Etiqueta: Competencias

Categorías
Tecnologías de la formación presencial y a distancia

Collaborative learning

Constructivism

Collaborative Learning refers to the learning process which is based on the pedagogical principles of constructivism: construction is based on information processing, use of strategies and hypothesis’ testing13.

Definition of Collaborative Learning

By the definitions offered by Dillenbourg (1999) and Roschelle & Teasley (1995), collaborativelearning could be defined as a method that designs specific settings, in which “the members ofpairs or small groups interact with each other to reach a common learning goal.”11

Collaborative Learning is a cognitive and social process that creates added value14:

  • the cognitive process14 is achieved through the interaction, interdependence and active participation of the members of a group through a project, with common and shared goals. This make the process a moment for discussion and condivision;
  • the social process4,8 infers the active and shared participation in the social construction of knowledge5.

Collaborative Learning is characterized by three essential points14:

  • the active construction of knowledge as experience (therefore active learning also);
  • peer teaching and the opportunity of expression skill’s development;
  • motivating feedback from others.

To make learning collaborative there must be spontaneity, a positive climate and at the same time a project structure created by the group. Intentionality and motivation to work as a team, common values and goals (necessary to plan together) are very important.

According to people’s needs and demands and context’s features, flexibility and

adaptation are needed, in order to achieve a collaborative learning.

Technology14 allows to remove space-time bonds, and can contribute to enhance CollaborativeLearning, as it can be applied in various situations, for example: remote working modes,distance learning or in streaming conferences.

Therefore, it is possible to plan synchronus and asynchronous training activities to foster a Collaborative Learning.

Consequently, Collaborative Learning is invested by a high formative value because it enhances the following educational areas7: technological, cooperation, mediation and negotiation (ideas and opinions), interrelation and argumentation.

It is important to distinguish Collaborative Learning from cooperative learning. The second one is heterodirected, which means it involves an external observer who assumes a directional attitude that does not facilitate the awareness of being community (as proper of the Collaborative Learning).

Collaborative learning’s advantages and opportunities

Collaborative Learning increases:

  • Problem-solving strategies;
  • Personal skills6;
  • Self-confidence of individuals with Specific Learning Disorders (SLD)3;
  • Relationships12;
  • One own’s usefulness perception2;
  • Peers spontaneous collaboration9.

CL fosters breakthrough goals:

  • Innovation in the relationship within small peer groups;
  • Innovation in the systemic dimension.

A working group is relevant for Collaborative Learning as added value14:

  • promoting both social skill improvement and collaborative behaviour;
  • encouraging cognitive development;
  • facilitating the acquisition of competencies such as “learning by learning” and the acquisition of skills that produce knowledge on one’s own and key competencies (lifeskills).
Limitation and resistance in Collaborative Learning:

A low level technology experience, related to distance training program; the best connectionneeded for a distance training program; disorientation due to missing information and theories; further cognitive effort requested for an active

construction of knowledge; relational limitation caused by personal resistance (emotional and sentimental, trust, character, personality) 1.

An overlook toward future

Cognitive Outlook: both a multidiscipline Collaborative Learning diffusion, since earlier education, and its extension in other context.

Relational Outlook: when Collaborative Learning increases, relational skills empower.

Social Outlook: going beyond an extreme individualization it is impossible to develop a sense of solidarity and a sense of community.

References 
  1. Barlow, A. T., Smith-Walters, C., Owens, D. C., Sadler, T. D. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education 50 (1), 253-277
  2. Buletti, J. (2020). È straordinario, il mio aiuto conta! Un percorso dedicato alle identitàcompetenti per favorire il lavoro cooperativo. Bachelor thesis, Scuola universitariaprofessionale della Svizzera Italiana (SUPSI)
  3. De Lisio, E. (2020) Cooperative learning, autostima e DSA. I benefici del cooperativelearning sull’autostima e sull’apprendimento di un allievo con dislessia e disortografia. Bachelor thesis, Scuola universitaria professionale della Svizzera Italiana (SUPSI)
  4. Dewey, J. (1916). Democracy and Education: an introduction to the philosophy ofeducation. New York: Macmillan (trad. it Democrazia ed educazione. Le Monnier,Firenze, 1988, pp. 50)
  5. Greeno, J.G. (1998) The Situativity of Knowing, Learning, and Research. American Psychologist, 53, 1, pp.5-26.
  6. Han, S. L. & Son, H. S. (2020). Effects on cooperative learning on the improvement of interpersonal competence among students in classroom environments. InternationalOnline Journal of Education and Teaching (IOJET), 7(1). 17-28.
  7. Kaye, A. (1994), Apprendimento collaborativo basato sul computer, Open University
  8. Lave, J., Wenger, E. (2006). L’apprendimento situato. Dall’osservazione alla partecipazione attiva nei contesti sociali. Trento: Erickson.
  9. López-Fitzsimmons, B. M., Laudien, H. (2020). Get out of your seats! Active learningstrategies that engage students in the 21st century. Transforming teaching throughactive learning symposium.
  10. Piazza, G. (2020) Insieme è meglio: un percorso di apprendimento cooperativo per stimolare la collaborazione spontanea fra pari. Bachelor thesis, Scuola universitariaprofessionale della Svizzera Italiana (SUPSI)
  11. Proske, A., Mende, S., Narciss, S. (2020) Individual preparation for collaborative learning: Systematic review and synthesis, Educational Psychologist, DOI: 10.1080/00461520.2020.1828086
  12. http://www.topologik.net/Marcella_Di_Franco_Issue_27.pdf
  13. https://it.wikipedia.org/wiki/Apprendimento_collaborativo
  14. https://scholar.google.it/scholar?q=PEDAGOGIA+APPRENDIMENTO+COLLABORATIVO&hl=it&as_sdt=0&as_vis=1&oi=scholart
Authorship

Brucoli Alessandra, Cangenua Letizia e Martorelli Fabrizia, 2020.