The document discusses collaborative learning and the dynamics between various roles such as master, protector, expert, and human within collaborative processes. It emphasizes the importance of agency and communion in learning, where mastery can lead to innovation cycles that encourage reflection and adaptation. Furthermore, it critiques current educational approaches that treat students as objects rather than as engaged participants in a learning community.

1. About
Collaborative
Learning
Hans Konstapel
Constable Research BV
http://hans.wyrdweb.eu/

2. Content
• Collaboration
• Collaborative processes
• Learning
• Communication
• The Current Approach in Learning
• Learning Communities
• The Collaboration Cycle

3. Collaboration
The model
• Collaboration is a combination of Agency
and Communion
• Agency emphasizes the self as a distinct
unit; it focuses on the person’s own
individual influence
• Communion:Communion is a motive for a
connection with an other; it is a motive to
participate in a larger union.

4. Collaboration
The basic roles
• Master
– Focus on rules and control. Emotions are not involved.
• Protector
– Focus on care and understanding. Intuition/Imagination plays
important role.
• Expert
– Focus on senses and gaining experience. Highly committed to
acting, production and work.
• Human
– Wants to love, trust and cooperate. Is highly dependent on others

5. Collaboration
Disconnect
Rules Experience
Instruc
Master tor
Craftsman Expert
Architect Adviser
Communion
Servant Entrepeneur
Slave Client
Mode-
Protector rator
Protege Human
Connect
Imagination Emotions
Submit
Dominate
Agency

6. Collaboration
Six Patterns
• Master/Slave
– Human has to obey rules. Example: Factory.
• Instructor/Expert
– Experts are controlled by models. Example: Project-Management.
• Master/Servant
– Servant uses creativity to serve the master. Examples: Ministers, Architects,
Artists.
• Protector/Human
– Protector understands and takes care of humans. Example: Moderators, Coaches.
• Expert/Client
– Expert uses his experience to advise a client to do something (e.g. Buy).
• Entrepeneur/Expert
– Creator uses his imagination and intuition to make experts work. Example: Cordys

7. Collaborative Processes
Disconnect
Rules Experience
Master Instruct Expert
Automate
Design Explore Advice Use
Reflect
Protector Care Human
Connect Imagination Emotions
Dominate Submit

8. Collaborative Processes
• The master wants to dominate and control
• Processes related to the master are not cooperative
• Cooperation = the Innovation Cycle
– Explore (Entrepeneur/Expert)
– Advice/Use (Expert/Client)
– Care/Reflect (Client/Entrepeneur)
• Master-patterns are neccesary to freeze the
innovation and create a stabilized production
proces

9. Learning
• Learning is an invisible internal process
• We imagine these processes
• In practise we learn by acting
(collaborating) in the outside world
• Learning occurs when we act differently
when we have made a mistake

10. Learning
• We learn by rehearsing the same pattern
• If a our pattern failes we start an internal dialogue (reflection) and ask
questions
• If we find the right questions we know the answer (Socratic Learning)
• Reflection generates ideas, ideas can be tried out and we can learn
from our failures (trial and error)
• If we are afraid to make mistakes we create new rules (problem
solving) to control the patterns
• If the rules fail we can learn from our mistakes, adjust the rules
(gaining experience), explain why the rules fail and get new ideas
• If we do not act on these ideas we get feelings (wishes, needs)
• New rules have to be learned by rehearsing, the circle is closed

11. Learning
Code Adjust Rule Practice
Rules Senses Expectation
Memory Concrete
Knowlegde Experience Experience Failure
Automate Event
Abstract
Internalize
Con- Explain
ceptua- Impulse Evaluate
liza-
tion Active
Experimentation
Reflective
Imagination Observation (Intuition) Emotion
Understanding Feeling Motivation
Visual Action
Memory Memory

12. Learning
• The internal learning processes are internal collaborative
processes aimed at producing an external act
• The collaborative processes are connecting the basic actors
in the body
– The Emotions are the Human: They look for Balance, Love and
Harmony
– The Imagination is the Protector of the Body: It creates the
Identity. The protector has faith in the future
– The Expectation is the Master: It wants to control (is afraid for) the
Future. It needs the protector to get hope.
– The Sensory/Motor-system is the Expert: it Acts outside and
aquires experience

13. Communication
• Direct Communication is related to the emotions (Body Language,
Word-Streams)
• If we take time we get into dialogue and are connected with all our
senses, trying to understand the other and generate ideas. This is the
area of STORY-TELLING.
• Stories are compressed into documents, books, content, procedures.
They contain the rules but the emotion and inspiration is gone.
• We exchange content in the transmission mode. We are disconnect and
suppose that we share the same concepts and vision. In practise we do
not see the same and have not compressed our vision in the same
words and concepts. We imagine we understand each other

14. Communication
Disconnected
Disconnect
Sender Receiver
Transmission
Content Senses
Shared
Concepts & Senses
Conceptual Abstract Explain Sense Impulse Impulsive
Content, Shared Body Language
Books, Letters, .. Ideas & Motivation Words
Ideas Dialogue Emotion
Understanding Motivation
Connect
Story-Telling
Dominate Submit
Connected
See, Hear & Feel

15. The Current Approach
• Students are seen as objects (machines) that have to be programmed
according to certain rules
• The ultimate goal is to replace the student by a perfect robot and to
produce perfect robots
• The Instruction is made by an designer who imagines that he
understands what the student has to learn
• The emotions and the imagination of the student are disturbing the
designer
• Instruction aims at standardizing the student (getting rid of his own
experience)
• To find out if the student is standardized tests are used

16. The Current Approach
Disconnect Knowledge = Rules Experience is not needed
Instruction Test Produce
Management Standardize Expert Perfect
Copies
System
Content/Software Manage Replace
Development
Programmer
Take care of
Designer
Connect
Everything is programmable Emotions are not involved
Dominate Submit

17. Community
• A community is a place to commune (become one)
• A community is a collection of humans that have
– the same goal
– share the same vision
– act according to shared emotional rules (culture)
– share a practice
• In a community people play a role and collaborate
• A community looks like and acts like a human body
• A community learns if the participants play the internal
learning processes of a human

18. A Learning Community
Community of
Affinity
User
Broker Moderator
Match Reflect
Community of Community of
Expert Network
Monitor Innovator
Practice Interest
Instructor Architect
Teach Design
Scientist
Knowledge
Centre

19. A Learning Community
• There are four types of communities
– Community of Affinity (People have something in common)
• Selfhelp groups, Families, Clans,
– Community of Interest (People share the same interest).
• Hobby, Books, Research Topics,
– Community of Practice (People share a practice, experience).
– Knowledge centre (People know something, rules, models)
• There are five types of roles that connect communities
– Architect, Instructor, Moderator, Broker (Matchmaker)
– Monitor.
• This roles coordinates the cycle

20. The Collaboration Cycle
Scientists Experts
Community
Knowlegde
Train of
Centre
Practice
Extract Explore Advice
Rules/Models
Innovation
Cycle
Community Community
Of Reflect of
Interest Affinity
Innovators User-groups

21. The cycle
• The innovation cycle combines Practice,
Affinity and Interest.
• Out of the cycle Experience can be
transformed in to Knowlegde
(Rules,Models)
• The expert can be trained in the new models
and the cycle starts again