“Proponents of collaborative learning have long heralded the power of well managed group-based interaction as a means of promoting positive interdependence, individual accountability, social skills, and group processing. In this third topic we will encourage learners to explore aspects of collaborative, cooperative and community learning especially in relation to networked online spaces for learning, personal learning networks and environments and discuss the relevance of peer learning and the development of learning communities in the context of self-directed and self-organised learning within and beyond institutional boundaries (formal, informal and non-formal learning).”
Scenario – developing a new online masters programme – what is required, and how much time will it take?
Pick one of the following activities:
- Responding: Create a response to the scenario in collaboration with others based on the discoveries you made together through investigating this. Remember, you could use FISh. (ilo-1)
- Reflecting: Reflect on the concept of learning communities within your own practice. (ilo-2)
- Making: Create a comic that captures your thinking around collaborative learning and community as it is developing. (ilo-3)
Today, just going to refer people to this article I co-published with David Rush.
Students arrive at university having grown up in an individualistic/competitive context, so group-work can be hard, particularly once you put that online. Online need to choose appropriate materials/tasks as in face-to-face, and need to set up a sense of group-bonding – responding to queries suggesting others to connect with to prompt groupwork.
Digiexplorer (not guru), Senior Lecturer in Digital Marketing @ Manchester Metropolitan University. Interested in digital literacy and digital culture in the third sector (especially faith). Author of ‘Raising Children in a Digital Age’, regularly checks hashtag #DigitalParenting.