Despite the exponential growth in the use of e-learning technologies in education there is still considerable doubt as to whether these tools enhance learning (Oliver, 2012). Even before entering university, today’s students are already familiar with the concept of collaborating online and sharing information with friends and peers. Faculty, however, are often unable to map the functionality of online collaborative technologies onto traditional classroom activities, and fail to appreciate the pedagogical benefits that these tools can bring to student learning.

Providing students with opportunities to use online technologies is an important part of preparing them to succeed in the companies engaging with the knowledge economy (Switzer, 2008). The rate at which new applications are being developed means that it is not sufficient to train students to use specific tools. It is only by equipping them with the skills to critically evaluate a range of tools that they will be adequately prepared for employment as what is available today may be significantly different tomorrow (IFF, 2011). Designing opportunities for students to learn effectively using technology should therefore be a priority for Faculty and those involved in Faculty development (Winter et al, 2010)

This paper investigates the potential for online tools to support group work and develop collaborative skills. Fashion students at the University for the Creative Arts were required to collaborate online over several weeks in order to collate images from recent fashion trends. An activity was designed around Prezi, an online presentation tool that supports mind-mapping. Students collaborated asynchronously in groups, adding and commenting on relevant images. Each group then presented their findings to the class before printing out their mindmap and pinning it to the wall. With the help of the tutors, students then identified relationships between groups of images in order to extrapolate new fashion trends.

The researchers used a case study methodology to conduct the study. Evaluative questionnaires were used to gather qualitative and quantitative data on students’ perceptions of the activity. The data showed that while students favoured the used of Prezi as a tool to support group work they also employed a range of other tools to communicate and collaborate ideas during the activity. The research will be of interest to those involved in online activity design and pedagogies supporting constructivist approaches to learning.Paper presented by Tony Reeves and Phil Rowland (University for the Creative Arts) at the International Perspectives on Technology Enhanced Learning conference,…

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