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Collaborative Learning

The document discusses collaborative learning and examines approaches such as cooperative learning, writing groups, peer teaching, problem-based learning, and discussion groups. It outlines the key elements of cooperative learning including positive interdependence, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing. Specific approaches like the jigsaw method and problem-based learning are also described.

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2K views31 pages

Collaborative Learning

The document discusses collaborative learning and examines approaches such as cooperative learning, writing groups, peer teaching, problem-based learning, and discussion groups. It outlines the key elements of cooperative learning including positive interdependence, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing. Specific approaches like the jigsaw method and problem-based learning are also described.

Uploaded by

Magbag Elise
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
  • Collaborative Learning: Introduction to the concept of collaborative learning and its relevance in education.
  • Learning Outcomes: Outlines the objectives of understanding collaborative learning, its approaches, and its impact on education.
  • Curriculum Issues: Compares prescriptive and experiential curriculum, highlighting differences in teaching and learning methods.
  • Learning in Context: Discusses the Cone of Learning and different involvement levels for effective learning.
  • Teaching vs Learning: Examines the distinction between teaching and learning, emphasizing learner-centric approaches.
  • Collaborative Learning Definition: Defines collaborative learning and its importance in fostering joint intellectual effort.
  • Educational Goals: Highlights the goals of education such as involvement, teamwork, and community responsibility.
  • Assumptions about Learning: Lists fundamental assumptions about the learning process such as its active and social nature.
  • Approaches: Describes various collaborative and cooperative learning approaches including group-based learning.
  • Widespread Use: Discusses the validation and applicability of collaborative learning methods.
  • Why Use Cooperative Learning: Explains the benefits of cooperative learning such as enhanced student satisfaction and communication skills.
  • 5 Elements of Cooperative Learning: Identifies key elements essential to effective cooperative learning environments.
  • Positive Interdependence: Explains the role of interdependence in achieving group success in collaborative settings.
  • Face-to-Face Interaction: Highlights the importance of direct interaction in fostering understanding within group work.
  • Individual and Group Accountability: Details strategies to ensure accountability among group members in collaborative activities.
  • Interpersonal and Small Group Skills: Focuses on the social skills required for effective teamwork and decision-making.
  • Group Processing: Explains the process of assessing group dynamics and decision-making for continual improvement.
  • Jigsaw Approach: Introduces the jigsaw method as a collaborative learning strategy emphasizing interdependence.
  • Problem-Based Learning (PBL): Describes problem-based learning as an inquiry-oriented approach to education.
  • PBL - An Iterative Process: Illustrates the cyclical process of problem-based learning used in educational settings.
  • Problem Statement: Presents a sample task encouraging the formulation of problem statements in groups.
  • Learning Communities: Explores sociocultural perspectives on learning communities and their significance.
  • Community Types: Classifies various types of learning communities and their focuses.
  • Cyber Communities: Discusses the role and characteristics of online communities in education.
  • E-Learning (Teacher to Moderator): Describes the stages of e-learning facilitation and its evolution.
  • References: Lists references and literature cited throughout the document on collaborative learning.

Collaborative Learning

John Milliken
School of Education
Queens University Belfast
Learning outcomes
To consider the role of collaborative learning
To examine some collaborative learning
approaches
To consider some aspects of educational
debate
To be aware of changing aspects of teaching
and learning
Curriculum issues

Prescriptive Curriculum Experiential Curriculum

Teacher-centered Student-centred
Linear & rational Coherent & relevant
Part to whole organisation Whole to part
organisation
Teaching as transmitting Teaching as facilitating
Learning as receiving Learning as
constructing
Structured environment Flexible
environment
Learning in context
Teaching vs learning

John Amos Comenius, a 16th


Century scholar; summarised the
approach that teaching should
follow, The main object is to find
a method by which teachers
teach less but learners learn
more, proving that current
problems have noble pedigrees.
Collaborative learning

Collaborative learning is an umbrella term for a variety of


educational approaches involving joint intellectual effort by
students, or students and teachers together. Usually
students are working in groups of two or more, mutually
searching for understanding, solutions or meanings, or
creating a product.
Collaborative learning activities vary widely, but most
center on students exploration or application of the course
material, not simply the teachers presentation or
explication of it.

Smith and McGregor (1992)


Educational goals

Involvement
Co-operation and
teamwork
Community
responsibility
Assumptions about learning

Learning is an active constructive process


Learning depends on rich contexts

Learners are diverse

Learning is inherently social


Approaches

Collaborative learning

Co-operative learning

Writing
Peer
groups
teaching
Learning Problem-based
communities learning
Discussion
groups
RQ

Widespread use

Based on theory and validated by research


Amount, generalisability, breadth and
applicability
Variety of co-operative learning methods
available
Why use cooperative learning?

promote student learning and


academic achievement
enhance student satisfaction
with their learning experience
help students develop skills in
oral communication
develop students' social skills
promote student self-esteem
increase student retention
develop a community of learners
5 Elements of cooperative
learning

1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
Postive interdependence

Each group member's efforts


are required and indispensable
for group success

Each group member has a


unique contribution to make to
the joint effort because of his
or her resources and/or role
and task responsibilities

Sink or swim together!


Face-to-face interaction
Orally explaining how to
solve problems
Teaching one's
knowledge to others
Checking for
understanding
Discussing concepts
being learned
Connecting present
with past learning Promote each other's
success
Individual and group
accountability
Keeping the size of the group
small.
Giving an individual test to each
student.
Randomly examining students
orally.
Observing each group and
recording the frequency with
which each member-contributes
to the group's work.
Assigning one student in each
group the role of checker.
Having students teach what they No hitchhiking! No social
learned to someone else. loafing
No freeloading
Interpersonal and small group
skills

Social skills must be taught:


Leadership
Decision-making
Trust-building
Communication
Conflict-management skills

Mutual understanding
Group processing

Group members discuss


how well they are
achieving their goals and
maintaining effective
working relationships
Describe what member
actions are helpful and not
helpful
Make decisions about
what behaviours to
continue or change
RQ

Jigsaw Approach
Jigsaw Approach
Jigsaw approach
Approaches

Collaborative learning

Co-operative learning

Writing
Peer
groups
teaching
Problem-based
Learning
learning
communities Discussion
groups
Problem based learning (PBL)

PBL is a learning-centred pedagogy based


on current theories of learning including
constructivism, social constructivism and
situated learning.

Problem-based learning clearing house


https://chico.nss.udel.edu/Pbl/
PBL - an iterative process
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painting
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to determine
..... the mechanism of the killing

Read the
problem
Brainstorm-
hypothesize Next page
EVALUATE
Identify learning Return-Reread-
issues Report-Review
Research-Learn Prof. H. Pross
Queens School of
Medicine
Problem statement

EXEMPLAR TASK:

Based on the information provided on


the handout, work in groups of four and
compile a problem statement.
Approaches

Collaborative learning

Co-operative learning

Writing
Peer
groups
teaching
Learning Problem-based
communities learning
Discussion
groups
Learning communities
Sociocultural and constructivist views of
learning (Lave & Wenger)
Two important questions:-
1. What social engagements and processes provide the proper
context for learning?
2. What forms of co-participation might be required when
engaging learners in these forms of learning.
Community types
Learning community: focus on learning together,
sharing, developing relationships
Communities of practice: focus on developing
professional practice
Community of enquiry: focus on enquiring about
and issue/area
Knowledge community: focus on developing
knowledge
Cyber communities
Teaching/learnin
g
Face-to-face Blended Online

the cornerstone of an online community lies in the presence of


socially close, strong, intimate ties, the development of trust, shared
values and social organisation.
The quality of peoples relations is an important characteristic in an
online community

(This will be the modified role of the teacher as an e-moderator!)


E-Learning (teacher to moderator)

Salmon (2005)
References
Johnson, D.W. and Johnson, R. T. (1990) Cooperation and Competition:
Theory and Research, Edina, MN; Interaction Book Company
Lave, J. and Wenger, E. (1991) Situated learning; legitimate peripheral
participation, Cambridge University Press
McConnell, D. (2006) E-learning groups and communities, SRHE/OU
Press
Salmon, G. (2005) E-moderating, Open University Press
Smith, B. L. & McGregor, J. (1992) What is collaborative learning?
National Center on Postsecondary education

Collaborative Learning John Milliken School of Education Queens University Belfast
Learning outcomes To consider the role of collaborative learning To examine some collaborative learning approaches To co
Curriculum issues Prescriptive Curriculum Experiential Curriculum Teacher-centered  Student-centred Linear & rational   Coher
Learning in context
Teaching vs learning John Amos Comenius, a 16th Century scholar; summarised the approach that teaching should follow, “The
Collaborative learning “Collaborative learning is an umbrella term for a variety of educational approaches involving joint i
Educational goals Involvement Co-operation and teamwork Community responsibility
Assumptions about learning Learning is an active constructive process Learning depends on rich contexts Learners are diver
Approaches Collaborative learning Co-operative learning Problem-based learning Writing groups Peer teaching Learning comm
Widespread use Based on theory and validated by research Amount, generalisability, breadth and applicability Variety of c

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