Module 10: Collaboration

I think that it is important to distinguish between Cooperative learning and collaborative learning as the two are often confused.  Cooperative learning involves classroom techniques that involve students working in pairs or groups to improve or facilitate their learning and includes techniques such as concept mapping and brainstorming, ‘gallery walk’, ‘jigsaw groups’ or ‘expert groups’ (Goodrum & Druhan, 2012).  Collaborative learning occurs when group work is used to build understanding or meaning, to find solutions or to create something. Activities can include writing or art projects, joint problem solving, debates or anything in which students team up or work in groups to explore or create (Oxford, 1997).
The way that I want to help students collaborate is with authentic Project Based Learning opportunities, where they investigate a real world problem and as part of this, develop a product, artifact or presentation for a real audience (“What is Project Based Learning”, n.d.).  And, if I can collaborate with other teachers to take the project across other disciplines, even better.  The beauty of technology for these sorts of projects is the range of options available for development of the presentation and the types of presentations that can be created.  In addition, technology can be used as part of the project – for research, for design or a wiki for organising content and a group calendar for managing project deadlines.  Just like in the real world, project based learning commences with the problem and with the academic content and skills that they want students to develop, understand and apply.  The technology can then be selected that will enable students to meet those goals. (Boss, n.d.). 

References:
Boss, S. (n.d.) Integrating Technology with PBL:  Keep the end in mind. In Partnership for 21st Century Learning, Retrieved from http://www.p21.org/news-events/p21blog/1105-integrating-technology-with-pbl-keep-the-end-in-mind
Goodrum, D., and Druhan, A. (2012). Teaching strategies for science classrooms. In Venville, G. and Dawson, V. (Eds.), The art of Teaching Science. (2nd ed., pp 63 – 83. Allen & Unwin: Sydney.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456. Retrieved from https://doi.org/10.1111/j.1540-4781.1997.tb05510.x

(n.d.). What is PBL | Project Based Learning | BIE. Retrieved from https://www.bie.org/about/what_pbl

Comments

  1. Jess PikeMay 13, 2018 at 1:11 PM

    Hi Mel,
    Yes I was slightly unsure of the difference between cooperative and collaborative learning before undertaking this subject but I now have clarified the distinction between the two. The Ministry of Education Singapore (2011) paper on Advancing Collaborative Learning with ICT succintly explained how cooperative learning is much more teacher-directed and could be seen as a form of structured or scaffolded collaborative learning, which is a lot more student-directed and involves more choice and self-management of group processes.
    Project Based Learning is definitely a teaching technique in which collaborative ICT tools would come in useful- such as reflection, discussion and idea sharing on something like Google docs. I hope to use PBL where possible in my Science teaching career.
    Thanks for your great post Mel.
    Cheers,
    Jess Pike

    ReplyDelete
  2. Keith GerrardMay 15, 2018 at 2:31 PM

    Hi Mel,
    Thanks for your post. It helpfully supplements the distinctions made by Beauchamp & Kennewell (2010, p. 764) between forms of interactivity and pedagogy. Teacher-directed use of ICT may fall into ‘authoritative interactivity,’ with technology simply replicating the old classroom tasks of responding to set questions and answers - which especially deserves to be avoided in ICT-enabled maths teaching. Instead, a lesson should aim for ‘synergistic interactivity’ with collaborative open-ended work such as the Project-Based Learning you mention. This would include the free but informed choice of ICT tools and programs; but depends on high ICT competence in students and teachers (Beauchamp & Kennewell, 2010, p. 765).

    Reference List

    Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766. doi: 10.1016/j.compedu.2009.09.033

    ReplyDelete
  3. AnonymousMay 20, 2018 at 10:38 PM

    Hi Mel,

    Great description of how ICT can be used for collaboration in project-based learning. What you have described would work very well in most subject areas, including my area of HSIE. I particularly love the idea of a group calendar for the planning and tracking of deadlines in group projects, great thinking!

    Lora

    ReplyDelete

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