Collaborative Learning Defined Active Learning Supported by Neuroscience Research Theory Supporting Active and Collaborative Learning CEE Library Resources Web-Based Resources

2. Does this describe us?
Is this the best way to teach…?
Do we really want to do this for an hour-and-a-half…?
Image: “Cartoon angry army drill sergeant shouting” by koiquest10 is licensed under CC BY-SA 2.0.

3. Definition
• “Collaborative learning’ is an umbrella term for a
variety of educational approaches involving joint
intellectual effort by students, or students and
teachers together. In most collaborative learning
situations students are working in groups of two
or more, mutually searching for understanding,
solutions, or meanings, or creating a product”
(Smith & MacGregor, 1992, p. 10)
Smith, B. L. , & MacGregor, J. T. (1992). What is collaborative learning? In A. Goodsell , M. Maher, & V. Tinto
(Eds.), Collaborative learning: A sourcebook for higher education (pp. 10-36), University Park, PA: National
Center on Post-Secondary Teaching, Learning, and Assessment

4. Supported by
Neuroscience Research
Neuroscience research has shown that we grown neural connections
through experience and learning.
Behaviors that are practiced and rehearsed strengthen those
connections. Connections that are not used are pruned away.
We are physically changing the structure of our brains when we
engage in active learning!
Image: “brain” by tza is licensed under CC BY-NC 2.0.

5. Cognitive Theory/
Constructivist Philosophy
Cognitive theory (Piaget, for example) suggests that we learn by
actively making connections and organizing them into meaningful
concepts—we learn best when we actively integrate new
information into existing concepts and ideas
Photo: “Integration” by certified_su is licensed under CC BY 2.0.

6. Scaffolding/Zone of Proximal Development
Russian social-learning theorist
Lev Vygotsky introduced the term
“zone of proximal development”
(essentially, what the learner cannot do on their own
and what they can do with help).
Collaborative learning activities
provide opportunities for students to
learn material within their grasp by
working with other more capable
peers.
Photo: “Workers remove scaffolding from the Commander,
Fleet Activities Yokusuka headquarters building”
by usnavy is licensed under CC BY 2.0.

7. Learning by Imitation
Social Cognitive theorist Albert Bandura demonstrated that
we can learn by watching and imitating others—
particularly others whom we perceive as similar to ourselves
on certain dimensions and capabilities
(classmates/group members, etc.).
Photo: “best friend mama” by swambo is licensed under CC BY-SA 4.0.

8. Seeking Understanding
Activities that are designed to challenge students to interact with others while trying to
reinterpret and make meaning out of knowledge promotes deeper learning.
Learning can be fun, but good learning—learning that is meaningful and lasting isn’t
automatic or passive. It requires effort (cost?) from professors and students.
Photo: “Group Discussion” by erlhamcollege is licensed under CC BY-NC 2.0

9. Final Quote:
“If there is one thing that the literature agrees
on universally, it is the value of involving the
learner in the active processing of incoming
information” (p. 190)
-William McKeachie
Svinicki, M. & McKeachie, W. J. (2011). McKeachie’s teaching tips: Strategies,
research, and theory for college and university teachers

10. Brainstorm/Discussion
• Describe a concept, course goal, or lesson
objective you would like to turn into a
collaborative activity.
Initiate discussion using COLT #1: Think-Pair-Share (pp. 153-158)—use Think-Pair-Square variation.

11. Brainstorm/Discussion Results
• How might you convert the concept, course
goal, or lesson objective you just identified
into something more active or collaborative?
Use COLT #3: Buzz Groups (pp. 164-169) – break into several groups.

12. Identify Something that Could Work
For You!
Use COLT #31: Team Scavenger Hunt (pp. 336-341)—use information scavenger hunt variation with resources in the room. Working in
pairs (?) participants locate something that might be useful for their purposes. Find something specific (or at least identify a resource that
would be helpful).
Photo: “Co-Creation Day #3” by timsamoff is licensed under CC BY-ND 2.0.

13. CEE Resources to assist you:
Angelo, T.A., Cross, P.K., (1993). Classroom Assessment Techniques: A
handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Barkely, E. F. (2010). Student engagement techniques: A handbook for college
faculty. San Francisco, CA: Jossey-Bass.
Barkley, E. F., Cross, P. K., & Major, C. H. (2014). Collaborative learning
techniques: A handbook for college faculty (2nd ed.). San Francisco, CA:
Jossey-Bass.
Svinicki, M. & McKeachie, W. J. (2011). McKeachie’s teaching tips: Strategies,
research, and theory for college and university teachers, (13th ed.). Belmont,
CA: Wadsworth.

14. A Few Web-based Resources
Cornell University’s Center for Teaching Excellence
• http://www.cte.cornell.edu/teaching-ideas/engaging-
students/collaborative-learning.html
PDF file from Educause (includes lots of additional web-links)
• http://net.educause.edu/ir/library/pdf/eli80085.pdf
Vanderbilt University’s Center for Teaching
• http://cft.vanderbilt.edu/guides-sub-pages/cooperative-
learning/
University of Maryland’s Center for Teaching Excellence
• http://www.cte.umd.edu/library/teachingLargeClass/guide/ch
7.html