# data[].attributes.headline
Module 2 - Use the 21CLD framework and rubric to assess at what level the two learning activities you reflected on in Module 1 are at.

# data[].attributes.subject
Module 2 - Use the 21CLD framework and rubric to assess at what level the two learning activities you reflected on in Module 1 are at.

# data[].attributes.body
Using the 21CLD Rubric to assess the activities described in the first module made me change my mind.
a) Low level of collaboration activity

This first activity was better assessed than I expected. I had considered it low leveled but acording to the rubric it's a level 3 activity because the students are working in groups and have shared responsability but they don't have to make substantive decisions.

b)High level of collaboration activity

The second activity was worse than I had evaluated it. It was only a level 2 activity because  they were working as a group but they didn't have shared responsability.

This rubric helped me understanding what collaborative learning really is and it will be useful to me in the future.

# data[].attributes.headline
Os pontos principais para  implementação do formato para um ambiente virtual na aprendizagem. 

# data[].attributes.subject
Os pontos principais para  implementação do formato para um ambiente virtual na aprendizagem. 

# data[].attributes.body
http://pt.slideshare.net/simaoslipknot/aprendizagem-colaborativa-por-meio-de-social-media-e-elearning

# data[].attributes.body
Co- Lab...

# data[].attributes.body
Very interesting article.

# data[].attributes.headline
Module 1 - What is collaborative learning? 

# data[].attributes.subject
Module 1 - What is collaborative learning? 

# data[].attributes.body
Learning Activity
Example 1- Biology and Geology Subject - 11th grade:
- Guided group work about the theme "Cellular division: mitosis Vs meiosis" -
The class was divided in groups of four elements, chosen by the students. The groups were given theme related writen documents to work with. Each group had to answer one of the following questions: "Why do cells divide in two different ways?", " What is mitosis?","What is meiosis?", "What are the differences and resemblances between the two division processes?".
In the end, each group presented their conclusions to the class.

I think this activity requires a low level of collaboration between students, because I was the one who chose the subject-matters and provided for the materials they had to work on (since there aren't computers in classroom in order to search for information).  I had a merely guiding role.

Example 2- Natural Science Subject - 9th grade:
- A game (quiz + puzzle) aiming to study the digestive system (theme already taught in previous years) -
Students randomly picked envelopes with the sentence "Who am I ?" writen in the cover. Each one contained the description of a constituint element of the digestive system and/or it's function.
Then they would read the description outloud and the other members of the class had to guess wich organ was it. After they found out, they would pick the correspondent puzzle piece and stick it to the whiteboard. Gradually they completed the puzzle while revising the constitution of the digestive system and the functions of the different elements.
Every student has participated voluntarily.

I think this activity requires a high level of collaboration between students, because all the students contributed and shared knowledge in order to meet the goals of the activity. The students had fun while reviewing important contents.
My role was moderator and organizer.

# data[].attributes.body
My name is Ana Fernandes. I'm portuguese and I teach biology and geology to students from basic to secondary levels.
I've been a teacher since 1991 in public schools and right now I'm working in a school in Oeiras, near Lisbon.