Collaborative Learning Presentation

1. Collaborative Learning
Collaborative: To work, one with another
Learning: The act or process of acquiring knowledge or skill

2.  Students work in groups, together in
groups
 Problem/task/project which reflect
real-life scenarios
 Solution must require skills, What is
knowledge that is curriculum based
 Something that couldn’t be
Collaborative
achieved individually Learning?
 Assessment of the task includes the
process not just the project
 i.e. where students are asked to reflect on
their collaboration itself

3.  Learning is a social act where there is
learning through talking and sharing
 Learners think and compare their
thinking to others in the group
 They learn from each other and play
a significant role in each other’s What is
learning
 Consensus rather than democracy Collaborative
 Learners are not just responsible for Learning?
a portion of the work but the work
as a whole
 Problem Based and Situated
Learning could easily incorporate
Collaborative Learning

4. Constructivist
 Social constructivist
 Constructing knowledge
 Active Underpinning
 Contextual Learning
 Shared understandings
 Student centric Theory
 Teacher is facilitator rather than
sole authority

5.  More ground is covered as they
share ideas, resources and
references
 Still with room for specialisation
 Greater learning –
students take learning risks
Benefits of
 Reduced absenteeism – Collaborative
group obligation
 Fewer withdrawals –
Learning
sense of belonging
 Holistic and realistic –
especially cross curricular

6.  Employability
 Interpersonal skills
 Higher order skills
 Negotiating
 Interpreting
Benefits of
 Organising Collaborative
 Clarifying
 Problem solving Learning
 Analysing
 Critical thinking
 Evaluation

7.  Active listening
 Being non-judgemental
 Adaptability
 Cooperativeness
Collaborative
 Inclusiveness Learning
 Confidence
 Diminished fear of public
Promotes…
speaking

8.  Group size
 Task features
 Differing time commitments, quality
of work
 Asymmetric collaboration
Things to Be
 Managing group challenges / Mindful Of
dynamics
 Group organisation

9. Design
 Objectives
 Activities
 Resources
 Assessment
Groups


How many
How to group - self selected or not
Implementing
 Heterogeneous vs. Homogeneous Collaborative
 How often
Learning
Prepare students
 Clear instructions regarding design
 Team work
Monitor
 Feedback on progress
 Group dynamics

11.  Portfolio and photographic is
one of our units In the Diploma
of specialised Makeup
 Our Makeup students are
required to produce 10
professional photographic
shots for their portfolio
 To achieve the photos the
makeup artists have to
collaborate with photographers
and models
 For the highest quality
outcome to be achieved all
parties organise meetings to
ensure everyone is agreed
upon the final result

13. All parties collectively work on
 The style of shoot
 Makeup and hair designs
 Wardrobe/Costume/Props
 Lighting effects
 Studio times
 Backdrops
 Outcomes

20. “The act of working with another person or persons on
a joint project in the act or process of acquiring
knowledge or skills.”
Collins English Dictionary
Combined definition of “collaboration” and “learning”

21. “The process of identifying previously acquired
knowledge or skills from a process of using sight,
hearing, knowledge and action…”
Collins English Dictionary
Combined definition of “recognition”, “prior” and “learning”

22. Employee Groups / Individual
• Set their expectations on how well they are able to meet their
personal needs
Business
• Set their expectations of staff and industry based on
their need to survive, grow and profit
Industry
• Set their expectations of business and staff based on the
industry as a whole
RPL Provider
• Set their expectations on what is required to assess candidates
and achieve completions

23. Bring these groups together
Clearly identifying each others roles and
objectives
Identifying the knowledge or skills required
within the business
Planning a relevant skills recognition process to
identify current knowledge and skills assets
Strategically plan training and development based on
gap training and knowledge/skills requirements

24. Knowledge
Collaborative
Comprehension
Learning
Application
Blooms
Taxonomy
Analysis
Synthesis Skills Recognition
Evaluation

26. Industry
Business
Employee

27. Industry collaborates with
business and staff to develop
realistic standards and support
learning outcomes
Employees meet skills
recognition standards
established between
Business collaborates with
industry and business and
skills recognition
are recognised formally or
organisation to identify
gap training is provided so
appropriate pathways to
that pathways are
achieve standards
provided to meet skill
recognition standards and
be formally recognised

28. Instant effects on all involved staff in the
workplace project leading to learning outcomes
have a rollover effect in the areas of: Collaborative
 Increased teamwork outcomes for
 Skills development - Analysis, evaluation and employees
creation skills, critical thinking, problem-solving
 Interpersonal and communication skills through
 Improved perception of business training and recognition
development
 Involvement in ongoing personal and of prior
professional development activities learning
 Self-esteem

29. Organisational collaborative learning
outcomes would include:
 Increased efficiency in strategic planning of Collaborative
training
 Revised planning of staff and knowledge outcomes for
resources business
Identification of current and required
through
interpersonal relationship between staff and recognition
management leading to:
 Increased productivity of prior
 Identification of human and knowledge learning
resource capital
 Succession planning and development

30. Industry collaborative learning
outcomes would include:
 Identification of both Collaborative
organisational and frontline
requirements to meet and outcomes
supported industry standards
 Foundation information of current
for industry
skills and knowledge formally through
recognised in the marketplace
 Analysis of future needs of industry
recognition
members of prior
 Training and development
pathways that are aligned with learning
current cultural needs and
expectations in the mature
workforce

31. “The act of working with another person, people or organisation
on a joint project in the act or process of identifying previously
acquired knowledge and skills that shares and creates
with all involved”
Collins English Dictionary
Based on the combined definition of
“collaboration”, “recognition”, “prior” and “learning”

32. For this activity your need to:
 Draft a plan for your bridge design
 Build your bridge using all the
Lego pieces
 Have no red pieces touching
each other
 Place the man on top of
your bridge
 Compare final construction to
original design
 Review the whole process

33. Collaborative Learning not only
imparts skills and knowledge directly
related to the curriculum but also
prepares students for future
collaborations in the workplace