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

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

Cooperative Learning : a scaffold for the interactions

Paul Kawachi FRSA

Open University of China

kawachi @ open-ed.net


Cooperative Learning : a scaffold for the interactions

Paul Kawachi FRSA

Open University of China


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


improved deep quality of learning

can be achieved more efficiently

with simple metacognitive understanding of

the cooperative learning process

overview


i constructivist learning

ii defining cooperative

iii cooperative 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 cooperative :

definition


Nisbet (1968) identified five types of cooperation ;- automatic, traditional, spontaneous, contractual and directed

the traditional is moral cooperation, and a sixth type is ethical

i volitional

ii natural

iii moral

iv ethical

v contracted

vi directed

and these widely co-occur

definition


cooperative learning :

learning



Bruner (1966) describes the cooperative learning

mechanical rote memorisation process

as ‘identification’ or modelling oneself on a role model

Bruffee (1995) also asserts cooperative employs

“rote memory … dealing with the facts and information

associated with foundational knowledge”

learning



used in large classes for content delivery

of facts and information

from a teacher or from a textbook

as foundational learning

learning



lecturing has many advantages

eg to stimulate in the student's mind

the intrinsic academic motivation to learn

lecturing is effective and efficient

to deliver mass new content information

learning


a scaffold of the interactions :

scaffold



cooperative interactivity occurs in a situation

of inequality or disequilibrium

from a source (knower)

to the passive receiver

cooperative activity is limited to recall and memorisation

an active receiver questions the input in collaborative mode

scaffold


suggested verbal expressions for the interactions :

T1 : initial input from outsiders as trigger

followed by S1 and S2 self-reflections

T2 : output and the possible T3 received by outsiders

followed by their S3 and S4 self-reflections

T4 : output from outsiders, and T5 received input

followed by self-reflections again and T6 output

these are illustrated in the following scaffold …

scaffold


scaffold


suggested verbal expressions for the interactions :

T1 : "How do you think about this idea?"

S1 "I think this is the meaning" and

S2 "I wonder if I am connecting this well"

T2 : "This is my interpretation. Is it complete?"

T3 "Please add complexity to help my understanding"

S3 "I confirm one point, and add some related others"

S4 "Show us a bigger picture of your interpretation"

T4 : "The initial idea is now input and well connected

while the other points need more clarification"

scaffold



cooperative learning characterises

the second-level Stage 1 and Stage 4 of the

transactional distance model

in Stage 1, cooperation involves getting input

in Stage 4, cooperation involves testing out an idea

scaffold


scaffold

cooperative input of new information in Stage 1


scaffold

cooperative input of feedback in Stage 4



this presentation has so far only covered

cooperative 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 cooperative learning interactions in

classroom, blended, and online learning

cooperative is complementary with collaborative


You can download these slides freely from the website

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

or by email to me at


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