start
Index
New learning models
Collaborative Learning
Video 1
Collaborative Learning Items
Video 2
Game 1
Learning is Research
Video 3
Game 2
New Learning Models
In the last years, the learning paradigms have changed from a behavioristic model to a constructivist model.
Behaviorism: it implied the acquisition of knowledge in a vertical structure (the teacher is the knowledge holder, and the student is a passive learner).
Constructivism: it refers to a horizontal structure, where the teacher is a facilitator of knowledge, and the learner is active in building his/her knowledge based on experiences.
From the beginning of the 21st century, thanks to the fast development of digital environments, the constructivist model has been implemented in a connectionist model.
Connectivism: it refers to the acquisition of knowledge through networks, collaboration, and digital connections.
Collaborative Learning
Definition
Laal & Laal cit. “Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product.” (p. 491) https://doi.org/10.1016/j.sbspro.2011.12.092
Purpose
Collaborative learning stimulates cooperation, teamwork, and inclusion. It also enhances the building of specific skills to solve problems, tolerate differences, promote active research and participative citizenship.
Video
A brief introduction to Collaborative Learning.
+ info
Assumptions of Collaborative Learning
CL implies a profound change in the conception of vertical education models, where the teacher transmits knowledge to the students, and they reproduce it in different ways.
It proposes instead a more horizontal and constructivist idea of learning, based on recent claims and discoveries in the field of Cognitive Sciences and Computer Supported Collaborative Learning.
The fundamental assumptions of CL claim that, learning is considered:
- an active and constructive process
- an embodied and immersive process
- a multimodal activity
- a student-centered process
- inclusive and inherently social.
Attention
Collaborative Learning Items
Cognition
Motivation
Teaching Methods
Teachers
Click on the different CL Items to learn more
Digital Tools
Students
Video
Here an example of Learning Research Methodology
+ info
Play and check!
Let’s check your attention level with a funny game! Find EIGHT keywords that have been used in the previous video!
Learning is Research
Generating knowledge through a horizontal teaching model means that students must also become active creators of it. If we think about this concept, we could agree that each of us – as researcher – has always been both teacher and learner during our career. The world is changing fast, and new solution to complex questions must be provided for the future generation. That’s why it is fundamental to prepare professionals for the competent exercises of scientific research. As we have done for ourselves in our past (just think about our PhD period), we must create fruitful conditions to our young students to foster their development of personal interests, attitudes, skills towards new ways of conducting scientific research.
This means sharing to our students the concept of making science and knowledge as starting from a question about some aspect of reality. The question can be structured in the form of a collaborative project. The teacher, as instructor, should:
- define the parameters of the study,
- divide the students into groups or pair, according to their specific skills, attitudes and interests
- give the adequate coordinates for conducting the research, such us basic bibliography, instructions on how to make advanced research in academic websites, define what kind of product (paper, presentation, empirical data) students have to present at the end of the process, explain how to avoid plagiarism, etc.
- agree the workflow and deadlines
- be always prepared for new questions to be raised, and therefore becoming him/herself a learner in the process.
At the end, there will be probably new questions with answers to be discovered. But this process will foster curiosity, critical thinking, engagement in academic work, making Research a lifetime learning-by-doing activity.
Video
Research-based teaching-learning strategies can be deepened in this video
Play and check!
Let’s sum up what we have learned with a funny game! Solve the crossword using the knowledge acquire in this presentation.
Digital Tools
To enhance the workflow, it is fundamental to be always on the same page at the same time. The creation of a digital environment is important when designing a collaborative learning course. There are tons of digital tools which can help to create real connection between students.
Here you can find a Genially which categorizes a lot of digital tools according to how they can be used in different disciplines.
Tools
Students
The student is an active learner
Within collaborative learning activities, students are divided by the teacher in groups of four to five members to work best towards a common goal. Each of them is assigned with a role, according to their interests and skills. For example, one student can be the coordinator, another the note-taker, another the summarizer, and another the planner of next steps, etc.
Rules and Roles
Click here to know more about roles and rules
Problem / Project / Inquiry Based Learning (and Research)
These methods can be developed using different strategies, such as:
• Jigsaw: breaks problems into small parts and assigns parts to groups who report back, contributing a piece of the puzzle’s solution.
• Peer editing or review: it guides students as they review each other’s drafts of written work.
• Case studies: they provide students with sample problems from experience.
• Etc…
IBL method is also fundamental for the future of academic research. The creation of collaborative environment, when students can learn how to cooperate to solve a complex problem or question, engages them in co-creating research and makes them the new researchers for the future.
Attention
The first step in a cognitive learning process is attention. To begin learning something, we must pay attention to what we are experiencing. But attention is not unlimited. Educational psychologists claim that the average person can hold approximately two or three learned tasks in their attention at the same time. Moreover, the average person can only attend to one complex task at a time. By making experiences, new information is processed and then stored in memory.
Cognition and Learning
Teachers
The teacher is an instructor
Instructors have control over the learning environment, the course materials, teaching strategies, learning activities, and assessments. The way in which these objects are designed and aligned influences student motivation, which in turn impacts on student’s learning.
Rules and Roles
Teaching Methods
As a teaching methodology, CL comprehends different methods. Here you can find some of them.
1. Think-pair-share
Learners are required to work independently, share their ideas with others, consider peer responses, and ultimately engage in discussions in a manner that starts to synthesize an exchange.
2. Problem / Project / Inquiry Based Learning (and Research)
These methods encourage active learning and critical thinking through investigation. A project, a problem or a topic is introduced for learners to solve. Students are divided into groups and have a given period to reach a common goal. These methods require that students ultimately understand the problem or question before proposing a solution or response.
Tools
Motivation
Motivation is what orients everyone towards learning. The deeper the motivation for pursuing an activity, the more likely everyone will continue in researching for answers also to complex questions. For these reasons, motivation fosters creativity, critical thinking and problem solving, because when someone is motivated to reach a goal, he/she will be more able to adapt learned content to new situations. Therefore, motivation fosters agency and the resilience to find each own paths and solutions.
Cognition and Learning
Cognition
Have you ever thought about how learning occurs in our brain? A simple definition: Learning is about the acquisition of knowledge through experience, study or being taught.
It is also based on mind processes. But, when we speak about mind processes, we should also introduce the concept of cognition. Here a brief definition: Cognition is the process of acquiring and understanding knowledge through our thoughts, experiences, and senses.
As you can see, these two definitions are quite similar. Therefore, the two processes are connected, because cognition requires learning and learning requires cognition.
Moreover, what is needed for a successful learning process are: attention and motivation.
Cognition and Learning
Coordinates of Collaborative Learning
A brief introduction to Collaborative Learning.
You can learn more inside the NOOC Collaborative Learning and Research, promoted the European Project+ ENID Teach (“European network in D-flexible teaching”.
Collaborative and Research Methodology
Dario Assante
Created on July 18, 2023
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Transcript
start
Index
New learning models
Collaborative Learning
Video 1
Collaborative Learning Items
Video 2
Game 1
Learning is Research
Video 3
Game 2
New Learning Models
In the last years, the learning paradigms have changed from a behavioristic model to a constructivist model. Behaviorism: it implied the acquisition of knowledge in a vertical structure (the teacher is the knowledge holder, and the student is a passive learner).
Constructivism: it refers to a horizontal structure, where the teacher is a facilitator of knowledge, and the learner is active in building his/her knowledge based on experiences. From the beginning of the 21st century, thanks to the fast development of digital environments, the constructivist model has been implemented in a connectionist model. Connectivism: it refers to the acquisition of knowledge through networks, collaboration, and digital connections.
Collaborative Learning
Definition
Laal & Laal cit. “Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product.” (p. 491) https://doi.org/10.1016/j.sbspro.2011.12.092
Purpose
Collaborative learning stimulates cooperation, teamwork, and inclusion. It also enhances the building of specific skills to solve problems, tolerate differences, promote active research and participative citizenship.
Video
A brief introduction to Collaborative Learning.
+ info
Assumptions of Collaborative Learning
CL implies a profound change in the conception of vertical education models, where the teacher transmits knowledge to the students, and they reproduce it in different ways. It proposes instead a more horizontal and constructivist idea of learning, based on recent claims and discoveries in the field of Cognitive Sciences and Computer Supported Collaborative Learning.
The fundamental assumptions of CL claim that, learning is considered:
Attention
Collaborative Learning Items
Cognition
Motivation
Teaching Methods
Teachers
Click on the different CL Items to learn more
Digital Tools
Students
Video
Here an example of Learning Research Methodology
+ info
Play and check!
Let’s check your attention level with a funny game! Find EIGHT keywords that have been used in the previous video!
Learning is Research
Generating knowledge through a horizontal teaching model means that students must also become active creators of it. If we think about this concept, we could agree that each of us – as researcher – has always been both teacher and learner during our career. The world is changing fast, and new solution to complex questions must be provided for the future generation. That’s why it is fundamental to prepare professionals for the competent exercises of scientific research. As we have done for ourselves in our past (just think about our PhD period), we must create fruitful conditions to our young students to foster their development of personal interests, attitudes, skills towards new ways of conducting scientific research.
This means sharing to our students the concept of making science and knowledge as starting from a question about some aspect of reality. The question can be structured in the form of a collaborative project. The teacher, as instructor, should:
- define the parameters of the study,
- divide the students into groups or pair, according to their specific skills, attitudes and interests
- give the adequate coordinates for conducting the research, such us basic bibliography, instructions on how to make advanced research in academic websites, define what kind of product (paper, presentation, empirical data) students have to present at the end of the process, explain how to avoid plagiarism, etc.
- agree the workflow and deadlines
- be always prepared for new questions to be raised, and therefore becoming him/herself a learner in the process.
At the end, there will be probably new questions with answers to be discovered. But this process will foster curiosity, critical thinking, engagement in academic work, making Research a lifetime learning-by-doing activity.Video
Research-based teaching-learning strategies can be deepened in this video
Play and check!
Let’s sum up what we have learned with a funny game! Solve the crossword using the knowledge acquire in this presentation.
Digital Tools
To enhance the workflow, it is fundamental to be always on the same page at the same time. The creation of a digital environment is important when designing a collaborative learning course. There are tons of digital tools which can help to create real connection between students. Here you can find a Genially which categorizes a lot of digital tools according to how they can be used in different disciplines.
Tools
Students
The student is an active learner
Within collaborative learning activities, students are divided by the teacher in groups of four to five members to work best towards a common goal. Each of them is assigned with a role, according to their interests and skills. For example, one student can be the coordinator, another the note-taker, another the summarizer, and another the planner of next steps, etc.
Rules and Roles
Click here to know more about roles and rules
Problem / Project / Inquiry Based Learning (and Research)
These methods can be developed using different strategies, such as: • Jigsaw: breaks problems into small parts and assigns parts to groups who report back, contributing a piece of the puzzle’s solution. • Peer editing or review: it guides students as they review each other’s drafts of written work. • Case studies: they provide students with sample problems from experience. • Etc… IBL method is also fundamental for the future of academic research. The creation of collaborative environment, when students can learn how to cooperate to solve a complex problem or question, engages them in co-creating research and makes them the new researchers for the future.
Attention
The first step in a cognitive learning process is attention. To begin learning something, we must pay attention to what we are experiencing. But attention is not unlimited. Educational psychologists claim that the average person can hold approximately two or three learned tasks in their attention at the same time. Moreover, the average person can only attend to one complex task at a time. By making experiences, new information is processed and then stored in memory.
Cognition and Learning
Teachers
The teacher is an instructor
Instructors have control over the learning environment, the course materials, teaching strategies, learning activities, and assessments. The way in which these objects are designed and aligned influences student motivation, which in turn impacts on student’s learning.
Rules and Roles
Teaching Methods
As a teaching methodology, CL comprehends different methods. Here you can find some of them. 1. Think-pair-share Learners are required to work independently, share their ideas with others, consider peer responses, and ultimately engage in discussions in a manner that starts to synthesize an exchange. 2. Problem / Project / Inquiry Based Learning (and Research) These methods encourage active learning and critical thinking through investigation. A project, a problem or a topic is introduced for learners to solve. Students are divided into groups and have a given period to reach a common goal. These methods require that students ultimately understand the problem or question before proposing a solution or response.
Tools
Motivation
Motivation is what orients everyone towards learning. The deeper the motivation for pursuing an activity, the more likely everyone will continue in researching for answers also to complex questions. For these reasons, motivation fosters creativity, critical thinking and problem solving, because when someone is motivated to reach a goal, he/she will be more able to adapt learned content to new situations. Therefore, motivation fosters agency and the resilience to find each own paths and solutions.
Cognition and Learning
Cognition
Have you ever thought about how learning occurs in our brain? A simple definition: Learning is about the acquisition of knowledge through experience, study or being taught. It is also based on mind processes. But, when we speak about mind processes, we should also introduce the concept of cognition. Here a brief definition: Cognition is the process of acquiring and understanding knowledge through our thoughts, experiences, and senses. As you can see, these two definitions are quite similar. Therefore, the two processes are connected, because cognition requires learning and learning requires cognition. Moreover, what is needed for a successful learning process are: attention and motivation.
Cognition and Learning
Coordinates of Collaborative Learning
A brief introduction to Collaborative Learning. You can learn more inside the NOOC Collaborative Learning and Research, promoted the European Project+ ENID Teach (“European network in D-flexible teaching”.