WELCOME

N S S T C PANDALAM

SEMINAR

SUBMITTED BY

ANAGHA RAJ B.ED ENGLISH

TOPIC

COLLABORATIVE LERARNING &

COOPERATIVE LEARNING

Collaborative learning……..

Collaborative learning is a situation in which two or more people work together.

More specifically,collaborative learning is based on model that knowledge can be created within a population where members actively interact each other by sharing their experiences.

It refers to methodologies and environment in which the learner engage in a common task where each Individual

depends on and is accountable to each other.

This include face-to-face conversation and computer discussion[online forum,chatrooms ect….]

Methods of examining collaborative learning…..

1 . Conversation analysis 2 . Statistical discourse

analysis

Collaborative learning is used as an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers.

collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning

Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities.

The approach is closely related to cooperative learning.

Collaborative learning occurs when individuals are actively engaged in a community in which learning takes place through explicit or implicit collaborative efforts.

Collaborative learning has often been portrayed as solely a cognitive process by which adults participate as facilitators of knowledge and children as receivers

Some of the examples for collaborative learning……………….

Collaborative networked learning – According to Findley (1987) "Collaborative Networked Learning (CNL) is that learning which occurs via electronic dialogue between self-directed co-learners and learners and experts. Learners share a common purpose, depend upon each other and are accountable to each other for their success. CNL occurs in interactive groups in which participants actively communicate and negotiation meaning with one another within a contextual framework which may be facilitated by an online coach, mentor or group leader."

Computer-supported collaborative learning (CSCL) is a relatively new educational paradigm within collaborative learning which uses technology in a learning environment to help mediate and support group interactions in a collaborative learning context.CSCL systems use technology to control and monitor interactions, to regulate tasks, rules, and roles, and to mediate the acquisition of new knowledge.

Learning management system In this context, collaborative learning refers to a collection of tools which learners can use to assist, or be assisted by others. Such tools include Virtual Classrooms (i.e. geographically distributed classrooms linked by audio-visual network connections), chat, discussion threads, application sharing (e.g. a colleague projects spreadsheet on another colleague’s screen across a network link for the purpose of collaboration), among many others.

Collaborative learning development Enables developers of learning systems to work as a network. Specifically relevant to e-learning where developers can share and build knowledge into courses in a collaborative environment. Knowledge of a single subject can be pulled together from remote locations using software systems.

Collaborative learning in virtual worlds Virtual worlds by their nature provide an excellent opportunity for collaborative learning. At first learning in virtual worlds was restricted to classroom meetings and lectures, similar to their counterparts in real life. Now collaborative learning is evolving as companies starting to take advantage of unique features offered by virtual world spaces - such as ability to record and map the flow of ideas, use 3D models and virtual worlds mind mapping tools.

Cooperative learning…….

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experience.

It has been described as "structuring positive interdependence.“

Students must work in groups to complete tasks collectively toward academic goals.

Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another’s resources and skills [asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc]

Everyone succeeds when the group succeeds.

Five essential elements are identified for the successful incorporation of cooperative learning in the classroom.

They are……..

Positive InterdependenceIndividual and group

accountabilityPromotive interactionTeaching the students the

required interpersonal and small group

skillsGroup processing

Prior to World War II, social theorists such as Allport, Watson, Shaw, and Mead began establishing cooperative learning theory after finding that group work was more effective and efficient in quantity, quality, and overall productivity when compared to working alone.

However, it wasn’t until 1937 when researchers May and Doob found that people who cooperate and work together to achieve shared goals, were more successful in attaining outcomes, than those who strived independently to complete the same goals.

Philosophers and psychologists in the 1930s and 40’s such as John Dewey, Kurt Lewin, and Morton Deutsh also influenced the cooperative learning theory practiced today. Dewey believed it was important that students develop knowledge and social skills that could be used outside of the classroom, and in the democratic society.

This theory portrayed students as active recipients of knowledge by discussing information and answers in groups, engaging in the learning process together rather than being passive receivers of information (e.g., teacher talking, students listening).

Types of cooperative learning……

FormalInformal Group based

Formal cooperative learning is structured, facilitated, and monitored by the educator over time and is used to achieve group goals in task work (e.g. completing a unit). Any course material or assignment can be adapted to this type of learning, and groups can vary from 2-6 people with discussions lasting from a few minutes up to an entire period.

Types of formal learningThe jigsaw techniqueAssignments that involve group

problem solving and decision making

Laboratory or experiment assignments

Peer review work (e.g. editing writing assignments).

Informal cooperative learning incorporates group learning with passive teaching by drawing attention to material through small groups throughout the lesson or by discussion at the end of a lesson, and typically involves groups of two (e.g. turn-to-your-partner discussions). These groups are often temporary and can change from lesson to lesson (very much unlike formal learning where 2 students may be lab partners throughout the entire semester contributing to one another’s knowledge of science).

In group-based cooperative learning, these peer groups gather together over the long term (e.g. over the course of a year, or several years such as in high school or post-secondary studies) to develop and contribute to one another’s knowledge mastery on a topic by regularly discussing material, encouraging one another, and supporting the academic and personal success of group members.

FIVE basic and essential elements to cooperative learning………..

Positive interdependence ◦ Students must fully participate and put forth effort within

their group◦ Each group member has a task/role/responsibility

therefore must believe that they are responsible for their learning and that of their group

Face-to-face promotive interaction ◦ Members promote each other's success◦ Students explain to one another what they have or are

learning and assist one another with understanding and completion of assignments

Individual and group accountability

A. Each student must demonstrate mastery of the content being studied

B. Each student is accountable for their learning and work, therefore eliminating “social loafing”

Social skills ◦Social skills that must be taught in order for

successful cooperative learning to occur◦Skills include effective communication,

interpersonal and group skills Leadership Decision-making Trust-building Communication Conflict-management skills

Group processing ◦Every so often groups must assess their

effectiveness and decide how it can be improved

Benefits and applicability of cooperative learning:

Students demonstrate academic achievement Cooperative learning methods are usually equally effective

for all ability levels Cooperative learning is effective for all ethnic groups Student perceptions of one another are enhanced when

given the opportunity to work with one another Cooperative learning increases self-esteem and self-

concept Ethnic and physically/mentally handicapped barriers are

broken down allowing for positive interactions and friendships to occur

LimitationsIt is constantly changingTeachers may get confused and lack complete understanding of the method

Time consumingPeer review and evaluations may

not reflect true experiences due to perceived competition among peers

What are the benefits of cooperative and collaborative ?

Celebration of diversity. Students learn to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses fellow learners bring to the questions raised. Small groups also allow students to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps students to better understand other cultures and points of view.

Acknowedgment of individual differences. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive.

Interpersonal development. Students learn to relate to their peers and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others.

Actively involving students in learning. Each member has opportunities to contribute in small groups. Students are apt to take more ownership of their material and to think critically about related issues when they work as a team.

More opportunities for personal feedback. Because there are more exchanges among students in small groups, your students receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.

THANK YOU