2. Why?

3. Two Perspectives Collaborative LearningBrain-based Learning

4. Collaborative Learning

5. A rose by any other name…… Communities of Practice Professional learning communities Learning communities Learning circles Others???

6. One + One Is More than Two… It is essential to create collaborative knowledge building environments that involve more than individual knowledge acquisition and support students’ practices of knowledge elaboration, creation and advancement. (Bereiter, 2002).

7. Pushing the Boundaries…. In collaborative knowledge building environments, knowledge building becomes a key task whereby learners “deliberately and through their collective agency push the boundaries of their knowledge (Suthers, 2005, p. 297)”

8. Active Engagement Rather than simply listening to lectures and reading text, learner participation in collaborative knowledge building environments provide the agency to move the learner from a passive recipient of information to active involvement.

9. Acquiring Collaborative Skills…. One of the greatest challenges to education in a knowledge society is not how to effectively help learners to acquire a defined set of knowledge and skills, but in helping them to learn how to manage, work creatively with ideas and to contribute to the creation of new knowledge (Law & Wong, 2003).

10. What can we do in collaborative environments? Work in collaborative knowledge building environments focuses on “discourse activities such as questioning, proposing, arguing, critiquing, clarifying, negotiating, accusing, repairing, agreeing are as important as the artifact around which, through which and into which the discourse moves (Stahl, 2002, p 63).”

11. Brain-Based Learning

12. Our brains have limitations….. http://www.nwlink.com/~donclark/hrd/learning/memory.html

13. How many words can you remember? 1. yellow 2. pieces 3. dog 4. wool 5. window 6. table 7. quickly 8. lamp http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr/brain_mind/memoryr ev3.shtml A dog looked through a window and saw a yellow car drive quickly down the road. The dog barked and knocked a lamp off the table, which broke into pieces on the wool carpet.

14. Temporal Contiguity Temporal Contiguity Principle-"Students learn better when corresponding words and pictures are presented simultaneously rather than successively (Mayer, 2001)

16. Choosing a wiki Embedded Angel Moodle Blackboard Most popular PbWorks Wikispaces Webpaint Evaluation Wikimatrix

17. Three types of spaces Public Can be viewed by anyone Can be edited by anyone Protected Can be viewed by anyone Can be edited by selected few Private Can be viewed by selected few Can be edited by selected few http://rachelboyd.wikispaces.com/wikiworkshops

18. Creating a wiki Signing up Adding a page Editing a page Adding a graphic or file Adding users Adding widgets

19. Long Term Strategies Learning theories project Unit project

20. Short Term Projects Video Playlist Roleplay Analysis Grid Debate Gallery Walk

21. Etiquette Students locking each other out during editing process Students accidentally erasing each other’s work Students maintaining accountability for contributing to wiki development

22. Caveats Students’ reluctance to edit other students’ work Student acceptance of new ways of authoring Students’ resistance to collaboration