Chapter 11Chapter 11Learning Together Learning Together

on theon theWebWeb

What is collaborative learning?What is collaborative learning?何謂何謂 collaborative learningcollaborative learning• Fist generation of CBT – limited for colFist generation of CBT – limited for collaborative learninglaborative learning• Internet – provide chats, message boarInternet – provide chats, message boards, online conferencing –various chands, online conferencing –various channels for collaborationnels for collaboration• Collaboration: structured Collaboration: structured （結構式的）（結構式的）exchange between two or more particiexchange between two or more participants pants 為了達成學習目的與增進學習為了達成學習目的與增進學習

說明 說明 e-Learning e-Learning 經常用以合作學經常用以合作學習的功能 習的功能 (p200)(p200)• ChatsChats

– Two or more participants communicate Two or more participants communicate ….….– Use in e-LearningUse in e-Learning

• Role play practiceRole play practice• Group ProjectGroup Project• Pair collaborativePair collaborative

• Message BoardMessage Board– Another of participants communicate ….Another of participants communicate ….– Use in e-LearningUse in e-Learning

• Topic –specific exchangeTopic –specific exchange• Post-class exchangePost-class exchange

說明 說明 e-Learning e-Learning 經常用以合作學經常用以合作學習的功能 習的功能 (p200)(p200)• Threaded Discussion Boards Threaded Discussion Boards 一連串的討論一連串的討論

– A message board in which related comments ….A message board in which related comments ….– Use in e-LearningUse in e-Learning

• Comments on specific sub-topics Comments on specific sub-topics 針對特定主題下之討針對特定主題下之討論論• Online ConferencingOnline Conferencing

– A number of participants online at once with a A number of participants online at once with a moderator ….moderator ….– Use in e-LearningUse in e-Learning

• Guest speakerGuest speaker• Group project workGroup project work

說明 說明 e-Learning e-Learning 經常用以合作學經常用以合作學習的功能 習的功能 (p200)(p200)• E-mailE-mail

– Two or more . ….Two or more . ….– Use in e-LearningUse in e-Learning

• Group project workGroup project work• Instructor-student exchangeInstructor-student exchange• Pair collaborative studyPair collaborative study

• List-servsList-servs– Group e-mail ….Group e-mail ….– Use in e-LearningUse in e-Learning

• Class announcementsClass announcements

Collaborative Learning vs. Collaborative Learning vs. Knowledge ManagementKnowledge Management

• 這些合作的工具可用作為一種知識管理的途徑：這些合作的工具可用作為一種知識管理的途徑：– 經驗交換（舉例）經驗交換（舉例）Options for collaboration in Internet e-LearningOptions for collaboration in Internet e-Learning– Synchronous Synchronous 同步同步– Asynchronous Asynchronous 非同步非同步Guideline for use of Collaborative tools in e-LeaGuideline for use of Collaborative tools in e-Learning: (p202)rning: (p202)

• Use of collaborative methodologyUse of collaborative methodology• Assign structured discussion such as probleAssign structured discussion such as problem-based learning and peer-tutoringm-based learning and peer-tutoring

What is concurrency?What is concurrency?• Concurrency Concurrency 為在同一個時段之下，進行為在同一個時段之下，進行某一個單元內容的同步程度某一個單元內容的同步程度• 說明說明 e-learning e-learning 課程之 課程之 Concurrency Concurrency 有哪些差異性之區分 有哪些差異性之區分 (( 詳見詳見 p203-204)p203-204)

E-learning E-learning 合作與獨立學習之型式合作與獨立學習之型式有那些？有那些？P 206P 206• Collaborative structured group Collaborative structured group 結構性合作小組結構性合作小組 ::

– Students study in pairs for specific (Students study in pairs for specific ( 特定特定 ) task ) task – Pair members study togetherPair members study together

• Collaborative unstructured groupCollaborative unstructured group 非結構性合作非結構性合作小組小組– Students work in pairs for a broad assignment to discStudents work in pairs for a broad assignment to discuss topics, and prepare for the testuss topics, and prepare for the test

• Individual structured Individual structured 結構性個別學習– 結構性個別學習– work alowork alone generating …ne generating …• Individual unstructured Individual unstructured 非結構性個別學習– 非結構性個別學習– worwork alone….k alone….

Guidelines for Collaborative Guidelines for Collaborative Learning (p207-209)Learning (p207-209)

• Make assignments that require collaboration aMake assignments that require collaboration among learners.mong learners.– Get acquainted Get acquainted – Spokesman Spokesman 發言人 – 發言人 – summarize experience…summarize experience…– Develop assignment that requires group interactionDevelop assignment that requires group interaction

• Assign learners to groups in ways that optimize Assign learners to groups in ways that optimize interactioninteraction– 人太多無法 人太多無法 fully interactfully interact– Heterogeneous group – better – mixed with differenHeterogeneous group – better – mixed with different backgroundt background

Guidelines for Collaborative Guidelines for Collaborative Learning (p207-209)Learning (p207-209)

• Structure group assignments around productStructure group assignments around products or processes s or processes 以作品或過程架構要求完成作業以作品或過程架構要求完成作業– Product oriented: report or design, problem solviProduct oriented: report or design, problem solving (conceptual learning), maximize interaction, e.ng (conceptual learning), maximize interaction, e.g. report, market plan, …… provide sufficient guig. report, market plan, …… provide sufficient guidancedance– Process oriented: focus on what can be gained froProcess oriented: focus on what can be gained from structured group exchange, e.g. PBL (discussiom structured group exchange, e.g. PBL (discussion meeting, conduct study, reconvene to discuss pn meeting, conduct study, reconvene to discuss problem solutions), peer-tutoringroblem solutions), peer-tutoring （同儕互教）（同儕互教） , pr, preparing test (question-asking)eparing test (question-asking)

Model for productive group Model for productive group collaborationscollaborations

• Jigsaw Jigsaw 拼圖（七巧板）拼圖（七巧板） -- 比喻為分工的組合比喻為分工的組合– 5-7 /team5-7 /team– Project or assignment: multiple sources of knProject or assignment: multiple sources of knowledgeowledge– Home teams divide and meet on with differenHome teams divide and meet on with different home teams to form sub-team – focus on a st home teams to form sub-team – focus on a specific aspectpecific aspect– Sub-teams work together to master their partsSub-teams work together to master their parts– Each member teaches a pieceEach member teaches a piece

Adapting Jigsaw to e-Adapting Jigsaw to e-learninglearning

• Suitable for high, moderate, or low Suitable for high, moderate, or low concurrency e-learning modelconcurrency e-learning model

• Assign project – home team Assign project – home team assignment assignment sub-teamsub-team

Team “Ruby”

Task A

Task B

Task C

Team “Cage”

Task A

Task B

Task C

Team “Uric”

Task A

Task B

Task C

Sub-team Sub-team AA

Sub-team Sub-team BB

Sub-team Sub-team BB

Adapting Jigsaw to e-Adapting Jigsaw to e-learninglearning

• Members of each sub-team go to a mesMembers of each sub-team go to a message board for sub-topics sage board for sub-topics Review prReview previous discussions and searching availevious discussions and searching available resourcesable resources• The discussions are taken back to homThe discussions are taken back to home teame team• The home team uses e-mail, chat, … to The home team uses e-mail, chat, … to integrating (integrating ( 整合整合 ) findings) findings

Structured Controversy Structured Controversy 結構性的結構性的爭議爭議• Given an assignment to write pro (Given an assignment to write pro ( 贊成贊成 ) an) and con (d con ( 反對反對 ) argument) argument• Deeper processing stimulated by synthesiziDeeper processing stimulated by synthesizing opposing aspect of and issueng opposing aspect of and issue• Use of heterogeneous teamsUse of heterogeneous teams• Teams divide into pairsTeams divide into pairs• After a period of time, the team of four recoAfter a period of time, the team of four reconvenes and one pair resent their argumentnvenes and one pair resent their argument• The pairs reverse rolesThe pairs reverse roles

Structured Controversy Structured Controversy 結構性的結構性的爭議爭議• Successful constructive controversy:Successful constructive controversy:

– Ensure a cooperative context Ensure a cooperative context • Goal: understanding the opposing viewGoal: understanding the opposing view• Synthesis of perspectivesSynthesis of perspectives

– Structure groups Structure groups mixed background knowle mixed background knowledge and ability among membersdge and ability among members– Provide access to rich and relevant infoProvide access to rich and relevant info– Ensure adequate social skill to manage conflictEnsure adequate social skill to manage conflict– Focus group interactions on rational (Focus group interactions on rational ( 理性的理性的 )a)argumentsrguments

Adapting Structured Adapting Structured Controversy to e-Leaning Controversy to e-Leaning

• Small groups of fourSmall groups of four• Problem case Problem case lends to alternative lends to alternative

perspectivesperspectives• Provide links to relevant resourcesProvide links to relevant resources• Pair work through email or chat to Pair work through email or chat to

research their positionresearch their position• Post argument to the message boardPost argument to the message board• Review opposing argumentsReview opposing arguments• Verify understandingVerify understandingProvide opportunity to research a position, Provide opportunity to research a position,

post argument, synthesize one’s positionpost argument, synthesize one’s position

Seven-Jump Method Seven-Jump Method PBL approachPBL approach• Clarify unknown term and conceptsClarify unknown term and concepts• Define the problem in the caseDefine the problem in the case• Analyze the problem by brainstorming Analyze the problem by brainstorming (( 腦力激盪腦力激盪 ) different plausible explanation) different plausible explanation• Critique the different explanationsCritique the different explanations• Define the learning issuesDefine the learning issues• Engage in self-directed studyEngage in self-directed study• Meet with group, share learning, and deveMeet with group, share learning, and develop final descriptionlop final description