This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.

1. WELCOME

2. N S S T C PANDALAM
SEMINAR
SUBMITTED BY
ANAGHA RAJ
B.ED ENGLISH

3. TOPIC
COLLABORATIVE LERARNING
&
COOPERATIVE LEARNING

4. Collaborative
learning……..

5. Collaborative learning is a situation in
which two or more people work
together.
More specifically,collaborative learning
is based on model that knowledge can
be created within a population where
members actively interact each other
by sharing their experiences.

6. It refers to methodologies and
environment in which the learner
engage in a common task where each
Individual
depends on and is accountable to
each other.
This include face-to-face conversation
and computer discussion[online
forum,chatrooms ect….]

7. Methods of examining collaborative
learning…..
1 . Conversation analysis
2 . Statistical discourse analysis

8. Collaborative learning is used as an
umbrella term for a variety of
approaches in education that involve
joint intellectual effort by students or
students and teachers.
collaborative learning is commonly
illustrated when groups of students
work together to search for
understanding, meaning, or solutions
or to create an artifact or product of
their learning

9. Collaborative learning activities can
include collaborative writing, group
projects, joint problem solving,
debates, study teams, and other
activities.
The approach is closely related to
cooperative learning.

10. Collaborative learning occurs when
individuals are actively engaged in a
community in which learning takes
place through explicit or implicit
collaborative efforts.
Collaborative learning has often been
portrayed as solely a cognitive
process by which adults participate as
facilitators of knowledge and children
as receivers

11. Some of the examples
for collaborative
learning……………….

12. Collaborative networked learning – According to Findley
(1987) "Collaborative Networked Learning (CNL) is that
learning which occurs via electronic dialogue between
self-directed co-learners and learners and experts.
Learners share a common purpose, depend upon each
other and are accountable to each other for their
success. CNL occurs in interactive groups in which
participants actively communicate and negotiation
meaning with one another within a contextual
framework which may be facilitated by an online coach,
mentor or group leader."
Computer-supported collaborative learning (CSCL) is a
relatively new educational paradigm within collaborative
learning which uses technology in a learning
environment to help mediate and support group
interactions in a collaborative learning context.CSCL
systems use technology to control and monitor
interactions, to regulate tasks, rules, and roles, and to
mediate the acquisition of new knowledge.

13. Learning management system In this
context, collaborative learning refers to a
collection of tools which learners can use
to assist, or be assisted by others. Such
tools include Virtual Classrooms (i.e.
geographically distributed classrooms
linked by audio-visual network
connections), chat, discussion threads,
application sharing (e.g. a colleague
projects spreadsheet on another
colleague’s screen across a network link
for the purpose of collaboration), among
many others.

14. Collaborative learning development Enables
developers of learning systems to work as a network.
Specifically relevant to e-learning where developers can
share and build knowledge into courses in a
collaborative environment. Knowledge of a single
subject can be pulled together from remote locations
using software systems.
Collaborative learning in virtual worlds Virtual worlds
by their nature provide an excellent opportunity for
collaborative learning. At first learning in virtual worlds
was restricted to classroom meetings and lectures,
similar to their counterparts in real life. Now
collaborative learning is evolving as companies starting
to take advantage of unique features offered by virtual
world spaces - such as ability to record and map the
flow of ideas, use 3D models and virtual worlds mind
mapping tools.

16. Cooperative
learning…….

17. Cooperative learning is an
educational approach which aims to
organize classroom activities into
academic and social learning
experience.
It has been described as "structuring
positive interdependence.“
Students must work in groups to
complete tasks collectively toward
academic goals.

18. Unlike individual learning, which can
be competitive in nature, students
learning cooperatively can capitalize
on one another’s resources and skills
[asking one another for information,
evaluating one another’s ideas,
monitoring one another’s work, etc]
Everyone succeeds when the group
succeeds.

19. Five essential elements are
identified for the successful
incorporation of cooperative
learning in the classroom.
They are……..

20. Positive Interdependence
Individual and group accountability
Promotive interaction
Teaching the students the required
interpersonal and small group skills
Group processing

21. Prior to World War II, social theorists
such as Allport, Watson, Shaw, and
Mead began establishing cooperative
learning theory after finding that group
work was more effective and efficient
in quantity, quality, and overall
productivity when compared to
working alone.

22. However, it wasn’t until 1937 when
researchers May and Doob found that
people who cooperate and work
together to achieve shared goals,
were more successful in attaining
outcomes, than those who strived
independently to complete the same
goals.

23. Philosophers and psychologists in the 1930s
and 40’s such as John Dewey, Kurt Lewin,
and Morton Deutsh also influenced the
cooperative learning theory practiced today.
Dewey believed it was important that
students develop knowledge and social skills
that could be used outside of the classroom,
and in the democratic society.
This theory portrayed students as active
recipients of knowledge by discussing
information and answers in groups, engaging
in the learning process together rather than
being passive receivers of information (e.g.,
teacher talking, students listening).

24. Types of cooperative
learning……
Formal
Informal
Group based

25. Formal cooperative learning is
structured, facilitated, and monitored
by the educator over time and is used
to achieve group goals in task work
(e.g. completing a unit). Any course
material or assignment can be
adapted to this type of learning, and
groups can vary from 2-6 people with
discussions lasting from a few minutes
up to an entire period.

26. Types of formal learning
The jigsaw technique
Assignments that involve group
problem solving and decision making
Laboratory or experiment assignments
Peer review work (e.g. editing writing
assignments).

27. Informal cooperative learning
incorporates group learning with passive
teaching by drawing attention to material
through small groups throughout the
lesson or by discussion at the end of a
lesson, and typically involves groups of
two (e.g. turn-to-your-partner
discussions). These groups are often
temporary and can change from lesson
to lesson (very much unlike formal
learning where 2 students may be lab
partners throughout the entire semester
contributing to one another’s knowledge
of science).

28. In group-based cooperative learning,
these peer groups gather together
over the long term (e.g. over the
course of a year, or several years
such as in high school or post-secondary
studies) to develop and
contribute to one another’s knowledge
mastery on a topic by regularly
discussing material, encouraging one
another, and supporting the academic
and personal success of group
members.

29. FIVE basic and essential elements to
cooperative learning………..
Positive interdependence
◦ Students must fully participate and put forth effort within
their group
◦ Each group member has a task/role/responsibility therefore
must believe that they are responsible for their learning and
that of their group
Face-to-face promotive interaction
◦ Members promote each other's success
◦ Students explain to one another what they have or are
learning and assist one another with understanding and
completion of assignments

30. Individual and group accountability
A. Each student must demonstrate
mastery of the content being studied
B. Each student is accountable for their
learning and work, therefore
eliminating “social loafing”

31. Social skills
◦ Social skills that must be taught in order for
successful cooperative learning to occur
◦ Skills include effective communication,
interpersonal and group skills
Leadership
Decision-making
Trust-building
Communication
Conflict-management skills
Group processing
◦ Every so often groups must assess their
effectiveness and decide how it can be
improved

32. Benefits and applicability of
cooperative learning:
Students demonstrate academic achievement
Cooperative learning methods are usually equally
effective for all ability levels
Cooperative learning is effective for all ethnic groups
Student perceptions of one another are enhanced when
given the opportunity to work with one another
Cooperative learning increases self-esteem and self-concept
Ethnic and physically/mentally handicapped barriers are
broken down allowing for positive interactions and
friendships to occur

33. Limitations
It is constantly changing
Teachers may get confused and lack
complete understanding of the method
Time consuming
Peer review and evaluations may not
reflect true experiences due to
perceived competition among peers

36. What are the
benefits of
cooperative and
collaborative ?

37. Celebration of diversity. Students learn to work with all
types of people. During small-group interactions, they
find many opportunities to reflect upon and reply to the
diverse responses fellow learners bring to the questions
raised. Small groups also allow students to add their
perspectives to an issue based on their cultural
differences. This exchange inevitably helps students to
better understand other cultures and points of view.
Acknowedgment of individual differences. When
questions are raised, different students will have a
variety of responses. Each of these can help the group
create a product that reflects a wide range of
perspectives and is thus more complete and
comprehensive.

38. Interpersonal development. Students learn to relate to
their peers and other learners as they work together in
group enterprises. This can be especially helpful for
students who have difficulty with social skills. They can
benefit from structured interactions with others.
Actively involving students in learning. Each member
has opportunities to contribute in small groups.
Students are apt to take more ownership of their
material and to think critically about related issues when
they work as a team.
More opportunities for personal feedback. Because
there are more exchanges among students in small
groups, your students receive more personal feedback
about their ideas and responses. This feedback is often
not possible in large-group instruction, in which one or
two students exchange ideas and the rest of the class
listens.

39. THANK YOU