1. Lecture Environment One Way Flow of Knowledge/Information One Way Flow of Knowledge/Information Encourages student passivity Encourages student passivity Promotes student memorization of facts Promotes student memorization of facts Topic/syllabus driven Topic/syllabus driven One size fits all One size fits all Isolates students from the cooperative learning process Isolates students from the cooperative learning process

2. In the Dark – Out of Focus

3. Resource Based Learning Puts the emphasis of going through the material on the students. But students don’t like this approach: It is more work for them More difficult to study for exams Often poorly supported Teacher appears to have abandoned their instructor role

4. Collaborative Learning Group problem solving Shared responsibility for learning Train students to work in teams Creates a sense of community Active exchange of ideas within the classroom Enhances critical thinking Breaks down traditional hierarchy

5. Cognitive Rationale Conflict/Disagreement necessarily arises Conflict/Disagreement necessarily arises When disagreement occurs between peers, their social relationship usually produces a solution When disagreement occurs between peers, their social relationship usually produces a solution Peer interactions to resolve the conflict leads to learning Peer interactions to resolve the conflict leads to learning More expert students as explainers gain overall proficiency More expert students as explainers gain overall proficiency

6. Collaborative Classroom Shared knowledge among teachers and students Shared knowledge among teachers and students Shared authority among teachers and students Shared authority among teachers and students Professors are Mediators Professors are Mediators Mixed student backgrounds can illuminate biases and patterns of thinking Mixed student backgrounds can illuminate biases and patterns of thinking

7. Barriers and Opportunities Putting six students in a room with a table, chairs, whiteboard, coffee, and donuts does not make an effective team. Network communication enables shift from contiguous learning groups to asynchronous distributed learning groups (DLGs) Optimal group size remains unclear

8. More Obstacles  Student work in groups starts our as a very inefficient process  Traditional course design often not conducive for restructuring  Senior Administrators are not enthusiastic  Students feel they are intrinsically competitive not cooperative  Classroom design is a huge impediment

9. Classroom Design - Bad

10. Classroom Design - Better But too many laptops But too many laptops

11. Classroom Design - Good Creates Natural Groups Creates Natural Groups

12. Despite Obstacles the Measured Gains are Huge  Faculty find learning communities challenging and stimulating  Curriculum is delivered in new ways  Students enjoy a sense of community  Students are able to synthesize material from different disciplines  Students experience personal growth  Students exercise critical thinking in class

13. Can Higher Ed Realize This Gain?

14. UO Wireless Laptop Classroom  40 Wireless Laptops  Two configurations: 2 or 3-somes or Islands of 6/8  Logistical support by trained undergraduate helpers (this is key)  Software environment for document sharing and publishing  Emphasis on group hypothesis publication which frames discussion