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When considering the concept of supporting learner collaboration with technology, I think it is important to first understand what prior collaborative group work the cohort has experienced. As postulated in their article, Chai, Lim, So and Cheah recommend starting with the basics for those groups without collaboration experience; that is, introducing a cooperative model first (2011). In this way, learners begin with a more directed framework to follow, before the teacher gradually hands the reins of control to the students in subsequent projects (Chai, Lim, So , & Cheah, 2011). When planning these types of projects, as with any other learning activity, the teacher will consider what the required learning outcomes are first, layering on the best tools to use to achieve these outcomes (Laurillard, 2009). Incorporating social learning and constructionism leverages the best of both collaboration and using tech, with learners identifying a problem or idea to address, before working together to develop their response (Laurillard, 2009). Teachers can encourage a culture of collaborative learning by praising learner efforts, sparking extensions to ideas, assessing students as a group, and displaying to the learner groups their progress over time (Chai, et al., 2011). A meaningful example of incorporating tech with collaboration occurs with the use of a wiki, or in the case of a gallery field trip, an app allowing students to both interact and gather knowledge while at the site (Laurillard, 2009). Learners working together towards a shared goal fosters responsibility, curiosity, self-management, and a higher level of learning due to the proximity of peers to one another’s cognitive capabilities (Laurillard, 2009). References
Chai, C. S., Lim, W.-Y., So , H.-J., & Cheah, H. M. (2011). Advancing Collaborative Learning with ICT: Conception, Cases and Design. In. Retrieved from https://ictconnection.moe.edu.sg/ictconnection/slot/u200/mp3/monographs/advancing%20collaborative%20learning%20with%20ict.pdf Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20. doi:https://doi-org.ezproxy.csu.edu.au/10.1007/s11412-008-9056-2
2 Comments
Nicole Thomson
30/1/2019 01:23:12 pm
Hi Karen,
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Tara Whibbs
4/2/2019 06:29:28 am
I agree. Just because students 'are' together doesn't mean they know how to 'work' together. Always a good idea to assess prior knowledge with respect to content and their ability to approach that content especially in a group setting. Group work is not always collaboration. In a given class I'll have a percentage of students who will be looking to join a group and ride along, learning little, contributing even less, and not taking any responsibility for a finished product. Teaching students how to collaborate and how to deal with people in collaborative setting who sabotage the process is an important life skill.
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About meI'm a learning designer from Geelong in Victoria. I have worked in vocational education and training for many years, and for the last four have concentrated entirely on creating learning content to support teachers and students. Archives
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