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Collaborative Learning- A Pirates Guide
Stuart Whitehouseon 6 June 2013
Transcript of Collaborative Learning- A Pirates Guide
Use the arrows below to navigate the treacherous waters of collaborative research and enjoy! All washed up... What is collaborative Learning? A study of an active learning approach Collaborative Learning for Pirates Don't get me wrong:
Pirates can do teamwork. Get to know your group and push them out of comfort zones in the classroom... Pirates can be a little anti social so: We're going to investigate Working Collaboratively on a Project...
So, what is Collaboration? The Super Yacht Crewing programme is very practically orientated and students have historically struggled with the written assignment components.
How do we engage the students and take responsibility for their own learning?
Pirates don't generally sit well in class! col·lab·o·rate (k-lb-rt)
intr.v. col·lab·o·rat·ed, col·lab·o·rat·ing, col·lab·o·rates
1. To work together, especially in a joint intellectual effort.
2. To cooperate treasonably, as with an enemy occupation force in one's country.
[Late Latin collabrre, collabrt- : Latin com-, com- + Latin labrre, to work (from labor, toil).]
http://www.thefreedictionary.com Now the Pirates get a little excited when they hear words like treason and enemy, so guidelines are important! OK, sounds great!
What are the pitfalls for pirates? Pitfalls For Facilitators:
Not being specific enough about the task.
Not being organised.
Giving too much responsibility too soon.
Lack of cultural sensitivity
Talking too much "Group learning is about getting people to work together well, in carefully set up learning environments.
We hear much of collaborative learning, as if it’s the most natural activity in the world. But it often seems like the least natural, particularly amongst strangers".
Chapter 4 of ‘The Lecturer’s Toolkit: 3rd edition’ (Phil Race, 2006, London: Routledge) How do we make it successful? Independence Dependance Keep 'em moving right!
If left is dependance and right is independence:
It's often easier to start left and move right rapidly if the group allows.
If you start too far right, it's hard work to go backwards! Hot Tip. Steps for developing capabilities Key Learning activities: Student engagement
Followership The goal! Well done on navigating the stormy seas of collaborative group work. Here's a good place to start! Brainstorming! http://www.slideshare.net/leisa/collaboration-techniques-that-really-work-presentation# Extracts from Chapter 4 of ‘The Lecturer’s Toolkit: 3rd edition’ (Phil Race, 2006, London: Routledge) Developing Positive Group Culture model
from Outward Bound NZ Race explains that skills developed will help students to:
•work in teams,
•listen to others’ ideas sympathetically and critically,
•think creatively and originally,
•build on others’ existing work,
•collaborate on projects,
•manage time and processes effectively,
•see projects through to a conclusion,
•cope with the normal difficulties of interactions between human beings. Extracts from Chapter 4 of ‘The Lecturer’s Toolkit: 3rd edition’ (Phil Race, 2006, London: Routledge) Wow!
There's lots of ways WE can disrupt
the process. What about the students? What goes wrong for students? Members being late/no shows
Members not preparing or doing tasks
Members being disruptive
Members dominating DTLT 502 Assignment 1
by Stuart Whitehouse. References
http://www.slideshare.net/leisa/collaboration-techniques-that-really-work-presentation Extracts from Chapter 4 of ‘The Lecturer’s Toolkit: 3rd edition’ (Phil Race, 2006, London: Routledge) Outward Bound NZ Instructor Manual October 2011. 'Moving Right' model. Why? Team building and morale
Cross disciplinary skills
Cross disciplinary insights
Team and stakeholder buy in
FUN! Foster ownership of task
Start with group icebreaker
Keep it short and simple
Don't rely on oral instructions
Use printed briefs
Visit groups in turn
Clarify the task when asked
Have an early, brief, report back
Break task into chunks (manageable)
Try to control time spent on each phase Extracts from Chapter 4 of ‘The Lecturer’s Toolkit: 3rd edition’ (Phil Race, 2006, London: Routledge) Rounds- response to a sentence starter to promote thought and conversation. E.g. Identify something you are looking forward to learning about.
Buzz Groups- small, timed sessions to create a hubbub of noise and report back.
Syndicates- activities undertaken by groups of students working to a brief, usually issued by the tutor, but under their own direction.
Snowballing- Simple individual task, more details in pairs and increase complexity with larger groups.
Fishbowls- Inner and outer circles. Discussion takes place in inner circle and outer observe. Substitute as required (fresh input).
Brainstorming- Free thinking. Start with a question like “How can we..?’’ or “What do we know about...?” and encourage the group to call out ideas as fast as you can write them up. Extracts from Chapter 4 of ‘The Lecturer’s Toolkit: 3rd edition’ (Phil Race, 2006, London: Routledge) http://www.thefreedictionary.com Use the navigation arrows to guide you
around the island or roam free at will!