Open Education Network http :// www. open - ed. net Collaborative Learning : a scaffold for the interactions Paul Kawachi FRSA Open University of China

Open Education Networkhttp :// www . open - ed. net

Collaborative Learning : a scaffold for the interactions

Paul Kawachi FRSA

Open University of China

kawachi @ open-ed.net


Collaborative Learning : a scaffold for the interactions

Paul Kawachi FRSA

Open University of China


http://www.open-ed.net / library / collaborative.ppt


improved deep quality of learning

of the higher-order thinking skills

can be achieved more efficiently

with simple metacognitive understanding of

the collaborative learning process

overview


i constructivist learning

ii defining collaborative

iii collaborative learning

iv a scaffold of the interactions

overview


i constructivist learning

introduction


constructivist learning :

there are four distinct ways of learning

i independently alone

ii individually alone

iii cooperative in a group

iv collaboratively in a group

introduction


introduction

there are four distinct ways of learning

Learning-Alone Learning-in-a-Group

INDEPENDENT

Freedom

over content andmethod of learning

INDIVIDUAL

No Freedom

over content ormethod of learning

orpre-negotiated

freedom

INTERPERSONAL

COOPERATIVE COLLABORATIVE

CONNECTEDLEARNING

Group with a‘ knower ’

Group withno ‘ knower ’


constructivist learning :

the distinction between

iii cooperative in a group

iv collaboratively in a group

is important for scaffolding the learning process

introduction


introduction

less

transactional

distance

1 S- D-

2 S+ D-

3 S+ D+

4 S- D+

cooperative sharing old

collaborative creative

collaborative disjunctive

cooperative experiential

the transactional distance model of learning


Paul KAWACHI 1957 ~

Transactional Distance Model

The actual learning process can be measuredin terms of Structure and Distance, on afour-stage scaffolding which distinguishesbetween cooperative and collaborative modes.


introduction

the transactional distance model of learning

Stage 1 cooperative

Stage 2collaborative

Stage 4cooperative

Stage 3collaborative


defining collaborative :

definition


Bruffee (1995) states that cooperative learning

is for acquiring foundational content

in the early grades of education and

collaborative learning

is for non-foundational knowledge

“derived through reasoning and questioning

versus [cooperative learning] rote memory …

Out of this [collaborative] inquiry process,

new knowledge is created”

definition


collaborative learning :

learning



used in small groups for questioning ideas

and the perspectives of the participants

in a search and research inquiry

to co-create

new non-foundational learning

learning


a scaffold of the interactions :

scaffold



collaborative interactivity occurs in a situation

of perceived equality and equilibrium

between two pro-active partners

who do not yet know the outcome

collaborative activity questions all input and

is highly engaged and reflective

scaffold


the turn-taking collaborative process :

involves three functional turn-taking steps A B A

between two pro-active participants A and B

which when repeated as B A B

give both participants the opportunities each

to give opinions and receive counter-opinions

empathically, as follows ;-

scaffold


the functional turn-taking interactions :

A) ( Hello ) Affirm + ElicitationB) Opinion + Request understandingA) Confirm + Counter-opinion B) Affirm + ElicitationA) Opinion + Request understandingB) Confirm + Counter-opinion

these are illustrated in the following scaffold …

scaffold


scaffold


suggested verbal expressions for the interactions :

1 : warm affirmation “you’re okay by me”

2 : inviting open disclosure in response “please tell me what

you want to do here, so that I can see your point of view”

3 : open disclosure “here’s my own experience

and what I want to do …”

4 : inviting empathic comprehension in response

“I’d welcome knowing what you think I mean, to be sure my

feelings are accepted” or “I’d like your sense of what I mean”

5 : empathic comprehension “what I think you mean in essence is …”

6 : “my own view differs …” or “I’d like you to hear my own view”

inviting warm affirmation in response.

scaffold



collaborative learning characterises

the second-level Stage 2 and Stage 3 of the

transactional distance model

in Stage 2, reorganising to fit into schema

in Stage 4, research with disjunctive reasoning

scaffold


scaffold

collaborative argument in Stage 2

internal reorganisation

search for schema


scaffold

collaborative argument in Stage 3

external arguments

research



this presentation has so far only covered

collaborative learning within the dualist

cognitive and social constructivist paradigms

scaffold






of Piaget, and of Vygotsky, respectively

scaffold


Jean PIAGET 1896 ~ 1980

Theory of Cognitive Constructivism

There are four stages of cognitive development ;sensori-motor, pre-operational, concrete operational, then formal operational and maybe in later adulthood a fifth stageof problem finding / framing.


Lev S. VYGOTSKY 1896 ~ 1934

Theory of Social Constructivism

There is a Zone of Proximal Developmentin which a person can achieve more whenin the presence of higher achievers. Learning cannot be separated fromthe social context.



the dualist cognitive constructivism of Piaget and the social constructivism of Vygotsky

have been merged to some degree

by Feuerstein and by Glasersfeld in a

radical constructivist approach but still dualist

scaffold


Reuven FEUERSTEIN 1921 ~

Theory of Mediated Learning

Dynamic assessment of what student can learn, rather than what she has learnt, with theory of helping the student to learn-how-to-learn, and developed the concepts of metacognition. His theory bridges Piaget’s individual direct learning with Vygotsky’s social ZPD assisted learning.


Ernst von GLASERSFELD 1917 ~ 2010

Theory of Radical Constructivism

The mind learns internally by accommodatingnew knowledge and re-organising the knowledgeand experience that it has already got. Knowledge is built up by the individual reflecting on old knowledge and experience to improve its own structure which constitutes understanding.






a more efficient and effective paradigm for

learning in blended and online environments

is the unitary constructionist paradigm

scaffold



in constructionism

learning is wholly within the mind

and knowledge is in the interactions within the mind

scaffold


Seymour PAPERT 1928 ~

Theory of Constructionism

“ Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.”



in constructionism

the same scaffold is employed, but operates

between information in the mind and the

connected knowledge under active construction

through de-construction and re-construction

scaffold



this presentation has presented a scaffold for

the collaborative learning interactions in

classroom, blended, and online learning

collaborative is complementary with cooperative


You can download these slides freely from the website

http://www.open-ed.net / library / collaborative.ppt

or by email to me at


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Open Education Network http :// www. open - ed. net Collaborative Learning : a scaffold for the interactions Paul Kawachi FRSA Open University of China