During the Open Network Learning-course we used Problem Based Learning (PBL) in the group assignments. We used the FISh (focus-investigate-share) document to guide our thinking. The topic leaders introduced us to the scenario at the beginning of the first group meeting. Discussions about our focus was carried out, after which everyone was investigating more about the topic and we continued brainstorming ideas about what our focus and outcome would be. A presentation that we can share to the whole ONL community. We had weekly discussions in our PBL group where I feel that I have learned the most. Actually during this third topic I had several “aha” moments. During the group meetings we discussed the findings and reflected on them. Even though our facilitator thought we were being quiet and not discussing so much as during the previous topics, my personal learning increased a lot during this topic. During this course we are also supposed to be introduced to different digital tools, so we used a Prezi presentation for the first topic, a PowerPoint road map for the second, and throughout this third topic we used Padlet, both for the group working itself and for the presentation of our work. Our topic leaders did an excellent job on the last Padlet, which is seen in the picture.
Collaborative learning and effective learning in groups is connected to having something in common, and by using PBL, both the scenario and the topic is made clear to the group, and it becomes a common problem for all to solve. During the second meeting we already had some insight in the literature concerning the matter and everyone was able to contribute with ideas and suggestions. I feel like, during this third topic, I really learned how the PBL is working. According to Allen,E. et al. (2011) PBL is a learning method to get a deep understanding by resolving realistic problems with the guidance of a facilitator. Where students collaborate in small groups and learn in the process and develop process skills like negotiation, teamwork and research methods as well as communication both verbal and written.
Awareness is needed in order for improvement to take place, and for collaborative learning having certain skills will be of help. To get awareness about your skills one can do different personality tests, i.e http://socialintelligence.labinthewild.org/mite/, http://Big Five Personality Test, https://www.truity.com/test/type-finder-personality-test-new. Personality tests can help to assess the team members strengths, and help the group to optimize the strengths so that they will benefit the team.
Wenger (1998) states that learning can be the product of a social structure. This means that we are
1. engaged in activities, reflections made during discussions or other participation in social life
2. We produce conceptual and physical artifacts like words, tools, concepts, methods, documents, stories and so on, and they are a form of reification
Reification means making into an object, it reflects our shared experience and around which we can organize our participation. “Meaningful learning in social contexts requires both participation and reification to be an interplay.” (Wenger, 1998)
The pandemic forced us to take teaching and learning from formal classrooms to Online environments like Zoom and Teams. The challenge of creating effective collaborative learning groups became more challenging. A lot of collaborative learning methods can be used both online and face to face learning. These methods are listed and found on the web: https://library.gwu.edu/sites/default/files/tlc/CoLT%20Quick%20Reference%20%281%29.pdf
Studies has shown (Brindley et. al. 2009) that implementing grades, in an online course, to the group tasks the collaboration and participation levels decreased. Working in smaller groups increased the participation. The study revealed strategies to increase motivation for participation. These were: Transparency of expectations, clear instructions, appropriateness of task for group work, relevance, motivation for participation embedded in course design, readiness of learners for group work, timing of group formation, respect for the autonomy of learners, monitoring and feedback and sufficient time for the task. The study suggest that group activity should come later on in a course so that the participants have time to build the necessary skills of online collaboration and there should be a balance between the clarity of the task and the flexibility of the task. In order for true collaboration to occur, the group needs to establish a sense of community, for this to happen there need to be openness, familiarity, dialogue and trust, to name a few. The presence of the instructor is needed during the collaborative process. The group task needs to be relevant to the learners and the task should be chosen so that they are best presented by a group. The planning of a course should provide enough time for completing the task, there need to be time for discussions and exchange of ideas to get a deeper learning.
Refrences
Brindley, Jane.E, Walti, Christine & Blaschke, Lisa.M. 2009. Creating effective Collaborative Learning Groups in an Online Environment.
Deborah E. Allen, Richard S. Donham, Stephen A. Bernhardt. 2011. Problem-Based Learning. https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/7/419/files/2013/01/PBLEvidence.pdf
Wenger, Etienne, 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge University Press.
