Collaborative Learning

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Information about Collaborative Learning
Education

Published on November 23, 2008

Author: cplp

Source: slideshare.net

Description

Rita Marriott

Collaborative Learning Rita Marriott Collaborative learning (CL) represents a significant change in the typical classroom where the teacher is at the centre of the process . 

Collaborative Learning - Teachers In CL, teachers do not regard themselves as the experts.  Both teachers and students interact and combine their intellectual efforts to attempt to understand, explore and solve issues, generate ideas and create a collective product together. 

In CL, teachers do not regard themselves as the experts. 

Both teachers and students interact and combine their intellectual efforts to attempt to understand, explore and solve issues, generate ideas and create a collective product together. 

Collaborative Learning - Students Students are involved in activities designed to explore course material instead of by being presented to them by the teacher. 

Students are involved in activities designed to explore course material instead of by being presented to them by the teacher. 

Collaborative Learning - Steps 1) to set up initial conditions (for instance, how many students will there be in each group, who will chose group members, the teacher or the students themselves; should the members of the group share the same point of view or not);  2) to over-specify the ‘collaboration’ contract with a scenario based on roles (e.g., asking students to play different roles or giving members access to different data); 3) to scaffold productive interactions by encompassing interaction rules in the medium (such as asking all members of the group to express their opinion at each stage); and 4) to monitor and regulate the interactions (by the teacher assuming the role of a ‘facilitator’ instead of a ‘tutor’.  Dillenbourg (1999)

1) to set up initial conditions (for instance, how many students will there be in each group, who will chose group members, the teacher or the students themselves; should the members of the group share the same point of view or not);  2) to over-specify the ‘collaboration’ contract with a scenario based on roles (e.g., asking students to play different roles or giving members access to different data); 3) to scaffold productive interactions by encompassing interaction rules in the medium (such as asking all members of the group to express their opinion at each stage); and 4) to monitor and regulate the interactions (by the teacher assuming the role of a ‘facilitator’ instead of a ‘tutor’. 

Dillenbourg (1999)

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