This document discusses processes for forming effective virtual collaborative learning groups. It explores how group formation affects the success of collaborative learning groups. The key processes involved in group formation are initiation, introduction, negotiation, and group proposal. These processes help students understand virtual collaboration, build expertise and motivation, get to know each other, and familiarize themselves with collaborative technology. Following the group formation processes leads to well-functioning groups and successful learning outcomes. The document analyzes group formation in a case-based learning course to illustrate how the approach supports different learning situations.
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.
Este protocolo ayuda a los participantes a enfocarse en identificar evidencia en lugar de enfocarse en evaluación. Fue desarrollado para uso en una comunidad escolar basada en el aprendizaje como una introducción a la observación entre pares.
This document discusses and compares cooperative and collaborative learning. It begins by providing background on learning and the development of participatory learning approaches. It then defines cooperative learning as working in small groups toward a fixed target, with interdependence and individual accountability. Collaborative learning is similar but emphasizes social interaction, teamwork over individuals, and knowledge construction. Both aim for active student participation and task completion. While cooperative learning focuses on cognitive development, collaborative learning is based on social constructivism. The teacher plays a more directive role in cooperative learning versus non-directive in collaborative learning. Overall, the key similarities and differences between the two approaches are examined.
The document discusses the differences between cooperative and collaborative learning. It states that cooperative learning involves structuring social interactions through steps defined by the teacher, with the goal of completing a specific task or product. Collaborative learning gives students more control over processes and outcomes, emphasizes consensus building, and respects individual contributions. Both are based on constructivist learning theory and involve active participation, but collaborative learning is less teacher-directed and gives students greater responsibility for their learning.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Harvard Chapter Submission - Chapter 6 - Leadership Effectiveness and Develop...Jeff Anderson
This document provides an overview of the Leadership Effectiveness and Development (LEAD) program at the University of Chicago Booth School of Business. The key points are:
1. The LEAD program aims to enhance students' self-awareness and ability to learn from experience. It was created based on research showing people often have inaccurate self-perceptions that can negatively impact decision-making.
2. The program uses experiential learning techniques like feedback from peers and assessments to help students develop an accurate view of their strengths and areas for growth.
3. Students are guided to set personalized development plans to improve their skills and leadership effectiveness over their time in the MBA program and beyond.
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
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.
Este protocolo ayuda a los participantes a enfocarse en identificar evidencia en lugar de enfocarse en evaluación. Fue desarrollado para uso en una comunidad escolar basada en el aprendizaje como una introducción a la observación entre pares.
This document discusses and compares cooperative and collaborative learning. It begins by providing background on learning and the development of participatory learning approaches. It then defines cooperative learning as working in small groups toward a fixed target, with interdependence and individual accountability. Collaborative learning is similar but emphasizes social interaction, teamwork over individuals, and knowledge construction. Both aim for active student participation and task completion. While cooperative learning focuses on cognitive development, collaborative learning is based on social constructivism. The teacher plays a more directive role in cooperative learning versus non-directive in collaborative learning. Overall, the key similarities and differences between the two approaches are examined.
The document discusses the differences between cooperative and collaborative learning. It states that cooperative learning involves structuring social interactions through steps defined by the teacher, with the goal of completing a specific task or product. Collaborative learning gives students more control over processes and outcomes, emphasizes consensus building, and respects individual contributions. Both are based on constructivist learning theory and involve active participation, but collaborative learning is less teacher-directed and gives students greater responsibility for their learning.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Harvard Chapter Submission - Chapter 6 - Leadership Effectiveness and Develop...Jeff Anderson
This document provides an overview of the Leadership Effectiveness and Development (LEAD) program at the University of Chicago Booth School of Business. The key points are:
1. The LEAD program aims to enhance students' self-awareness and ability to learn from experience. It was created based on research showing people often have inaccurate self-perceptions that can negatively impact decision-making.
2. The program uses experiential learning techniques like feedback from peers and assessments to help students develop an accurate view of their strengths and areas for growth.
3. Students are guided to set personalized development plans to improve their skills and leadership effectiveness over their time in the MBA program and beyond.
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
This document discusses attributes of successful teamwork based on a literature review and case study of student teams. The key attributes identified for effective teamwork are: commitment to shared goals and team success; interdependence where members contribute more together than individually; and strong interpersonal skills like open communication, trust and respect. The case study examines two student teams, one highly successful that demonstrated these attributes, and another dysfunctional team that did not.
This document summarizes a case study on successful versus unsuccessful teamwork among student project teams. It identifies key attributes of successful teams found in the literature, including commitment to shared goals, interdependence, strong interpersonal skills, open communication, appropriate composition, and commitment to processes. The case study examines two teams - a highly successful team that demonstrated these attributes, and a dysfunctional team that split apart. The unsuccessful team lacked commitment to shared goals, saw members as competitive rather than interdependent, and did not support each other when facing problems.
This chapter describes procedures for designing theory-based instructional strategies for different types of learning outcomes. An instructional strategy can be used as a prescription for developing instructional materials, as criteria for evaluating existing materials, and as criteria and prescription for revising existing materials. The planning of an instructional strategy is an important part of the overall instructional design process. Gagne's conditions of learning theory outlines nine instructional events that instructional designers must complete during the design process. The theory is based on information processing models and focuses on the cognitive events that occur when learners are presented with a stimulus.
This document describes online classes for teachers' professional development offered by Aaron Givan. It covers four topics areas: the mind and education, classroom development, online education, and the person of the teacher. Classes are offered at the K-8, 9-12, and college levels for 1-3 semester hours of credit or on a satisfactory/unsatisfactory basis. Tuition is $275 per semester hour. Learning is viewed as a lifelong journey connecting one's personality and preferred learning behaviors. Approaches include experiential learning within cultural contexts and relating human information processing to structure and behaviors.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
The document discusses student-centered approaches to curriculum design, specifically problem-based learning (PBL) and cooperative learning. It defines PBL as an approach where students are given a problem before learning new concepts, which drives them to discover what knowledge they need. Cooperative learning involves small groups working together on common goals. It describes the five elements that define cooperative learning groups and different types of groups. The document argues that combining PBL and cooperative learning can help develop important problem-solving, self-assessment, lifelong learning and interpersonal skills in students. It acknowledges some challenges to implementation but concludes these approaches can lead to deeper and more effective student learning.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
The document discusses using a Global Professional Learning Community (GPLC) model to effectively embed global learning in schools in a transformative way. It analyzes Sazani Associates' GPLC involving 40 schools in Wales and Zanzibar over 10 years. The GPLC focuses on relationships between teaching and learning through a multidimensional framework. It incorporates key values like participation and critical thinking. The GPLC counters tensions between prescriptive and transformative global learning approaches by allowing educators and students to explore issues in a structured yet holistic manner.
Book Study Preso - The Collaborative AdministratorCraig Nansen
1) Collaboration and professional learning communities (PLCs) allow educators to work together towards common goals, share knowledge, and improve student learning outcomes through ongoing job-embedded professional development.
2) Effective professional development is collaborative, continuous, and directly tied to the specific needs of students and teachers in a school. It occurs both within schools through PLCs and teams, as well as bringing in outside expertise when needed.
3) When schools function as professional learning communities where educators regularly collaborate and learn from each other, it transforms the school culture and benefits both students through improved teaching and teachers through peer support.
Concept of Learning Organization: Facilitators and Flow of LearningIJERA Editor
Purpose – The purpose of this study is to ascertain that various facilitators of learning such as learning culture,
climate, semantic web technology, information communication technology and knowledge management hold
importance to facilitate the flow of learning, which begins at individual-group-and ultimately at organizational
level in an organization.
Design/methodology/approach – This review paper is based on the research papers written by other authors,
who have studied the concept of learning organization, importance of conducive learning culture and climate,
impact of facilitators on the flow of learning in an enterprise. A model is developed to illustrate the impact of
the facilitators of learning on the flow of learning in an organization.
Findings – The study expresses that a conducive and harmonious learning culture and climate, web technology,
knowledge management leads to smooth flow of learning at individual-group- and organizational level. Such a
culture and climate contributes to an ethical organization, has a direct relationship with the performance of an
enterprise, learning capability and competitive advantage.
Limitations –This study is based on secondary research which has been published by reputed authors in this
field.
Acronyms – LO (Learning Organization), OL (Organization Learning), KM (Knowledge Management), SWT
(Semantic Web Technology), ICT (Information and Communication technology).
Guest Speaker Presentation, Is One Life Enough class module, Dublin Institute of Technology
Working Together in a Virtual World:
. Experience of working in a virtual world
. Overview of virtual tools
. 3D-Web as a platform for education
. Multiple affiliations and contemporary networking theory
James Neville - Owner, Development One LLC:
. Blog - sitearm.wordpress.com
. Twitter - twitter.com/sitearm
MOSES is a professional online networking community meeting weekly, researching the ability of 3-D web platforms to provide high-security, high performance access, and conducting bimonthly Avatar Scalability Experiments open to the public.
The presentation is an introductory overview of the project highlighting benefits, opportunities to participate, and resource links
. Discuss – challenges of collaborating with people online, project approaches, engaging with outside communities, tools
. Using – project experiences of working in virtual worlds and being a graduate of IOLE
. Able to address with regard to your own career:
+ Team working tips
+ Team presentation tips
+ Community engagement tips
+ Virtual tool tips
The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
This document discusses attributes of successful teamwork based on a literature review and case study of student teams. The key attributes identified for effective teamwork are: commitment to shared goals and team success; interdependence where members contribute more together than individually; and strong interpersonal skills like open communication, trust and respect. The case study examines two student teams, one highly successful that demonstrated these attributes, and another dysfunctional team that did not.
This document summarizes a case study on successful versus unsuccessful teamwork among student project teams. It identifies key attributes of successful teams found in the literature, including commitment to shared goals, interdependence, strong interpersonal skills, open communication, appropriate composition, and commitment to processes. The case study examines two teams - a highly successful team that demonstrated these attributes, and a dysfunctional team that split apart. The unsuccessful team lacked commitment to shared goals, saw members as competitive rather than interdependent, and did not support each other when facing problems.
This chapter describes procedures for designing theory-based instructional strategies for different types of learning outcomes. An instructional strategy can be used as a prescription for developing instructional materials, as criteria for evaluating existing materials, and as criteria and prescription for revising existing materials. The planning of an instructional strategy is an important part of the overall instructional design process. Gagne's conditions of learning theory outlines nine instructional events that instructional designers must complete during the design process. The theory is based on information processing models and focuses on the cognitive events that occur when learners are presented with a stimulus.
This document describes online classes for teachers' professional development offered by Aaron Givan. It covers four topics areas: the mind and education, classroom development, online education, and the person of the teacher. Classes are offered at the K-8, 9-12, and college levels for 1-3 semester hours of credit or on a satisfactory/unsatisfactory basis. Tuition is $275 per semester hour. Learning is viewed as a lifelong journey connecting one's personality and preferred learning behaviors. Approaches include experiential learning within cultural contexts and relating human information processing to structure and behaviors.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
The document discusses student-centered approaches to curriculum design, specifically problem-based learning (PBL) and cooperative learning. It defines PBL as an approach where students are given a problem before learning new concepts, which drives them to discover what knowledge they need. Cooperative learning involves small groups working together on common goals. It describes the five elements that define cooperative learning groups and different types of groups. The document argues that combining PBL and cooperative learning can help develop important problem-solving, self-assessment, lifelong learning and interpersonal skills in students. It acknowledges some challenges to implementation but concludes these approaches can lead to deeper and more effective student learning.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
The document discusses using a Global Professional Learning Community (GPLC) model to effectively embed global learning in schools in a transformative way. It analyzes Sazani Associates' GPLC involving 40 schools in Wales and Zanzibar over 10 years. The GPLC focuses on relationships between teaching and learning through a multidimensional framework. It incorporates key values like participation and critical thinking. The GPLC counters tensions between prescriptive and transformative global learning approaches by allowing educators and students to explore issues in a structured yet holistic manner.
Book Study Preso - The Collaborative AdministratorCraig Nansen
1) Collaboration and professional learning communities (PLCs) allow educators to work together towards common goals, share knowledge, and improve student learning outcomes through ongoing job-embedded professional development.
2) Effective professional development is collaborative, continuous, and directly tied to the specific needs of students and teachers in a school. It occurs both within schools through PLCs and teams, as well as bringing in outside expertise when needed.
3) When schools function as professional learning communities where educators regularly collaborate and learn from each other, it transforms the school culture and benefits both students through improved teaching and teachers through peer support.
Concept of Learning Organization: Facilitators and Flow of LearningIJERA Editor
Purpose – The purpose of this study is to ascertain that various facilitators of learning such as learning culture,
climate, semantic web technology, information communication technology and knowledge management hold
importance to facilitate the flow of learning, which begins at individual-group-and ultimately at organizational
level in an organization.
Design/methodology/approach – This review paper is based on the research papers written by other authors,
who have studied the concept of learning organization, importance of conducive learning culture and climate,
impact of facilitators on the flow of learning in an enterprise. A model is developed to illustrate the impact of
the facilitators of learning on the flow of learning in an organization.
Findings – The study expresses that a conducive and harmonious learning culture and climate, web technology,
knowledge management leads to smooth flow of learning at individual-group- and organizational level. Such a
culture and climate contributes to an ethical organization, has a direct relationship with the performance of an
enterprise, learning capability and competitive advantage.
Limitations –This study is based on secondary research which has been published by reputed authors in this
field.
Acronyms – LO (Learning Organization), OL (Organization Learning), KM (Knowledge Management), SWT
(Semantic Web Technology), ICT (Information and Communication technology).
Guest Speaker Presentation, Is One Life Enough class module, Dublin Institute of Technology
Working Together in a Virtual World:
. Experience of working in a virtual world
. Overview of virtual tools
. 3D-Web as a platform for education
. Multiple affiliations and contemporary networking theory
James Neville - Owner, Development One LLC:
. Blog - sitearm.wordpress.com
. Twitter - twitter.com/sitearm
MOSES is a professional online networking community meeting weekly, researching the ability of 3-D web platforms to provide high-security, high performance access, and conducting bimonthly Avatar Scalability Experiments open to the public.
The presentation is an introductory overview of the project highlighting benefits, opportunities to participate, and resource links
. Discuss – challenges of collaborating with people online, project approaches, engaging with outside communities, tools
. Using – project experiences of working in virtual worlds and being a graduate of IOLE
. Able to address with regard to your own career:
+ Team working tips
+ Team presentation tips
+ Community engagement tips
+ Virtual tool tips
This document is a request for proposal from the Georgia Ports Authority for security systems at several ports using Department of Homeland Security grant funds. It includes seven options for security systems like access control, detection networks, and command and control integration. Bidders are asked to propose proven, off-the-shelf systems to secure the Savannah River, Colonel's Island, and Brunswick ports through cameras, sensors, and card readers while integrating different existing systems. The RFP provides background on port operations and requirements for the security projects.
Comparing IIS and Apache - Questions and Answersbutest
The document compares the web servers IIS (Internet Information Services) and Apache. It provides an overview of each server and answers common questions from Apache administrators about whether IIS offers comparable performance, security, reliability, and flexibility. Key points covered include IIS 7.0's fully modular architecture, centralized XML configuration, and its use by some highly trafficked sites like MySpace to handle billions of page views per month, demonstrating its ability to scale.
The document discusses Bayesian learning frameworks and genetic algorithm-based inductive learning (GABIL). It describes how GABIL uses a genetic algorithm and fitness function to learn disjunctive rules from examples, representing rules as bit strings. The system achieves classification accuracy comparable to decision tree learning methods. It also describes extensions like adding generalization operators that further improve performance.
High Power Lasers and New ApplicationsIJERD Editor
Jets, sprites, climate change, high power lasers, orbital electrical socket, electrical breakdown, Impulsar, launching of objects by laser, high power lasers, optical breakdown, shock waves, conductivity of dust plasma, optical breakdown
This document provides an overview of the structure and function of the brainstem and spinal cord. It begins by outlining the learning objectives which are to analyze various parts of the brainstem including cranial nerves, tracts, and nuclei. It then provides detailed descriptions of the internal structures and connections of the medulla, pons, midbrain, diencephalon, and spinal cord white matter. Key structures like cranial nerve nuclei, ascending and descending tracts, and neuronal circuits are defined.
Дітей і дорослих вітаємо з Днем захисту дітей!
Бажаємо, щоб дитинство було безтурботним на радість щасливим батькам!
Кожна дитина має право на морозиво, цукерки, торти і справедливі шкільні оцінки!
О’ціночки підготували до свята 9 улюблених цитат про дитинство, а в коментарях пропонуємо навести свої улюблені вислови про дитинство.
Корисні підказки для батьків шукайте
в мобільному додатку О’ціночки https://play.google.com/store/apps/details?id=ua.com.hitmax.ocinochky.full&hl=ru
Desney S. Tan is a researcher at Microsoft Research who specializes in human-computer interaction and physiological computing. He received his PhD from Carnegie Mellon University in 2004. His research interests include machine learning, mobile computing, sensors, and evaluation techniques to improve healthcare and digital experiences. He has received several awards for his research and currently manages groups at Microsoft Research focused on computational user experiences and human-computer interaction.
This document summarizes an adaptive Turkish anti-spam filtering algorithm that uses both artificial neural networks and Bayes filtering. It has two parts: a morphology module that extracts word roots from Turkish text, and a classification module that learns to classify emails as spam or normal using the extracted word roots. Experimental results showed the Bayes filtering approach achieved up to 95% accuracy for spam detection and 90% for normal emails, outperforming the neural network approaches tested.
This document discusses several topics related to teaching approaches and structuring small group work. It describes situated cognition as knowledge being rooted in and connected to social and physical contexts. A cognitive apprenticeship involves expert teachers demonstrating strategies for students and supporting their independent work. Cooperative learning benefits students by combining teamwork and individual accountability to achieve goals and acquire knowledge and social skills. Important considerations for small group work include group size and composition, distributing skills and knowledge, and diversity. Structured roles and activities can improve a group's effectiveness by building team skills.
The document discusses developing a collaborative learning model using cloud technology to enhance ICT competency. It introduces how information and communication technologies have changed education in recent decades, making online learning more effective and convenient. The rationale is that many institutions now offer collaborative learning opportunities using technology. The study aims to develop a modern collaborative learning model called the "borderless classroom" that utilizes both technology and collaborative learning to enhance higher education students' critical thinking skills and gauge student satisfaction with the new model.
Class Group Mastery Adapting to 21st Century LearningExplain Learning
The traditional image of a classroom – rows of desks facing a teacher dispensing knowledge – is increasingly incompatible with the realities of modern learning. The 21st century demands critical thinkers, collaborators, and innovators, requiring a fundamental shift in how we approach education. Enter class group mastery, a dynamic approach that utilizes the power of Grouped Learning to empower students and unlock their full potential. Read full article https://explainlearning.com/blog/class-group-mastery-adapting-to-21st-century-learning/
Need a 150 word comment to the followingThe University of Pho.docxmigdalialyle
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
This document discusses the jigsaw classroom cooperative learning method. It explains that the jigsaw method assigns each student a specific task or piece of information that is essential to the group's final product, making each student feel important. It then discusses how Professor Aronson developed this method to reduce tensions between racial groups in a school by changing the classroom focus from competition to cooperation through mixed small groups. Each group member depends on others to complete the group task.
Collaborative learning involves groups of students working together to learn a subject. It differs from individual learning in that students can benefit from each other's skills and resources by asking one another questions, evaluating ideas, and monitoring work. Collaborative learning is based on the idea that knowledge is constructed socially between group members. It has benefits like improved higher-order thinking skills, responsibility, and understanding diverse perspectives. For collaborative learning to be effective, groups must have shared goals and individual members must be accountable for contributing to the work.
Collaborative learning is a teaching method where students work together in small groups to solve problems, complete tasks, or create a product. It is based on the idea that learning happens naturally through social interaction. Some key aspects of collaborative learning are positive interdependence among group members, individual accountability, face-to-face interaction, development of collaborative skills, and self-assessment. When implemented effectively in small groups, it allows students to share knowledge, improve weaker skills, develop interpersonal skills, and engage more with the learning process.
This document discusses modern instructional approaches for cooperative and collaborative learning. It describes techniques like jigsaw, circle learning, concept mapping, and think-pair-share. Jigsaw involves dividing a topic into parts and having students learn and then teach their part to others. Circle learning organizes groups to share wisdom and work on projects together. Concept mapping uses diagrams to show relationships between concepts. Think-pair-share has students think individually, discuss in pairs, and share with the class. These techniques aim to make learning more effective by engaging students in group work and peer teaching.
The Inquiry Group is a diverse community of educators, learners, and professionals that has supported professional development through online and offline interactions for over 25 years. It operates as a bottom-up model where the community is at the foreground and projects contribute to the background. The group has evolved over time through various initiatives but remains open-ended without explicit goals or membership requirements. Success is measured through continued engagement of participants, page visits, and attendance at workshops, as the group encourages members to define their own goals.
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.
Cooperative learning involves organizing students into small groups so they can work together to maximize their own learning and each other's learning. It aims to provide academic and social learning experiences. Key aspects of cooperative learning include positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing. Structuring learning activities in this way has benefits like increased understanding, memory, and positive self-image for students.
The document discusses cooperative learning methods that can be used to develop both social and academic skills. It describes several cooperative learning methods in detail, including Group Investigation, Learning Together, and Reciprocal Teaching of Reading. These methods involve students working in small groups to help each other learn. Cooperative learning aims to replace competitive individual learning with group learning approaches. It allows students to learn from each other in a cooperative environment and helps develop skills like critical thinking.
Kids Study Group Fostering Collaborative Learning for Young Minds.pdfExplain Learning
Kids study groups offer a valuable platform for collaborative learning, fostering academic growth, social development, and self-confidence among young learners. By providing a supportive and engaging environment, these groups empower children to take ownership of their learning, develop critical thinking skills, and build strong relationships with their peers. As children embark on their educational journey, kids study groups can serve as a catalyst for their success, nurturing their intellectual curiosity and preparing them for a lifetime of learning. Read full article https://explainlearning.com/blog/kids-study-group-fostering-collaborative-learning-for-young-minds/
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
The document discusses collaborative learning community assignments involving analyzing a company's product pricing decisions. It describes considering strategic implications, costs, and determining whether to use market-based or cost-based pricing. The group chose the iPhone 5 and identified costs to consider in setting the price, coming up with a sample cost structure and calculating a price to defend.
The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
The document discusses developing an effective online collaborative learning community. It emphasizes the importance of building community through establishing clear expectations, creating an engaging environment, demonstrating collaborative processes, and providing ongoing guidance. Elements like shared purpose, guidelines, technology tools, collaborative learning, and reflection are seen as important for developing community. The stages of group development and strategies for setting expectations, modeling participation, and evaluating outcomes are also outlined.
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Este documento analiza el modelo de negocio de YouTube. Explica que YouTube y otros sitios de video online representan un nuevo modelo de negocio para contenidos audiovisuales debido al cambio en los hábitos de consumo causado por las nuevas tecnologías. Describe cómo YouTube aprovecha la participación de los usuarios para mejorar continuamente y atraer una audiencia diferente a la de los medios tradicionales.
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Supporting the composition of Effective Virtual Groups
1. Supporting the Composition of Effective Virtual Groups
for Collaborative Learning
Daradoumis T., Guitert M., Jiménez, F., Marquès, J.M. and Lloret, T.
Open University of Catalonia
Department of Information Sciences
Av. Tibidabo 47
08035 Barcelona
Spain
E-mail: adaradoumis@uoc.edu
{mguitert, fgimenezp, jmarquesp, tlloretg} @uoc.edu
Abstract
In this paper we explore the different processes involved in constructing effective virtual collaborative
learning groups, especially why, when and how these processes affect group formation and to which
degree they guarantee the creation of well-functioning and successful learning groups. A student can
benefit from collaborative learning only if he/she participates in supportive learning teams. For this
reason, our research interest is to aid and provide the means for the configuration of learning groups that
are appropriate for different learning situations. A key issue in this process is to make the educational
function and structure of collaborative learning groups clear, by identifying and making explicit both the
individual and group learning and social goals, as well as the relationships, interaction processes and roles
that determine the nature and idiosyncrasy of the group.
1. Introduction
Supporting quality teaching and learning has been one of the critical issues in distance learning.
Virtual learning environments give students the chance to interact in small or large groups of learners and
become active members of an online learning community. Collaborating in small groups may constitute a
powerful means for promoting and enhancing learning and social interaction. However, the effectiveness
and success of a group of learners depends on a variety of issues during its lifecycle. An important issue
to consider is group formation: the factors that influence and promote the creation of a group and the
processes that take place and govern and condition the group construction.
The composition of effective peer groups for collaborative learning becomes even more important
when these groups have to be constructed from “scratch”, when their members do not know each other
and when they have to collaborate at a distance, in a virtual learning environment, in order to elaborate a
learning activity. From the one hand, the ultimate aim of a learning group is to achieve the common
learning goal of carrying out a learning activity successfully and, from the other hand, to pursue a private
benefit of its members by promoting learning and enabling better learning outcomes.
The virtual learning environment is provided by the Virtual Campus of the Open University of
Catalonia (http://www.uoc.edu), a large and complex organisational learning environment that offers an
innovative pedagogic model for distance learning and teaching, where the communicative process is
crucial. Within this environment, collaborative learning is carried out through a specialised groupware
tool, the Basic Support for Cooperative Work (BSCW) system (Bentley, et al., 1997).
This paper describes an empirical study of different collaborative learning situations that require
different settings and approaches as regards group formation, consolidation and engagement for effective
collaborative learning interaction. In particular, the goals of the case study motivating this research are:
1. To explore the different processes involved in constructing effective virtual collaborative learning
groups, especially why, when and how these processes affect group formation and to which degree
they guarantee the creation of well-functioning and successful learning groups.
2. To support and provide the means for the configuration of learning groups which are appropriate for
different learning situations.
3. To make the educational function and structure of collaborative learning groups clear, by identifying
and making explicit both the individual and the group learning and social goals, as well as the
relationships, interaction processes and roles that determine the nature and idiosyncrasy of the group.
2. This paper is organised according to the goals set above. First, we describe the general approach
followed by setting out the key issues related to the group formation process. Then, we present and
explore different scenarios of collaborative practices. And, finally, we discuss the results and implications
of the preliminary study and set the stage for the next phase of this research.
2. Group formation as a dynamic collaborative process
Our research relies on case studies concerning collaborative learning and work in several
undergraduate courses in a virtual learning environment. Based on the implementation and analysis of
such educational practices with clearly differentiated goals, contents and methodologies, our research
enabled us to explore several possibilities that are related to the main objectives we set above. From a
methodological point of view, this allowed us to identify that the lifecycle and progress of learning
groups in a virtual environment goes across four critical phases (or stages) that require defining
specifications which are quite different from those applied in individual learning in virtual environments.
These phases are: Group formation, consolidation, development and closing (Daradoumis, et al., 2001).
The realisation of the four phases can be more or less evident or applicable depending on the learning
goal and methodology of the course at hand. All phases prove to be critical for a virtual learning group
since they represent moments in which important decisions have to be taken and changes may be effected
as regards the learning process and group dynamics.
This paper focuses on the first phase, group formation, by exploring the conditions under which
effective collaborative learning groups are built in different learning situations.
Many recent research approaches in Computer Supported Collaborative Learning and Work (CSCL
and CSCW) have focused more on the development of ways of observing and assessing collaborative
knowledge building (Greif 1998; Baker, et al., 1999; Koenemann, et al., 1999; La Marca, et al., 1999;
Soller, et al., 2002; Krange, et al., 2002). Although there exist a few well developed approaches that
concern group formation and groupware's life (Supnithi, et al., 1999; Pipek and Wulf 1999), several of the
goals and aspects mentioned above remain unclear.
Our approach looks at group formation as a dynamic collaborative process. It considers it as one of
the basic elements of the group's lifecycle and an important factor for the group's success. To implement
it, we propose a four-step scheme that consists of well-defined processes whose purpose is to engage the
students in activities that lead to the creation of well-functioning learning groups. Figure 1 shows the
general approach followed, while Table 1 presents the details of each process involved.
Figure 1: The group formation phase
3. Table 1: Description of the group formation processes
When Why How
To initiate students into the All students collaborate together to
new experience of virtual resolve a specific case study about what
Initial action collaboration and to enable they need to know and do in order to
Initiation
of the approach them to understand the notion construct effective virtual collaborative
and function of collaborative learning groups.
learning groups.
Students should work out a personal
To provide both one's own and report with important information, such
other relevant information in as personal data, expertise level, work
Second action order to enhance a deeper pace, available working time, temporal
Introduction
of the approach knowledge of each other and coincidence, goals and attitudes to
to promote a better interaction. collaborative learning, social aspects of
collaboration, and previous experience in
groupware.
To form a learning group that Each student initiates a negotiation
satisfies both individual and process either with individual candidate
group goals or to search for an members whose characteristics match
Third action
Negotiation open group that fits better with his/her own ones in order to form a
of the approach
one’s personal goals and reliable and effective learning group or
needs. with a possible open group in order to
become an active member of it.
To inform and ask the tutor to A member of the recently constructed
approve the definite formation learning group informs the tutor about
Final action
Group Proposal of a learning group and the the group’s constituent members,
of the approach
initiation of the next facilitates each member’s data and asks
collaborative phase. for its final approval.
The group formation process is realised in a specific BSCW shared workspace that is adequately
designed for that purpose. Experience with group formation in different learning situations revealed that
the following benefits can be acquired if this phase is carried out adequately, which in turn increases the
probability of achieving well-functioning and successful collaborative learning groups:
1. This phase shows the students how a collaborative learning process, which consists of informal
activities, can be carried out virtually; this fact increases their understanding of virtual collaboration
and makes them conscious of both possible benefits and problems which are intrinsic in virtual
collaboration.
2. Students manage to acquire a basic level of collaborative expertise and motivation that makes them
feel more confident and more prepared to tackle with subsequent collaborative phases better.
3. Members of a learning group get to know each other better, so the deeper they know each other the
better interaction and cohesion levels can achieve.
4. Students become familiar with a collaborative learning technology before they start real work.
3. Supporting effective group formation in different learning situations
Several undergraduate university courses provided us both the context to apply our approach and the
possibility to analyse and evaluate the results. In fact, the implementation of the group formation
processes may show divergences among the different experiences, since it depends on several factors
such as the learning goal of the course, the proposed methodology, the homogeneity or interdisciplinarity
of the learning groups, and temporal criteria such as the time given to carry out the collaborative learning
process. These factors dictate which group formation process is to be given the highest priority; for
instance, we may reinforce the negotiation process in order to achieve groups with clear differentiated
roles and organisational structure, or instead let the tutor itself arrange and create learning groups if time
restrictions prevail. Although the most experiences were implemented on the BSCW system, our
approach was also tried using the Virtual Campus of the university as the basic collaborative tool; see
(Guitert, et. al., 2002), for more details. In this paper, we are going to illustrate the group formation
process that took place in a Case-based collaborative learning practice.
4. 3.1 Achieving well-functioning virtual groups in a case-based collaborative learning situation
The purpose of this experience was to enable the collaborative realisation of a case study in the course
“Business and Information Technology”. The interdisciplinary nature of this course allowed the
participation of 40 Computer Science (CS) and 98 Business Administration (BA) students, 138 in total.
The fact that we had to create 23 groups, assigning 4 BA and 2 CS students in each group, determined the
composition of groups and the setting of a high priority to the negotiation process. Figure 2 shows the
different processes involved in the group formation phase as implemented in the BSCW system.
In this experience, there were 21 students who did not really follow the group formation process. In
that case, the tutor had to distribute the students randomly forming four groups. All these groups failed to
achieve the learning goal set by the case study. One of these groups was not able to start the collaborative
practice at all. In another one, a couple of its members made some very initial efforts to work together but
they rapidly abandoned any further attempt. The other two groups reached a bit further, but in fact there
was no real collaboration among the group members; some members did not participate properly. After
some time, the tutor had to merge the two groups in one that involved only the active members of the two.
The newly formed group could finally accomplish the learning goal but the resulting outcome was far
from excellent.
Instead, all other groups who had adequately followed the group formation approach proved to be
effective and had successful outcomes, showing that they were able to benefit the most from collaborating
and learning together.
Figure 2: The group formation process implemented in the BSCW system
4. Conclusion: Implications of the approach and future research
Analysis and evaluation of the different collaborative learning situations allowed us to draw
interesting insights about the structure and function of effective peer groups. In general, our research
showed that a satisfactory culmination of the group formation process constitutes an important
prerequisite for the success of a collaborative learning experience. More specifically, our analysis
indicated that effective completion of the group formation process sets the rules and the conditions that
5. should hold in order to create an appropriate context that favours quality of learning in a group and helps
the learners to receive the maximum of educational benefits. At this stage, we have just identified the
following parameters that make the educational function and structure of collaborative learning groups
clear while, at the same time, influence, support and enhance the group learning process. These
parameters concern the clear identification, mutual acceptance or consolidation of the following elements:
• Individual and group learning and social goals.
• Relationships that hold among group members; analysis of student interaction during the group
formation phase identified that there exist at least the following types of relationships which
characterise group interaction and may yield effective (or ineffective) group learning experiences:
confidence, commitment, responsibility, motivation, acquaintance, coordination, support,
encouragement, and equality in contribution, responsibility and opportunity.
• Interaction process; includes all those elements that promote interaction such as the communication
mode (synchronous, asynchronous), information flow, knowledge management, involvement level
and the specific roles chosen by the group members.
• Members’ specific characteristics: beliefs, needs, desires and attitudes.
Future work includes a more detailed analysis of the next collaborative phase, the consolidation
phase, where all the above parameters are explored and determined at a much finer grain. The aim of this
analysis is the elaboration of a taxonomy and a detailed description of the relationship between the
different kinds of the above influencing factors. This will provide a better understanding of group
interaction and determine how to best support the collaborative learning process.
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