Post on 11-Jan-2016
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Open Education Networkhttp :// www . open - ed. net
Collaborative Learning : a scaffold for the interactions
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
Open Education Networkhttp :// www . open - ed. net
Collaborative Learning : a scaffold for the interactions
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
http://www.open-ed.net / library / collaborative.ppt
Open Education Networkhttp :// www . open - ed. net
improved deep quality of learning
of the higher-order thinking skills
can be achieved more efficiently
with simple metacognitive understanding of
the collaborative learning process
overview
Open Education Networkhttp :// www . open - ed. net
i constructivist learning
ii defining collaborative
iii collaborative learning
iv a scaffold of the interactions
overview
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i constructivist learning
introduction
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constructivist learning :
there are four distinct ways of learning
i independently alone
ii individually alone
iii cooperative in a group
iv collaboratively in a group
introduction
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introduction
there are four distinct ways of learning
Learning-Alone Learning-in-a-Group
INDEPENDENT
Freedom
over content andmethod of learning
INDIVIDUAL
No Freedom
over content ormethod of learning
orpre-negotiated
freedom
INTERPERSONAL
COOPERATIVE COLLABORATIVE
CONNECTEDLEARNING
Group with a‘ knower ’
Group withno ‘ knower ’
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constructivist learning :
the distinction between
iii cooperative in a group
iv collaboratively in a group
is important for scaffolding the learning process
introduction
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introduction
less
transactional
distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
cooperative sharing old
collaborative creative
collaborative disjunctive
cooperative experiential
the transactional distance model of learning
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Paul KAWACHI 1957 ~
Transactional Distance Model
The actual learning process can be measuredin terms of Structure and Distance, on afour-stage scaffolding which distinguishesbetween cooperative and collaborative modes.
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introduction
the transactional distance model of learning
Stage 1 cooperative
Stage 2collaborative
Stage 4cooperative
Stage 3collaborative
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defining collaborative :
definition
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Bruffee (1995) states that cooperative learning
is for acquiring foundational content
in the early grades of education and
collaborative learning
is for non-foundational knowledge
“derived through reasoning and questioning
versus [cooperative learning] rote memory …
Out of this [collaborative] inquiry process,
new knowledge is created”
definition
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collaborative learning :
learning
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collaborative learning :
used in small groups for questioning ideas
and the perspectives of the participants
in a search and research inquiry
to co-create
new non-foundational learning
learning
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a scaffold of the interactions :
scaffold
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a scaffold of the interactions :
collaborative interactivity occurs in a situation
of perceived equality and equilibrium
between two pro-active partners
who do not yet know the outcome
collaborative activity questions all input and
is highly engaged and reflective
scaffold
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the turn-taking collaborative process :
involves three functional turn-taking steps A B A
between two pro-active participants A and B
which when repeated as B A B
give both participants the opportunities each
to give opinions and receive counter-opinions
empathically, as follows ;-
scaffold
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the functional turn-taking interactions :
A) ( Hello ) Affirm + ElicitationB) Opinion + Request understandingA) Confirm + Counter-opinion B) Affirm + ElicitationA) Opinion + Request understandingB) Confirm + Counter-opinion
these are illustrated in the following scaffold …
scaffold
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scaffold
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suggested verbal expressions for the interactions :
1 : warm affirmation “you’re okay by me”
2 : inviting open disclosure in response “please tell me what
you want to do here, so that I can see your point of view”
3 : open disclosure “here’s my own experience
and what I want to do …”
4 : inviting empathic comprehension in response
“I’d welcome knowing what you think I mean, to be sure my
feelings are accepted” or “I’d like your sense of what I mean”
5 : empathic comprehension “what I think you mean in essence is …”
6 : “my own view differs …” or “I’d like you to hear my own view”
inviting warm affirmation in response.
scaffold
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a scaffold of the interactions :
collaborative learning characterises
the second-level Stage 2 and Stage 3 of the
transactional distance model
in Stage 2, reorganising to fit into schema
in Stage 4, research with disjunctive reasoning
scaffold
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scaffold
collaborative argument in Stage 2
internal reorganisation
search for schema
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scaffold
collaborative argument in Stage 3
external arguments
research
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a scaffold of the interactions :
this presentation has so far only covered
collaborative learning within the dualist
cognitive and social constructivist paradigms
scaffold
Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
collaborative learning within the dualist
cognitive and social constructivist paradigms
of Piaget, and of Vygotsky, respectively
scaffold
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Jean PIAGET 1896 ~ 1980
Theory of Cognitive Constructivism
There are four stages of cognitive development ;sensori-motor, pre-operational, concrete operational, then formal operational and maybe in later adulthood a fifth stageof problem finding / framing.
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Lev S. VYGOTSKY 1896 ~ 1934
Theory of Social Constructivism
There is a Zone of Proximal Developmentin which a person can achieve more whenin the presence of higher achievers. Learning cannot be separated fromthe social context.
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a scaffold of the interactions :
the dualist cognitive constructivism of Piaget and the social constructivism of Vygotsky
have been merged to some degree
by Feuerstein and by Glasersfeld in a
radical constructivist approach but still dualist
scaffold
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Reuven FEUERSTEIN 1921 ~
Theory of Mediated Learning
Dynamic assessment of what student can learn, rather than what she has learnt, with theory of helping the student to learn-how-to-learn, and developed the concepts of metacognition. His theory bridges Piaget’s individual direct learning with Vygotsky’s social ZPD assisted learning.
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Ernst von GLASERSFELD 1917 ~ 2010
Theory of Radical Constructivism
The mind learns internally by accommodatingnew knowledge and re-organising the knowledgeand experience that it has already got. Knowledge is built up by the individual reflecting on old knowledge and experience to improve its own structure which constitutes understanding.
Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
collaborative learning within the dualist
cognitive and social constructivist paradigms
a more efficient and effective paradigm for
learning in blended and online environments
is the unitary constructionist paradigm
scaffold
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a scaffold of the interactions :
in constructionism
learning is wholly within the mind
and knowledge is in the interactions within the mind
scaffold
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Seymour PAPERT 1928 ~
Theory of Constructionism
“ Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.”
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a scaffold of the interactions :
in constructionism
the same scaffold is employed, but operates
between information in the mind and the
connected knowledge under active construction
through de-construction and re-construction
scaffold
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collaborative learning :
this presentation has presented a scaffold for
the collaborative learning interactions in
classroom, blended, and online learning
collaborative is complementary with cooperative
Open Education Networkhttp :// www . open - ed. net
You can download these slides freely from the website
http://www.open-ed.net / library / collaborative.ppt
or by email to me at
kawachi @ open-ed.net