This chapter focuses on how shared documents are used for practical and collaborative writing assignments such as giving peer feedback in a course on English teaching for upper secondary school teacher students. The students use shared documents for their group work during seminars, and the discussions when working collaboratively contribute to students’ positive experiences of the course. In addition, the course is taught in a way in which students become learning resources for each other, and in turn, they develop both their teaching skills as well as their own language proficiency. The students learn how to give formative feedback, they improve their own writing and they learn how to use digital tools in language teaching.
In the chapter “Collaborative Writing in Group Work”, Katarina Lindahl describes how shared documents are used for group work during seminars and to work collaboratively. The teacher students become learning resources for each other, develop their language proficiency and learn how to use digital tools in their teaching.
Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.