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Collaborative learning crosta
1. Online collaborative
Learning and Teamwork
Online Seminar
Dr. Lucilla Crosta
“The community did not happen unless the participants wanted it to happen”
(Brown ,2001, p. 31)
2. What I will discuss
key Definitions
key Theories
Examples of online cooperative vs
collaborative activities
The role of the tutor and of assessment
Conclusions
3. Key Definitions
Community of Practice vs Online
Learning Community
The Community of Inquiry
Cooperative vs Collaborative teaching
and learning
4. Community of Practice vs
Online Learning Comminities
Community of Practice (CoP) (Wenger, 1998)
defined as “groups of people who share a
concern, a set of problems or a passion about
a topic and who deepen their knowledge and
expertise in this area by interacting on an
ongoing basis” (p. 4)
5. Community of Practice vs
Online Learning Comminities
Learning Community (LC) (McConnell, 2006)
defined as “a cohesive community that embodies
a culture of learning and where responsibility for
learning is shared among community members.”
(p. 19) and Online Learning Community are
basically considered as a transposition of the
Learning Community in the online environment
where it is possible to develop strong ties, trust,
shared values (McConnell, 2006)
7. The Community of Inquiry
Community of Inquiry (CoI) (Garrison and
Anderson, 2003) as an online community of
learners which facilitates critical discourse and
reflection, diversity perspectives and high-order
learning. Students can take
responsibilities over their learning through
negotiation and challenge of accepted beliefs.
It is based on three components: social
presence, teaching presence and cognitive
presence
8. Cooperative vs Collaborative teaching
and learning
Dillenbourg (1999) and Paulus (2005) provide a
distinction between cooperative and collaborative
work and state how the former is more controlled by
the teacher and takes place with a division of work
among participants, so that each one separately is
respectively responsible for a portion of the work,
whereas with collaboration the negotiation takes place
simultaneously, developing shared meanings and co-constructing
solutions to given problems with more
control placed in the hand of the group
9. Cooperative vs Collaborative teaching
and learning
Online cooperation vs collaboration seems to
be a key feature of the work in the online
learning community since it supports
knowledge creation, critical thinking, resource
sharing, time to reflect, responsibility over
learning, mutual engatement, democracy
(Kennedy and Duffy, 2004)
10. Key theories
Axelrod (1984) the “metaphor of the game”
(more convenient for participants to cooperate
rather than to compete)
Vygotsky (1978)social cultural theories and
“zone of proximal development”
Leave and Wenger (1991) “Learning is socially
constructed”
11. Examples of cooperative vs
collaborative online activities
A UK Online Master module in New
Technologies & Lifelong Learning
An italian Blended Master in Online
Education and Training
12. The Masters Design & Structure
UK Online Master Module - asynchronous
forum messages of 3 months module - 2/3
groups of students 4 participants each- 3 face-to-
face meetings
Italian Blended Master Course –
asynchronous forum messages -5 groups of
students 5/6 participants each - 2 main
modules - 3 face-to-face meetings
13. Cooperative vs collaborative online
activities - UK Module
WEEK-DURATION
ACTIVITIES METHODS & ASSESSMENT
4 weeks Discussion Seminar
I
Large Group
Discussion
- Individual short paper
- Individual Discussion
Reflection
3 weeks Discussion
Seminar II
Two parallel group
discussions
- Group short paper
- Group discussion
reflection
5 weeks Collaborative study
project I
Creation of new sub-groups
according with
areas of interst
- Individual study project
2 weeks Collaborative study
project II Sub-group discussion - Assimilating the individual
work into a joint work
3 weeks Peer review work
Comments on project
papers according with
the assessment criteria
peer review
14. Cooperative vs collaborative online
activities - Italian Master
WEEK-DURATION
ACTIVITIES METHODS & ASSESSMENT
2 weeks
Problem Based
Learning on Case
studies
5 main assigned
sub-groups
Small group Case study
solution
10 days
Learning
assessment on
Case studies
5 main assigned
sub-groups
Small group learning
assessment solution
10 days
Development of
an assessment
framework
5 main assigned
sub-groups
Small group assessment
framework
12 days
Peer review of the
team product
inside each team
5 main assigned
sub-groups Peer review work
15. The role of the tutor & of
assessment
UK Online Master Module: the tutor was part of the
group, discussed on given issues, answered questions,
experimented technologies together with students, was
part of the community and assessed students’ work
Italian Blended Master Course: the tutor style
changed between tutor and tutor so from the more
“observer” one to the more “participative” one, however
he/she was meant to encourage students’ creativity. The
tutor did not assess students’ work, while teacher did
In both contexts the role of assessment was a key one in
supporting or preventing students in participating to their
online collaborative activities
16. Conclusion
My thinking is that although technology changes
and evolves, the primarily principles of cooperation
and collaboration remain. We only need to be
creative in re-inventing new pedagogical practices
that may help us as educators, to enhance the
learning benefits of collaboration through the use
of new technologies.....
