This document discusses how insights from network science can help explain learner motivation for collaborative learning. It notes that network thinking is becoming more important in many fields, including education. Adopting a collaborative approach has costs, but humans tend to use strategies like direct and indirect reciprocity to encourage cooperation. Four conditions support collaborative learning: confidence, commitment, allowing for divergence, and decentralization. The role of "collaboration dynamisers" who weave networks is also important. Network analysis methods can help measure new things, reveal motivational patterns, improve support, and increase network thinking in education.

1. why do learners cooperate?
hints from network sciences on
MOTIVATION for collaborative
LEARNING
Fabio Nascimbeni
MENON Network

2. Instilling more “network thinking” within
education
The rise of the network society (Castells and many others) urges us to
“network-think”, education is no exception.
“Network thinking is poised to invade all domains of human activity and
most field of human inquiry.” (Barabási, 2002)
The level of network thinking within education varies considerably
depending on the sector we look at (Learnovation Report, 2010).
Increasing the level of network thinking within education practices is
fundamental if we want to understand the motivation factors which lay
behind the different cooperation attitudes of learners, and ultimately if we
want to take the maximum benefit from any collaborative learning
experience.

3. This is a (computers) network….

4. This is a (social) network….

5. This is a (neuronal) network….

6. What about this?

7. Looking for the “mechanisms” though
which collaboration works
Adopting a collaborative approach has a “cost”
In the long term, humans tend to chose “win stays, lose shifts”
approaches
Any network would be doomed to fail
Some cooperation mechanisms exist (luckily!)
Direct reciprocity
Indirect reciprocity
Spatial and Kin influence
Multilevel influence

8. Direct reciprocity
I scratch your back and you scratch mine

9. Indirect reciprocity
I scratch your back and someone else will scratch mine

10. Spatial and kin influences
Birds of a feather fly (or don’t fly) together

11. Multilevel influence
When the group attitude is more important than its
members’ attitude

12. Supporting collaborative learning: hints
from network sciences (1/2)
Four conditions to look at:
1.Confidence (“dare to share”)
2.Commitment
3.Space for divergence
4.Decentralisation
(adapted from Surowiecki, 2005 andVan Zee and Engel, 2004)

13. Supporting collaborative learning: hints
from network sciences (2/2)
The importance of “collaboration dynamisers” (AKA “network weavers”)
What strategy works best? What risks?
a)Focus on the collaboration leaders (natural hubs)
b)Focus on the followers
c)A balanced strategy

14. Conclusions
Learners should not only sit in the driving seat, but should “drive
together”.
For this to happen meaningfully and smoothly, we need to look at
network sciences and to apply network analysis methods (such as SNA).
1.Measure new things
2.Reveal (motivational) patterns
3.Improve support activities
4.Increase the level of network-thinking among educational
researchers/practitioners

15. One more…