-
tions, health and fitness. Respondents also listed
the use of:
Desire2Learn: A tool for online learning
and web-based learning management.
Mind Mapping Software: Software to
build conceptual frameworks.
Ning: Software to build social networks.
GoToMeeting: A tool for web conferenc-
ing and online meetings.
Google Analytics: Provides analysis of
website traffic and reporting.
Twitter: Instant social messaging.
YouTube: Video posting and sharing.
Given the educational value of using ICT ap-
plications for team-based learning approaches,
we would like to add to this list what can perhaps
be described as the ultimate ICT application for
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