Open Education Network http :// www. open - ed. net Collaborative Learning : a scaffold for the interactions Paul Kawachi FRSA Open University of China open - ed. net

Open Education Network http :// www. open - ed. net Collaborative Learning : a scaffold for the interactions Paul Kawachi FRSA Open University of China open - ed. net http : // www. open - ed. net / library / collaborative. ppt

Open Education Network http :// 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 Network http :// www. open - ed. net i constructivist learning ii defining collaborative iii collaborative learning iv a scaffold of the interactions overview

Open Education Network http :// www. open - ed. net i constructivist learning introduction

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net introduction there are four distinct ways of learning Learning-Alone Learning-in-a-Group I NDEPENDENT Freedom over content and method of learning I NDIVIDUAL No Freedom over content or method of learning or pre-negotiated freedom I NTERPERSONAL C OOPERATIVE C OLLABORATIVE C ONNECTED L EARNING Group with a ‘ knower ’ Group with no ‘ knower ’

Open Education Network http :// www. open - ed. net constructivist learning : the distinction between iii cooperative in a group iv collaboratively in a group is important for scaffolding the learning process introduction

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net Paul K AWACHI 1957 ~ Transactional Distance Model The actual learning process can be measured in terms of Structure and Distance, on a four-stage scaffolding which distinguishes between cooperative and collaborative modes.

Open Education Network http :// www. open - ed. net introduction the transactional distance model of learning Stage 1 cooperative Stage 2 collaborative Stage 4 cooperative Stage 3 collaborative

Open Education Network http :// www. open - ed. net defining collaborative : definition

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net collaborative learning : learning

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net a scaffold of the interactions : scaffold

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net the functional turn-taking interactions : A) ( Hello ) Affirm + Elicitation B) Opinion + Request understanding A) Confirm + Counter-opinion B) Affirm + Elicitation A) Opinion + Request understanding B) Confirm + Counter-opinion these are illustrated in the following scaffold … scaffold

Open Education Network http :// www. open - ed. net scaffold

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net scaffold collaborative argument in Stage 2 internal reorganisation search for schema

Open Education Network http :// www. open - ed. net scaffold collaborative argument in Stage 3 external arguments research

Open Education Network http :// 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 scaffold

Open Education Network http :// 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

Open Education Network http :// www. open - ed. net Jean P IAGET 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 stage of problem finding / framing.

Open Education Network http :// www. open - ed. net Lev S. V YGOTSKY 1896 ~ 1934 Theory of Social Constructivism There is a Zone of Proximal Development in which a person can achieve more when in the presence of higher achievers. Learning cannot be separated from the social context.

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net Reuven F EUERSTEIN 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.

Open Education Network http :// www. open - ed. net Ernst von G LASERSFELD 1917 ~ 2010 Theory of Radical Constructivism The mind learns internally by accommodating new knowledge and re-organising the knowledge and 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 Network http :// 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

Open Education Network http :// www. open - ed. net a scaffold of the interactions : in constructionism learning is wholly within the mind and knowledge is in the interactions within the mind scaffold

Open Education Network http :// www. open - ed. net Seymour P APERT 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.”

Open Education Network http :// www. open - ed. net 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

Open Education Network http :// www. open - ed. net 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 Network http :// www. open - ed. net You can download these slides freely from the website http : // www. open - ed. net / library / collaborative. ppt or by to me at open - ed. net