Collaborative Approach

Collaborative/ group-work/ co-operative/ social/ community of practice approaches are activity-based constructivist approaches to learning and the focus is on students learning by talking, debating, solving problems, sharing their experience and constructing new meanings.

This video highlights how Active Learning Classrooms have been used at McGill University

Some examples of activities:

  • Collis and Moonen’s contributing student approach suggests students: discover, explore, plan, draft, create and share re-usable output, and reflect (Collis & Moonen, 2005);
  • Kagan cooperative activities include: rally robin; timed pair share, round robin, rally coach and stand up/hand up/pair up.
  • Laurillard’s Conversational Framework includes students in: accessing explanations, asking questions and getting feedback, applying their understanding and getting feedback, repeating practice, discussing with peers, reflecting on experience, sharing products (Laurillard, 2009)

More Reading:

The ideas for technology enhanced learning activities below use a range of tools and are based on the Best Practice Principles.

Activities using Wikis

  • Wiki pages can be created, edited and shared by users. This video is an overview of how they work:

Tools

Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Student access wikis prepared by tutor Students find and evaluate wikis Students work in groups to create and share learning materials on wikis Students create own wikis for learning and sharing in community

Activities using Smart Kapp Boards

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Tutor presents, saves and shares notes from board Student groups present, save and share group work outputs Students access prepared notes for revision via VLE Students create, save and share learning materials for peers

Activities using Visualisers

  • Visualisers will display items, documents etc, on the board.
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Present documents in classrooms Students participate in interactive demonstration Students use as magnifier or demonstration tool Students share group work output to class

Activities using Social Bookmarking

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Students access tagged resources via social bookmark links in VLE. Students access and use tagged resources via social bookmark links in VLE. Students search for, evaluate and recommend additional links to add Students manage bookmarks as part of PLE
Students discuss ways to evaluate links Students suggest additional links to add Students create literature review using links Contact/ share content with external users

Case studies

Activities using Mobile Devices

  • Most students now have access to their own laptops and smartphones for learning
  • Suggestions for apps include RefME (iPhone and Android), Lecture Capture (iPhone) and LectureRecordings (Android), and StudyBlue (iPhone and Android)
  • Mobile apps are available for Blackboard Learn and Collaborate
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Students sign up for SMS alerts Students access weekly updates and announcements via SMS or RSS Students contribute annotations/ comments / content to group web page /wiki Use calendar to plan own work schedule
Students access course announcements Students access web links of relevant resources  Upload audio comments /feedback /research findings via iPadio or voicethread Log keeping/ e-portfolio building in the field/ work-based.
Students access FAQ Access Blackboard forums Upload images to blog / image sharing site Create video to upload to e-portfolio
Engage in location based game/ activity Online quiz on content/skills with instant feedback Create podcasts /video to share  Gaming/scenarios/simulation

Case studies

Activities Using Mind-maps

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Tutors create maps of lesson content Students view curriculum maps Students work in groups to create and share maps Students create reflective maps
Students view concept mind maps created by tutor Students create own maps during lectures Student evaluate maps created by others Students share group maps with externals

Case studies

Activities using Discussion Forums

  • Consider how a face-to-face group discussion might differ from an online one with these notes. Create challenging, engaging discussion questions, debates and activities using a critical thinking framework
  • Assess online discussions using the recommendations and rubrics suggested in these notes
  • Tools for discussion forums include Blackboard and Voicethread
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner

Participation in informal forums for peer socialisation and induction Participation in informal forums for peer sharing and support Students use group forum to organise group work/ projects Students set up own forums, to plan and support group work/ projects
 Participation in forum set up by tutor Student selects topic/ approach for discussion. Students moderate discussion and provide summary Students invite/ interviews externals
Students review guidelines for effective learning in discussions Participation in discussion of process of learning through discussion Students explore issues in learning in online discussions Peers discuss and reflect on process of learning through discussion
Students review assessment criteria/ rubric for online discussions Tutor comments on content and process and offers feedback against assessment criteria/ rubric Students comment and offer feedback to peers against assessment criteria/ rubric Tutor provides summative assessment against assessment criteria/ rubric
(Delphi) Each student poses question (Delphi) Each student responds to another student’s question (Delphi) Each student comments on another student’s response (Delphi) Students review and reflect on questions, responses and comments
(Debate) Students read stimulus material and post individual statement (Debate) Students work in groups to agree and post a supporting or opposing argument (Debate) Students post responses to arguments (Debate) Students vote and review conclusions
(Role-play) Students read stimulus materials for situation/ problem (Role-play) Students assigned roles and review context and problem (Role-play) Students, in role, post responses to situation/ problem (Role-play) Students contribute final conclusion and reflect
(Muddiest point) Students read material and add question/ comment on their ‘muddiest point’ (Muddiest point) Students read material and other students’ questions and contribute comments
(BOLD) Students post individual question/ reflection or critique on reading (BOLD) Student teams work together to produce team items (e.g., unresolved, re-written individual items) (BOLD) Teams offers peer critique and tutor offers comment/ feedback (BOLD): Participation in extended discussion with summary

Other Models for Online Discussion Activities:

Case studies

Research