Module 3: Learning Communities and Collaboration
I agree with the belief that humans have the basic need to work and interact as a group. Rheingold (2005) reminds us that humans have co-existed in groups since long before we became “civilized”. He gives the example of the nomadic hunters who worked together to overtake large game. In today’s society we see many communities where collaboration is used for a variety of topics including professional topics, academic topics, and hobbies. Communication existed before the creation of the alphabet. Technology has continued to promote communication and collaboration with innovations such as the printing press, telephone, television, news media and social networking systems. Communities exist in the local environment (cities/towns), within the workplace, common interests and social networking systems.
Collaboration in the educational environment assists learners in sharing knowledge and gaining new ideas. Barron and Darling (2010) feel that critical thinking and effective writing and speaking can be developed through traditional learning task requiring rote memory. Instead, these skills must be developed through complex meaningful projects which require student engagement and collaboration. In today’s classroom, finding the correct answer is not necessarily the object of the task, but the inquiry that takes place while solving the problem to get the answer. In my classroom, this is emphasized in Math Workshop. During this time, a problem is presented, students are given a few minutes to independently work, deciding who/what the problem is about and what exactly must be solved. Students then form partners or small groups to discuss how they would solve the problem, explaining to one another the strategies they would use to solve. By incorporating this workshop model, students gain understanding from one another while they are exposed to multiple problem solving strategies.
Barron, B, Darling, L. (2010). Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods. What Works in Education Retrieved from http://www.edutopia.org/inquiry-project-learning-research
Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
I really liked it when you said, "Collaboration in the educational environment assists learners in sharing knowledge and gaining new ideas," and " In today’s classroom, finding the correct answer is not necessarily the object of the task, but the inquiry that takes place while solving the problem to get the answer," because I believe both statements to be valid. Our society and changes and education needs to change with it. We no longer need to have a factory mind-set, but a collaborative one. Have you seen "Waiting on Superman"? If not, you should. Great post!
ReplyDeleteHi Jennifer,
ReplyDeleteYes, I agree. It is, “the inquiry that takes place” that is the focus for learners in modern classrooms. Driscoll (2005) says constructivist conditions, “largely emphasize the process of learning” (p. 393). The example demonstrates collaborative learning is an important strategy for learning in your class. Students are able to utilize Lev Vygotsky’s principles with the zone of proximal development. As students problem-solve, their potential development increases.
Vaughn
Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Jennifer,
ReplyDeleteOn as societal level, yes, humans have co-existed in groups long before we became “civilized” as Rheingold (2005) puts it. This reminds me of ages ago when human beings in their attempt to survive in various groups, had gone as far as concealing messages by substituting parts of information with symbols, numbers and pictures. This technique of course is known today as data decryption. The root of the word encryption-crypt derived from the Greek word “kryptos”, meaning hidden or secret (Jennifer, 2006). Excellent examples of groups working together and protecting their resources are when the Assyrians, used coded messages to protect their trade secret of pottery manufacturing, and the Chinese, when they encrypted their processes for making silk (Jennifer, 2006). But what about street gangs and terrorists groups who pooled resources together to bring about destructive goals?
Looking at the downside of collaboration in the educational environment is interesting as well. Constructivist theorists in education see collaboration as one of the methods for meeting the conditions of learning such as social negotiation, self-awareness in knowledge construction and ownership in learning (Driscoll, 2005, p. 402). However, sometimes collaboration in groups does not always bear positive results. For example, in college some of my classmates would deliberately work together to enter bogus information on Wikipedia. Also in class rooms, students’ “ownership in learning” as one of the conditions for learning does not always workout for the best. When given options, learners at times would choose the quickest route through the instruction, whether or not that route best meets their learning needs (Driscoll, 2005, p. 399).
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Jennifer M. (2006). Cracking The Code - Data encryption is shedding its bad rep as an onerous, difficult-to-deploy technology. VARbusiness, 22 (14), G22. Retrieved October 14, 2011, from ProQuest Central. (Document ID: 1074391211).