Learning in communities
PBL group 10
In Topic 3 we have focused on collaborative learning. This topic and its scenario was the (so far!) most challenging task for our PBL group. And in a sense, that is illustrative.
We started off trying to understand just what is meant by collaborative learning, and a personal learning network. It requires communication and coordination (that we talk to each other and decide to get our task done) and further it requires cooperation and collaboration (that we share ideas and work to reach our individual goals) and at a final stage we would reach a level of being part of a community where we can reach something new (Lee et al. 2014, Brindely et al. 2009).
In dealing with the scenario, we tried to be yet more collaborative than usual and avoid the typical group-work-style division of tasks. We discussed various facilitating tools, and explored options less common in the academic world as well as those most of us were more familiar with. Working on a common google doc, we commented on and added to each other’s investigations and contributions. I think, in an ideal setting, we would have had more time for this asynchronous activity, but given the time constraints it was useful to share insights and perspectives.
We discussed benefits and challenges, as well as personal and practical competencies required for collaborative learning to work out – from self-motivation and overcoming professional time-constraints, to digital literacy and coping with technical problems (Paterson, 2014). An interesting distinction we made was that between technical tools for facilitating online and community learning on one hand, and pedagogical methods on the other hand. While the former can be trello, zoom, teams or any other of the myriad tools available, the latter is rather e.g. inquiry- or problem based learning, and group- or peer-based learning. I think it is important to remember this, that the tools are only there to give structure and support to a collaborative environment; they will not necessarily per se make project participants work “better” (harder, more, deeper, faster – whatever “better” might mean), and they can’t make things like lack of motivation or time constraints disappear. Similarly, I think in teaching, you can’t get away from the fact that personal motivation, and individual hard work, is needed, regardless of the form of teaching/learning.
Most of my students are used to more traditional and individual focused learning, but it is likely that many will benefit from a blend of learning forms, and from getting the chance to learn together. I think often they do tend to do this, perhaps without realizing, spontaneously even in more traditional teaching settings, with lecturers, and problem solving classes that they prepare for and complete together. From my attempts to try to introduce more concrete PBL-style collaborative elements in my teaching, I find that the students need not only the appropriate facilitating tools, but also practice and guidance in this form of learning, and actually also reminders that this is their learning, and they need to take responsibility for it; in line with Capdeferro and Romero (2012).
During this topic I experienced some of the issues with professional time constraint when I had to skip one PBL-group session to attend another meeting. Luckily, there was technical facilitation and I could listen to a recording of the meeting from our common google drive, but I found myself disagreeing with the turn the conversation took – in my experience away from the path we had defined in our previous meetings. This was of course frustrating, and afterwards I shared this frustration with my PBL group peers. In the end we were able to produce the required final product, albeit in a form different from what I had envisioned. I think this was a useful exercise for me, illustrating that collaboration is by no means trivial, and showing the need not only for structure but also for compromises, and for trust in the group.
In the end, taking this course means learning by doing, we’re trying out the methods, and experiencing the challenges and the benefits, hands on!
References
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 Distributed Learning,10(3). https://doi.org/10.19173/irrodl.v10i3.675
Capdeferro, N. and 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, https://pdfs.semanticscholar.org/953b/fe565b98e2b153cfac983e2b523ff411007c.pdf
Lee, Y S; Schottenfield, M A. Collaborative knowledge creation in the higher education academic library. Journal of Learning Spaces, [S.l.], v. 3, n. 1, june 2014. ISSN 21586195. http://libjournal.uncg.edu/jls/article/view/714/550
Paterson, S. M. (2014) Online learning communities – motivational factors for success, iJES, 2, 2, http://dx.doi.org/10.3991/ijes.v2i2.3812