As the topic of collaborative learning is central to my own profession, the reading for this topic sparked many thoughts, and trying to focus on just one aspect was a bit tricky. Below are some scattered thoughts on the topic.

In Oddone’s video (2019) one description of PLN is that it, for that person, works as a ”collective brain”, and I have to say that this thought is interesting in societies that may be viewed as having a tendency to be more and more individualized. I like how Oddone (2019) describes knowledge as being collective, but the learner as autonomous, as this is something that I can relate to in my own PLNs. I could never build the society that we have collectively built using my own knowledge and skills. A vast number of people is required to create the civilisation that we are currently enjoying (and thinking about this is similar to looking up into a starry night sky, realizing how minuscule earth is in our universe…). However, in my own learning processes, I am in every way autonomous, and I have to reflect upon others’ thoughts and process them before I reach my own learning.

Discussing learning together with my colleague, we both agreed that some sort of communication has to take place for learning to be achieved, but that does not mean that it has to be communication between learners, or communication between a teacher and a learner. The learning process may stem from a text or watching a video, and then reacting to and processing that. This is why I specifically relate to Oddone’s (2019) definition of knowledge being collective and learning being autonomous. The concept of us all building on each other’s knowledge and thus creating a collective knowledge through language is indisputable, but as a learner, I may as well communicate with a text (only in my mind, thinking, or writing down my ”replies”) to achieve understanding and broaden my knowledge.

Creating an enriching environment for collaborative learning is not an easy task. Capdeferro and Romero (2012) explore frustration in online collaborative tasks, but the same sentiments apply to collaborative learning in an analogue setting. How do we create collaborative groups that can take advantage of the ”collective mind” but still make sure that each individual participant reaches the set goals?

In Sweden there are rules that state that the individual contribution of each student ought to be discernible in group assignments (UKÄ, 2020) making it very difficult, not to say impossible, to make true collaboration into an assignment that gives credits. This is understandable in the sense that we have to guarantee that each student that is given credits also possesses the corresponding knowledge and skills. Also, I am aware of the fact that in situations where there are many students in a group, the responsible teachers may have no other choice but to use group assignments due to the heavy workload. If students work together in groups of five, you ”only” get 20 assignments to correct in a group of 100 students. So, in some cases, the reasons for creating a collaborative task is not even to practice and excel in collaborative skills, but only a way to survive as a teacher. This may be one reason why collaborative tasks are not always the most efficient and productive way of achieving learning.

So, how do we then create well functioning collaborative learning situations? Brindley et al. (2009) present a study on the matter, resulting in a list of aspects to be considered when shaping group work. I would, however, see most of those points as aspects to be considered regardless of the form of teaching and they to great extent adhere to the UDL guidelines (2018) which would grant a well functioning teaching environment in general, not merely collaborative tasks. I believe that considering the ten points stated by Brindley et al. (2009) in all teaching situations could enhance and improve learning.

Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3).

Capdeferro, N. & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences?. The International review of research in open and distance learning, 13(2), 26-44.

CAST (2018). Universal Design for Learning Guidelines version 2.2. UDL Guidelines. http://udlguidelines.cast.org

Oddone, K. (2019, Feb 27) PLNs Theory and Practice [Video]. Youtube, https://www.youtube.com/watch?v=g8mJX5n3IEg

UKÄ (2020) Rättssäker examination – Fjärde upplagan. Universitetskanslersämbetet. https://www.uka.se/download/18.74b676316f1a92ef84a3a3/1579253391757/Vagledning-2020-01-16-rattssaker-examination.pdf