What strategies make people become part of a learning community and collaborate with their peers?

Honelako gehiago

Benefits of sport

Dajo Mazo‑k egina

Learning Environment

Rebecca Indovina‑k egina

Philosophical Foundations of Education and Curriculum Planning

Heather Jamieson‑k egina

VICTORIAN NOVEL

Antonino Rubino‑k egina

PBL Group 9 - Topic 3

Watch us working collaboratively to create this mind map

Take home messages

Encourage communication

Flexibility in group organisation

Sufficient time

Monitoring

Clear instructions

What strategies make people become part of a learning community and collaborate with their peers?

Engaging different personalities

Understand the different personalities among group members

Creating a psychologically safe space for sharing

Allows learners to choose the level of privacy of their conversations (public, class, restricted)

Allow flexibility to stimulate creativity in group organisation (e.g. tools, roles)

Form groups early to allow bounding

Establishing sense of community through empathy

Promoting shared goal among team members

Goal must be understandable and precise

Teams succeed when all members shared the same goal

Establish roles/responsibilities for a shared task

There is no (letter) "I" in (the word) "team":

Encouraging collaboration (instead of division of work)

Allow sufficient time

True collaboration takes longer than cooperation

Have group facilitators who can encourage collaboration

Prepare learners for collaboration and monitor progress

Encourage & enable regular, synchronous meetings involving the whole group

This involves thinking things through before the course begins

Rewarding collaborative behaviour

Intrinsic reward by assignments that allow for meaning making - pass or fail?

Assess collaboration by grading?

Collaboration as part of the assessment

Coherent assessment to minimise unfairness

According to Brindley et al., this may not help

Make individual work dependent on group work

Build motivation for collaboration into the course design

Encouraging equal distribution of effort

Monitoring might help but with the risk of “Big brother” feelings about being monitored

Establish different roles for a shared task

Give relevant tasks with clear guidelines

Assign tasks that are appropriate for groups to work on together

Train collaborative skills in academic settings