Unit 2: Digital Communication & Collaboration Tools

Lorraine Levy
Feb 7
2 min read

Updated: Feb 23

Unit 2 Portfolio Entry - Communication and Collaboration Tools

Question 1: What I Learned

I learned that communication tools require teaching before they can be implemented. In a classroom setting I can invite students to talk to elbow partners, or form groups, or make a jigsaw configuration and have them communicate or talk to one another. I do not need to teach discourse. With online communication tools I cannot assume students will use them the way I envision.

I enjoy the challenge of the SAMR tool to communication tools, to move the usage up the ladder. Substitution is so easy and “old school” now; for example I learned to type on an electric typewriter with paper and now students use a keyboard program on a laptop.

Substitution: Technology substitutes for the traditional method with no functional change

Augmentation: Technology substitutes with some functional improvement

Modification: Technology enables significant task redesign

Redefinition: Technology enables previously inconceivable tasks

Question 2: Framework Connections

Teaching presence was something that was confusing and now makes sense. Teacher interaction and course design are required in online courses: “All DE courses are delivered through Canvas, the college’s Learning Management System (LMS), and include regular and substantive interaction (RSI) between students and instructors, as required by federal and state regulations” (Evergreen Valley College, College catalog 2026).

Key Research Insight (Shea & Bidjerano, 2009): “Teaching presence is a necessary condition for cognitive and social presence. Without teaching presence, cognitive and social presence don't develop fully. Instructor isn't optional—role shifts from sage on stage to strategic facilitator, but presence is essential.” I am implementing this is strategic feedback to students through the comments section in Canvas and then I add a whole class announcement.

Question 3: ISTE Standards Connection

Standard 6: Facilitator (facilitating discourse, building presence)

The biggest aha moment was learning about Michael Moore's Transactional Distance Theory (1993). In my class, I reach out to students on personal levels when needed. This term I had a student recommendation for EOPS program for a student who was transferring. I did a quick search in my emails and Canvas in box to see if we had corresponded before since the student stated they were in my course two years ago. I found a thread where I encouraged the student to keep going and that I would accept the late assignments. According to the theory, I lowered the distance, and the distance stayed low even at two years, the student remembered and reached out to me for a recommendation and the student met their goal to transfer!

Question 4: Application to Practice

I'll redesign my online course collaborative tool Google Slides using To teach collaboration, one technique is to implement Peer-to-Peer functional roles. Specifically using the roles: (1) The Skepitic, The Connector, The Curator, and The Voice monitor. (2) I will use Google docs and be a part of the timeline and assignment as I teach these roles and students will then use these roles in their Collaborative Google Slide presentation. I'll also apply Transactional Distance Theory by increasing dialogue (frequent predictable announcements, responsiveness to emails, personal communication on assignments, use of rubrics) while maintaining exceptional course design features to reduce cognitive load.

Evergreen Valley College. (n.d.). College catalog. Distance Education. https://catalog.evc.edu/college-district-policies/distance-education