The Facts About Collaborative Learning

I completely agree with the statement “If we are interested in the students’ future, then our way of teaching must reflect the future. ”

The right education is the one, which is planned according to the future need. Present students are future job-seekers. The future working environment won’t be the same as today. Due to globalization the world changes into a global society, and the advanced technology transforms the organizational infrastructure. So in the future, the students will work as team workers of wide spread teams, in globalized organizations, using ICT (Information and Communication Technology) tools to enhance the given jobs.

Keeping the above working scenario in mind, the current education should provide the students, the needed knowledge and training, to face the working environment with confidence.

When we seek a learning method, which consists of team work, and using ICT tools, Collaborative learning appears to be the right answer.

What is Collaborative learning?

Collaborative learning is a method of learning, related to co-operative learning, where students form in to groups, to learn and achieve common academic goals, using ICT tools.

In traditional learning, a teacher is solely responsible for everything connected with teaching. The students used to work individually and approach the teacher for needed guidance. In this system, the students’ work alone and compete with eachother. Sharing and helping plays a very small role in learning. Solo teaching and self achievement are the primary features here.

Whereas in collaborative learning the students are more involved, and play an active part in learning and sharing. It encourages students to support and inspire one another.

In this kind of learning, each student is responsible for himself/herself, and for the group. The students help one another; work as a group, learn as a group, and reach the goal, as a group.

Collaborative learning, prepares the students to take more responsibility for themselves and the team. It is based on the idea that learning is a social act where the students discus the subject in depth, and through discussion learning occurs.

Most of us agree that we usually learn more by teaching than we ever learnt as students!

Research also supports this idea, as it has been found that students who learn most are those who give and receive in depth explanations, about what they are learning and how they are learning.

It is proven, that students who work collaboratively achieved higher scores than those who work alone. Plus, students who were at lower levels of achievement, improved significantly when worked with groups.

Research suggests that collaborative learning brings positive results such as –

Responsibility

Collaborative learning shifts the responsibility of learning from the teacher to student. The student becomes a self-directed learner. Sharing the knowledge with the group makes the student a teacher too.

Interest and Involvement

Debates and negotiations create interest on the subject, interested student becomes more involved.

Adjustment

Group diversity paves the way for positive learning. A student after faced with different explanations, on the subject, may re- consider his/her previous viewpoint. The group also prepares the student to respect others opinion and teaches, that denials and criticism are part of learning.

Sharing

Students realize the value of sharing, and that sharing and receiving are, the two sides of the same coin. They also learn that sharing improves the knowledge.

Collaborative learning helps students to become actively and constructively involved in the topic, to feel responsible for their own learning and that of the group, to settle group conflicts amicably and to improve healthy teamwork skills.

Disadvantages of collaborative learning

Some of the disadvantages of collaborative learning are –

Power

Mismatched personalities in a group lead to unequal treatment. The strong one tries to dominate the group.

Out of focus

During the debate, unwanted and prolonged discussions occur.

Speed

Different speeds of learning, results in uneven learning. The dull students face forcing to act fast, and take decisions without understanding the subject completely.

Extra burden

Responsibility of helping dull students creates an extra burden to the advanced students. Some dull or lazy students fail to show effort or depend on other team mates for completion of work.

Undeserved success

Regardless of their contribution, some students get undeserved success.

Why collaborative learning?

Every system has its advantages and disadvantages. When selecting a system according to the need, we go for one which has more pros and less cons. After analyzing the pros and cons, on time of application, we concentrate more on corns and find ways to lessen the negative effects of it.

In the same way, when we go for a system which reflects future working environment, consisting team works, and ICT tools, collaborative learning seems the best option when compared with other methods. It has more advantages and less disadvantages.

Teachers part in collaborative learning.

Teacher has a more important part to play in collaborative learning.

A teacher can assess the students’ capabilities. Accordingly when giving goals or forming groups the important points like conflict resolution skills, mismatched personalities, uneven distribution of workload, should be taken care of.

The teacher should carefully plan and implement the three G’s, Goal, Group, and Guidance. Good explanation at each stage will bring better results.

Explain the collaborative learning steps.

  • Discussing the aspects,
  • Listening carefully others opinion,
  • Consideration of possibilities, and
  • Deciding accordingly.

The fundamentals of group behavior.

  • All the students in a group are equal, regardless of their short comings.
  • Every group member should have equal right and opportunity.
  • Everyone should share the work and do their duties.

Absolute NO’s

No power games and taking sides.

No prolonged or out of subject arguments.

No escape from duties and discussions.

Goal

Plan the assignment, according to the student’s grade level. Provide appropriate time. Clearly define goals and objectives.

Assignments can include writing projects, problem solving, laboratory work, study teams, debates. For higher classes, Instead of an artificial topic, assignments based on everyday problems, or real world problems can produce much better results in collaborative learning.

Group

In the lower grades, the teacher should form the groups by mix and matching the dull and bright.

In the upper grades the teacher can act as an adviser in forming the groups.

In higher studies the students can choose the group where they are comfortable.

Guidance

According to their educational level, the teacher should provide needed guidance:

For Lower grades – monitor the students’ progress regularly.

For Upper grades– monitor the students’ progress periodically.

For Higher studies – enquire the students’ progress individually and asses how they are progressing. Here some students may act as if they are involved and celebrate team’s success as theirs. The right form of questions on the subject and asking about their views show how much the student is involved in the team work.

How to get more out of collaborative learning?

Comfort and co-operation makes group work a success. The main features of collaborative learning are GROUP, LEARN, SHARE, and ACHIEVE.

Early introduction of collaborative learning fetches maximum benefits to the students. The primary requirement of collaborative learning is understanding and adjusting to the behavior patterns of the group. When a student gets appropriate training in this field, maximum benefits can be achieved.

Playing Video Games Can Boost Learning

Computers can help to develop the creative capacity of people. Today’s digital technologies like commercial games demand strategic thinking and sophisticated problem-solving skills. Educators and psychologists believe that a variety of learning principles are built into good video games. According to J. P. Gee (2003) these good learning principles may be useful in what he calls the semiotic domain of everyday life. In what follows, we present five principles of learning exemplified with L.A. Noire, a neo-noir detective video game developed in 2011 by Team Bondi and published by Rockstar Games.We believe that electronic games like L.A. Noire, where players are challenged to solve problems, give players a rich learning opportunity.

Identity: digital games motivate the player through the identity of the character who plays. This character can be inherited by the player, or created and developed by him. E.g. L.A. Noire is set in Los Angeles in 1947 where the player assumes the identity of a detective of the Los Angeles Police Department (LAPD).

Interaction: video games require the player interaction for its development and from it he receives feedback and new challenges. E.g. in L.A. Noire the player can choose several strategies to solve cases.

Agency: players have a sense of control over the actions and decisions.E.g. following up clues to unravel each case’s story in L.A. Noire.

Smart tools and distributed knowledge: many aspects of video games, as their characters are intelligent tools that lend their expertise to the player, so the player only needs to know when and how to use the knowledge of these tools to face challenges. The same occurs between players who help each other with their knowledge and skills of their characters in collaborative video games. E.g. in L.A. Noire the partner of the detective player assists in location to solve game objectives.

Systematic thinking: video games encourage players to think about the relationships between events, the facts and the existing skills in them. E.g. in L.A. Noire the solution of police cases is based upon the interpretation of the events that occur in a chain of events. The detective player has skills that can assist to solve a range of cases.

Young people’s engagement with complex digital technologies brings new possibilities for learning in a much more multimodal form. So, they are relevant to young people’s success in school and society in the new digital age we are living. Good video games are digital tools for learning inside and outside of school in areas that we value.

Work cited

James P. Gee. What video games have to teach us about learning and literacy (New York: Palgrave, 2003), 207.

Inventing 101 – Learning The Invention Process

What is an invention? To briefly define its meaning, invention is a product or an idea conceptualized by an inventor through his productive imagination. Once an invention has been materialized, it can provide fame and profit.

Inventing is an extraordinary talent and can be a very rewarding experience especially if it will benefit many people. It basically involves three basic processes; evaluating, patenting and marketing. It may sound easy, but the truth is, it’s not. Unfortunately, there are some aspiring inventors who fail in materializing their ideas because they disregard the importance of assessing the potential success of their invention and skipped the necessary steps that they should take since the very beginning.

To begin with your future inventions, you must learn and follow these fundamental processes;

1. Don’t push yourself to stir up ideas. Take your time, keep it fun and just enjoy what you’re doing.

2. Keep evaluating and researching the potential success of your invention. Internet, magazines and local stores are some great sources where you can explore ideas and obtain competitive searches.

3. Always have a pen and paper at hand. Ideas can pop up any time or can easily be forgotten. So make sure to carry these two things so you can write down what you have in mind or what you find while doing your research.

4. Enhance your idea and bring it to life. This is the most exciting part of the inventing process. But you have to understand that this is a period where you need to spend some amount so be 100% sure that you are satisfied with your evaluation, research and studies prior to the developing procedure.

5. Protect your discovery through an invention disclosure. Make sure to follow the right patent process to avoid expensive mistake or might as well get a help and advice from an attorney.

6. The final part is to sell your invention. If you are planning to sell your invention to a company or manufacturers, make sure to have a reliable patent and present them a pleasing proposal with how they will benefit from acquiring your product.

Cool ideas for inventions have an extreme impact to our socioeconomic movement. It’s the challenge and experience that makes an aspiring inventor to continue striving for the best invention that can turn to a million dollar idea. It may take a long process, effort and frustration but if you are confident that your invention can do well, the result and reward can definitely compensate your hard work.

It is crucial for inventors to understand the essential processes of inventing before proceeding to the patent application, research and marketing. Anyone can express an idea, but in order for an idea to become bona fide, one should take the initiative to make it real while accepting the possibilities regardless of the situation. Moreover, it would be wise to let your new invention ideas be analyzed by an invention consulting company as they can provide a comprehensive report on the potential success of your discovery.

Video Games and Theories of Learning: Spotlight on JP Gee and Howard Gardner

Plenty of people in all stages of their lives are fascinated by video games. The games practice can be long, difficult, and challenging, yet the players consider it fun and inspiring. It is hard not to admit that playing games has social and cultural significance in our society. According to J. P. Gee (2003), there are learning principles (LP) that are built into good video games. But these principles do not necessarily boost learning. Several factors are necessary for learning to occur in games and perhaps develop intelligences in the semiotic domain of the daily life. Gee teaches that there are thirty-six learning principles possible to be found and developed in games.

To explain this, Gee defines games as semiotic domain (SD), which, in turn, is part of the wider SD of everyday life. So to speak, a SD is a certain division of the world (whether a location, practice, field of study, etc.) and it can encompass sub-domains. For instance, first and third-person shooter games are a well-defined sub-domain of the games SD. By introducing the concept of SD to games studies, Gee gives us examples of SD like rap, modernist paintings and games of the genre first person shooter. Gee believes that to achieve learning from a SD is necessary three things: 1) learn to experience the world in different ways, 2) learn to form affiliations with members of the SD, and 3) learn how to gain the necessary resources for future learning and problem solving in the domain, as well as in related domains. As we can see, Gee seeks to approximate games to a broader definition of literacy that involves different types of “visual literacy.” Following this notion of literacy, people are literate in a domain only if they are able to recognize and produce meanings in the field. Furthermore, Gee proposes that we think of literacy as inherently connected to social practices. In fact, in the contemporary culture, articulate language (spoken, gestural, or written) is not the only important communication system. Nowadays, images, symbols, charts, diagrams, equations, artifacts and many other visual symbols play a particularly important role in our daily lives. For example, it is important to learn visual literacy to “read” the pictures in an advertisement. Furthermore, words and images are juxtaposed or integrated in many ways: in magazines, newspapers, textbooks, software, etc. Images take more space and have meanings that can be independent of the words in texts. In this sense, games are multimodal texts. They combine moving images and music with language.

Given the various forms of human activity in the complex society we live in, it becomes necessary to develop a new model of intelligence that allows us to embrace a pluralistic view of intelligence. Howard Gardner’s (1983) influential definition of intelligence was developed by means of a model of seven basic intelligences known as the theory of multiple intelligences (MI). MI represents a broader and more pragmatic view of human nature. The eight intelligences are defined as the following skills:

1) to use language with competence (linguistic),

2) to use logical reasoning in mathematics and science (logical-mathematical),

3) to perceive details of the visual-spatial world and to manipulate objects in mind (spatial),

4) to understand, create and enjoy music and musical concepts (musical),

5) to use the body skillfully (bodily-kinesthetic);

6) to recognize subtle aspects of the behavior of others and respond appropriately to them (interpersonal),

7 ) to understand the one’s own feelings (intrapersonal), and

8) to recognize patterns and differences in nature (naturalist).

These categories or intelligences represent elements that can be found in all cultures, namely music, words, logic, paintings, social interaction, physical expression, inner reflection and appreciation of nature. Thus, unlike a learning style, which is a general approach that the individual can apply equally to any content imaginable, intelligence, to Gardner, is a capability with its own processes that are geared to specific contents in the world (e.g., musical sounds or spatial patterns).

From this perspective, Gee (2003) and Gardner (1983) value the interplay between learning and skills present in everyday life (culture) of people. So when we think about the SD approach, as developed by Gee, we realized that the interaction between both theories, the SD of everyday life, the largest existing set – where the intelligences are located – encompasses the SD of games. Note that Gardner points out that one of the goals of his endeavor is to examine the educational implications of a theory of multiple intelligences. Considering that, Gee listed thirty-six learning principles present in games, and considering the importance and popularity of games in contemporary culture, it seems interesting to begin to investigate how the learning principles can relate to the multiple intelligences. So we discuss here some possibilities of association between these theories. To accomplish this, the question we want to take up is this: What can the learning principles built into good games could do for the development of multiple intelligences, which are so important to everyday life? In other words: What is the relationship between these semiotic domains? To answer this, we have used the following research methodology: literature review, research on websites, observation of games, construction of the model of interaction between the two learning proposals, and analysis of the model.

Gee describes thirty-six learning principles which can be found in games. It is noteworthy that not all learning principles listed by the author are necessarily found on a single game – there is the possibility that a game conveys one or more of these principles. The analysis shows that to develop one or more intelligences, the learner must be immersed in one or more semiotic domains which have the conditions and qualities needed to facilitate its development. For example: there is no use to an apprentice of a sport modality to have access to only one modality for the full development of his Bodily-Kinesthetic intelligence, he needs to have access to various sports, namely various sub semiotic domains which are part of the larger semiotic domain of the sports. Besides that, there are other extrinsic and intrinsic factors (motivation, injuries, and appropriate training materials, etc.) that are important to succeed in the entire domain, like a sport modality. Examples of several prominent athletes demonstrate this fact: Formula 1 drivers, MMA fighters and Olympic athletes. In this sense, our research shows the existence of a binomial unexcelled: without learning principles, there are no good games, while without the valorization of a domain in the semiotic domain of everyday life there is no way forward within that domain. Thus, multiple intelligences cannot be fully developed in certain cultural contexts and the learning principles are worthless in these contexts

Moreover, the Interpersonal intelligence is very important in learning. We found that it is associated to thirty of the thirty-six learning principles. The Interpersonal intelligence clearly arises from cooperative work, community involvement, simulations of large groups, dedication to social issues, etc. Precisely the importance of Interpersonal intelligence, as Gardner notes, has been reduced in the contemporary educational scene: the sensitivity to other individuals as individuals and the ability to collaborate with others are increasingly less important now than it did in the past. Thus, we believe that the results of the comparison between these theories put into question the ways we design and manage education in its various spheres. For this reason, we believe that further analysis of the intersection of the theories studied here may help us in both the use of games as a pedagogical proposal and in thinking about education.

The association between both theories seemed productive for us to reflect on games and learning in general. Firstly, it should be noted that not all games can promote all learning principles. This is because there are many factors in the semiotic domain of everyday life that can hinder learning and development of multiple intelligences. And this occurs even when the game conveys the learning principle or the basic conditions to develop them, which demonstrates a close association between the principles and intelligences.

Secondly, the Interpersonal intelligence is associated to thirty learning principles. This demonstrates the complexity of learning and consequently shows the challenges that contemporary education must face. In fact, the study of the interaction between the theories can help us think about new ways of teaching and learning inside and outside of school. It seems that the relevance of Gee’s is in highlighting the importance of games culturally and for learning, while Gardner’s learning theory emphasizes the necessity of favorable conditions (environment, mentors, cultural appreciation, etc.) for the development of skills. We should remember that skills or intelligences are valued differently between cultures.

We believe that good video games represent, in fact, opportunities for direct and indirect learning of content and skills in the semiotic domain of everyday life, given its intimate link to the majority of the intelligences.

Work cited

Howard Gardner. Frames of mind. The theory of multiple intelligences (New York: Basic Books, 1983).

James P. Gee. What video games have to teach us about learning and literacy (New York: Palgrave, 2003).