Collaborative Learning John Milliken School of Education Queens

Collaborative Learning John Milliken School of Education Queens University Belfast

Learning outcomes l l 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 16 th 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 teacher’s presentation or explication of it”. Smith and Mc. Gregor (1992)

Educational goals l l l Involvement Co-operation and teamwork Community responsibility

Assumptions about learning l l 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 groups Learning communities Peer teaching Problem-based learning Discussion groups

R Q Widespread use l l l Based on theory and validated by research Amount, generalisability, breadth and applicability Variety of co-operative learning methods available

Why use cooperative learning? l l l l 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. 2. 3. 4. 5. Positive interdependence Face-to-face interaction Individual and group accountability Interpersonal and small group skills Group processing

Postive interdependence l Each group member's efforts are required and indispensable for group success l 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 l l l 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 l l l 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 learned to someone else. No hitchhiking! No social loafing No freeloading

Interpersonal and small group skills l Social skills must be taught: l l l Leadership Decision-making Trust-building Communication Conflict-management skills Mutual understanding

Group processing l l l 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

R Q Jigsaw Approach

Jigsaw Approach

Jigsaw approach

Approaches Collaborative learning Co-operative learning Writing groups Learning communities Peer teaching Problem-based learning 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 You are a researcher in a cellular immunology lab. You are the owner of a small antique shop in Kingston. Mrs. Paula Embledon is a 78 year old woman who has A new bridge has been constructed spanning a river 1 Mr. John Smith is the owner of a national company have been given two blood samples – one of which Mrs. Jones, an old friend, has brought to you for appraisal a come to the emergency room complaining of shortness of kilometer wide. In a recent storm, during which winds manufacturing FMCG products. Recently his company contains anti-coagulant. An aliquot of the latter sample can landscape painting which appears to be about 200 years breath and pain in her chest. She had been in relatively gusted to 120 km/hr, the bridge was observed to be merged with an international company with a different be shown to lyse tumour cells. You conduct further studies old. She is convinced there is another painting beneath the good health until three weeks previously, when she oscillating from side to side …. . organisational culture……. to determine the mechanism of the killing… landscape…. . sprained. . . Brainstorm- hypothesize Identify learning issues Read the problem Next page EVALUATE Research-Learn Return-Reread. Report-Review Prof. H. Pross Queens School of Medicine Kingston, Ontario

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 groups Learning communities Peer teaching Problem-based learning Discussion groups

Learning communities l l 1. 2. Sociocultural and constructivist views of learning (Lave & Wenger) Two important questions: What social engagements and processes provide the ‘proper’ context for learning? What forms of co-participation might be required when engaging learners in these forms of learning.

Community types l Learning community: focus on learning together, sharing, developing relationships l Communities of practice: focus on developing professional practice l Community of enquiry: focus on enquiring about and issue/area l Knowledge community: focus on developing knowledge

Cyber communities Teaching/learning 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 l l l 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 Mc. Connell, D. (2006) E-learning groups and communities, SRHE/OU Press Salmon, G. (2005) E-moderating, Open University Press Smith, B. L. & Mc. Gregor, J. (1992) What is collaborative learning? – National Center on Postsecondary education