Collaborative Learning John Milliken School of Education Queens University Belfast.

Collaborative Learning

John MillikenSchool 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 teacher’s 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

Problem-based learning

Writing groups Peer

teachingLearning communities Discussion

groups

Widespread use

Based on theory and validated by research Amount, generalisability, breadth and

applicability Variety of co-operative learning methods

available

R Q

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 learned to someone else. No hitchhiking! No social

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

Jigsaw Approach

R Q

Jigsaw Approach

Jigsaw approach

Approaches

Collaborative learning

Co-operative learning

Problem-based learning

Writing groups Peer

teachingLearning 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/

Mrs. Paula Embledon is a 78 year old woman who has Mrs. Paula Embledon is a 78 year old woman who has come to the emergency room complaining of shortness of come to the emergency room complaining of shortness of breath and pain in her chest. She had been in relatively breath and pain in her chest. She had been in relatively good health until three weeks previously, when she good health until three weeks previously, when she sprainedsprained..........

A new bridge has been constructed spanning a river 1 A new bridge has been constructed spanning a river 1 kilometer wide. In a recent storm, during which winds kilometer wide. In a recent storm, during which winds gusted to 120 km/hr, the bridge was observed to be gusted to 120 km/hr, the bridge was observed to be oscillating from side to side …..oscillating from side to side …..

You are the owner of a small antique shop in Kingston. You are the owner of a small antique shop in Kingston. Mrs. Jones, an old friend, has brought to you for appraisal Mrs. Jones, an old friend, has brought to you for appraisal a landscape painting which appears to be about 200 years a landscape painting which appears to be about 200 years old. She is convinced there is another painting beneath the old. She is convinced there is another painting beneath the landscape…..landscape…..

Read the Read the problemproblem

Identify learning Identify learning issuesissues

Research-LearnResearch-Learn

Return-Reread-Return-Reread-Report-ReviewReport-Review

Brainstorm- Brainstorm- hypothesizehypothesize Next pageNext page

EVALUATEEVALUATE

PBL - an iterative processPBL - an iterative process

You are a researcher in a cellular immunology lab. You You are a researcher in a cellular immunology lab. You have been given two blood samples – one of which have been given two blood samples – one of which contains anti-coagulant. An aliquot of the latter sample can contains anti-coagulant. An aliquot of the latter sample can be shown to lyse tumour cells. You conduct further studies be shown to lyse tumour cells. You conduct further studies to determine the mechanism of the killing…to determine the mechanism of the killing…

Mr. John Smith is the owner of a national company Mr. John Smith is the owner of a national company manufacturing FMCG products. Recently his company manufacturing FMCG products. Recently his company merged with an international company with a different merged with an international company with a different organisational culture…….organisational culture…….

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

Problem-based learning

Writing groups Peer

teachingLearning communities

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

“…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!)

Teaching/learning

Face-to-face Blended Online

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