I have engaged in collaborative learning where there has been a shared goal for work. Collaborative learning is an autonomous experience of learning that is driven by the individual but in a social context. Collaborative learning strengthens the individual, as the individual contribution in the group is equally valued. Thus, collaborative learning has given me the opportunity to develop my own knowledge within a specific area of interest, but also the possibility to contribute to knowledge within a research community and to the society. For instance, I have research collaborations with colleagues from other universities. In that collaborative work we share our different areas of expertise in relation to a common goal. Our work involves activities such as analysis of research material, writing and discussions. The product of collaboration is, in addition to individual and collective development, research articles that are sent for publication in scientific journals. Thus, collaborative learning and work benefits all members of the group but also people outside the group.
My personal learning networks have developed over time. These may be described as groups of people and sets of resources that are important individual sources of inspiration. A personal learning network means establishing a collective, and a learned culture through interaction focusing on learning. In the final part of my thesis work, these were taken further, facilitated by personal recommendations of expertise and by social media, such as interviews in local newspapers, and in blogs. This has given me the possibility to be part of more collaborative learning groups, and to contribute to products of various kind, such as pedagogical development in local and national courses at universities, teaching material such as course books and films, and to conferences. This has also contributed to spreading my work and research to a wider audience. Indeed, recommendations has a great impact.
Digital technology highly facilitates collaborative learning, and personal learning networks, as they enable meetings regardless of individual localization. Thus, it is easier to schedule meetings because there is no need to physically move from one place to another. Also, the format, that has a delimited amount of distractions, makes effectiveness essential.
References used for the blog:
Anderson, T. (2008). Teaching in an online learning context. In The theory and practice of online learning (pp. 343-395). Athabasca University Press.
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.
Dron, J. & Anderson, T. (204). Teaching crowds: Learning and social media. Athabasca University Press.
Oddone, K. PLNs Theory and practice, part 1. Viewed: 2020-10-31. Link: https://www.youtube.com/watch?v=g8mJX5n3IEg&feature=youtu.be
Oddone, K. PLNs Theory and practice, part 2. Viewed: 2020-10-31. Link: https://www.youtube.com/watch?v=LqSBTr9DPH8&feature=youtu.be
Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In Social learning systems and communities of practice (pp. 179-198). Springer: London.
