2. Learning outcomes
To consider the role of collaborative learning
To examine some collaborative learning
approaches
To consider some aspects of educational
debate
To be aware of changing aspects of teaching
and learning
3. Curriculum issues
Prescriptive Curriculum Experiential Curriculum
Teacher-centered Student-centred
Linear & rational Coherent & relevant
Part to whole organisation Whole to part organisation
Teaching as transmitting Teaching as facilitating
Learning as receiving Learning as constructing
Structured environment Flexible environment
5. Teaching vs learning
John Amos Comenius, a 16th
Century scholar; summarised the
approach that teaching should
follow, “The main object is to find
a method by which teachers
teach less but learners learn
more”, proving that current
problems have noble pedigrees.
6. Collaborative learning
“Collaborative learning is an umbrella term for a variety of
educational approaches involving joint intellectual effort by students,
or students and teachers together. Usually students are working in
groups of two or more, mutually searching for understanding,
solutions or meanings, or creating a product.
Collaborative learning activities vary widely, but most center on
students’ exploration or application of the course material, not
simply the teacher’s presentation or explication of it”.
Smith and McGregor (1992)
8. Assumptions about learning
Learning is an active constructive process
Learning depends on rich contexts
Learners are diverse
Learning is inherently social
10. Widespread use
Based on theory and validated by research
Amount, generalisability, breadth and
applicability
Variety of co-operative learning methods
available
R Q
11. Why use cooperative learning?
promote student learning and
academic achievement
enhance student satisfaction
with their learning experience
help students develop skills in
oral communication
develop students' social skills
promote student self-esteem
increase student retention
develop a community of learners
12. 5 Elements of cooperative
learning
1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
13. Postive interdependence
Each group member's efforts
are required and indispensable
for group success
Each group member has a
unique contribution to make to
the joint effort because of his
or her resources and/or role
and task responsibilities
Sink or swim together!
14. Face-to-face interaction
Orally explaining how
to solve problems
Teaching one's
knowledge to others
Checking for
understanding
Discussing concepts
being learned
Connecting present
with past learning
Promote each other's success
15. Individual and group
accountability
Keeping the size of the group
small.
Giving an individual test to each
student.
Randomly examining students
orally.
Observing each group and
recording the frequency with
which each member-contributes
to the group's work.
Assigning one student in each
group the role of checker.
Having students teach what they
learned to someone else. No hitchhiking! No social loafing
No freeloading
16. Interpersonal and small group
skills
Social skills must be taught:
Leadership
Decision-making
Trust-building
Communication
Conflict-management skills
Mutual understanding
17. Group processing
Group members discuss
how well they are
achieving their goals and
maintaining effective
working relationships
Describe what member
actions are helpful and not
helpful
Make decisions about
what behaviours to
continue or change
22. Problem based learning (PBL)
PBL is a learning-centred pedagogy based
on current theories of learning including
constructivism, social constructivism and
situated learning.
Problem-based learning clearing house https://chico.nss.udel.edu/Pbl/
23. Mrs. Paula Embledon is a 78 year old woman who has
come to the emergency room complaining of shortness of
breath and pain in her chest. She had been in relatively
good health until three weeks previously, when she
sprained.....
A new bridge has been constructed spanning a river 1
kilometer wide. In a recent storm, during which winds
gusted to 120 km/hr, the bridge was observed to be
oscillating from side to side …..
You are the owner of a small antique shop in Kingston.
Mrs. Jones, an old friend, has brought to you for appraisal
a landscape painting which appears to be about 200 years
old. She is convinced there is another painting beneath the
landscape…..
Read the
problem
Identify learning
issues
Research-Learn
Return-Reread-
Report-Review
Brainstorm-
hypothesize Next page
EVALUATE
PBL - an iterative process
You are a researcher in a cellular immunology lab. You
have been given two blood samples – one of which
contains anti-coagulant. An aliquot of the latter sample can
be shown to lyse tumour cells. You conduct further studies
to determine the mechanism of the killing…
Mr. John Smith is the owner of a national company
manufacturing FMCG products. Recently his company
merged with an international company with a different
organisational culture…….
Prof. H. Pross
Queens School of Medicine
Kingston, Ontario
26. Learning communities
Sociocultural and constructivist views of
learning (Lave & Wenger)
Two important questions:-
1. What social engagements and processes provide the ‘proper’
context for learning?
2. What forms of co-participation might be required when
engaging learners in these forms of learning.
27. Community types
Learning community: focus on learning together,
sharing, developing relationships
Communities of practice: focus on developing
professional practice
Community of enquiry: focus on enquiring about
and issue/area
Knowledge community: focus on developing
knowledge
28. Cyber communities
“…the cornerstone of an online community lies in the presence of
socially close, strong, intimate ties, the development of trust, shared
values and social organisation.
The quality of peoples’ relations is an important characteristic in an
online community
(This will be the modified role of the teacher as an e-moderator!)
Teaching/learning
Face-to-face Blended Online
31. References
Johnson, D.W. and Johnson, R. T. (1990) Cooperation and
Competition: Theory and Research, Edina, MN; Interaction Book
Company
Lave, J. and Wenger, E. (1991) Situated learning; legitimate peripheral
participation, Cambridge University Press
McConnell, D. (2006) E-learning groups and communities, SRHE/OU
Press
Salmon, G. (2005) E-moderating, Open University Press
Smith, B. L. & McGregor, J. (1992) What is collaborative learning? –
National Center on Postsecondary education
