TWeaverMod-3: Collaboration Instincts

I would say that since the beginning, humans have indeed had to rely on interactions between each other.  The sense of community relies on this very primitive nature of us all.  With the birth of western civilization, competition took precedence over the sharing of too much information.  American K-12 sector of education was soon to follow in these footsteps of competition.  Traditional learning promotes a competitive nature for student success and failure that is believed to have major, predictable implications for higher learning, career earnings, hierarchy in the society, etc.  Instead of categorizing student potential, wouldn’t it be best to give all students opportunities to flourish in undergraduate studies and real world opportunities?  I do think it is healthier for students to interact and work in groups with common goals for solving significant problems.  The problem in the past was the dynamics of the differences in young individuals in a face-to-face (f2f) collaborative activity.  Student involvement and participation largely depended on social influences.  Technology delivers the necessary opportunities for all participants to have equally significant inputs.  Beyond this, technology gives equal and ample opportunity for all students to take responsibility for their knowledge and take it as far as they deem necessary.

Constructivist principles rely on inquiry-based learning strategies.  Both individuals as well as groups of learners learn by reflection of their own experiences (Driscoll, 2005). Typical learning outcomes are critical thought and reasoning, practical use of knowledge, self-regulation, and mindful reflection (2005).  In collaborative activities, constructivism principles get much more contextual so therefore, K-12 blended-learning groups need more than just the allotted time in the classroom to allow for critical thought and response.  Technology is capable of supplying the means to organize group activity, deliver content, communicate and socialize amongst members, and present authentic presentations that can be used for assessment.  Furthermore, it can be monitored relatively easily by instructors.  All in all, the home, classroom, and mobile computer devices have desktops that can be considered broadcasting stations, social communities, market places, storing places, or even a printing press if need be (TED, 2008).  All that is really needed is a social arena (wiki, blog, Facebook) to facilitate the organization, deliberation, and presentation of collaborative assignments.  Computer and Internet evolution is certainly increasing in velocity (2008), so there are certainly plenty of online collaborative platforms to choose from.

                      

This is a study completed in 2010.  It is appropriately called:

Blended Learning with Everyday Technologies to Activate students’ collaborative Learning. http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=7293739c-00ed-4eb9-934d-6d84b589bf23%40sessionmgr13&vid=4&hid=14

According to the authors of this study, it can be assumed that younger students are firmly interested, capable, and willing to use different technologies (Vesisenafo, et. al., 2010).  Furthermore, a much larger percentage of K-12 learners are equipped with mobile technology devices that can edit social software anywhere and at anytime.  The dilemma is whether or not these devices are appropriate for new tools for learning or if they are a distraction (2010).  In my humble opinion, I agree with the researchers there are many challenges on the horizon for collaboration.  Contrarily, I also believe that the possibilities overwhelm the hurdles.  The researchers elaborate more by claiming technologies and social software allow for the capture of collaborative student contextual, unique ideas and interpretations and using them to advance learning even more (2010).  Let’s see K-12, f2f, student collaborations do all of that in the confinements of the traditional classroom and with the use of conventional tools.  I don’t think so. J    

I commented on the blog by Jill Lewis @ http://technibug.wordpress.com/2012/04/13/module-3-blog-3-collaboration-4/#comments

I also commented on the blog by Anwar Mohammed @ http://anwar-mohammad.blogspot.com/

I further commented on Pamela Loders' blog @ http://ploderlearningtheoryandedutech.blogspot.com/2012/04/module-3-blog-collaboration.html#comment-form

References

Driscoll, M. P. (2005). Psychology of learning for instruction. (3^rd ed.). Boston, Mass: Pearson Education, Inc.

TED: Ideas Worth Spreading. (Producer). (2008, February). Howard Rheingold:  The new power of collaboration. [Video webcast]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, A., & Karkkainen, S. (2010). Blended Learning with Everyday Technologies to Activate Students' Collaborative Learning. Science Education International, 21(4), 272-283. Retrieved from ERIC database in the Walden University Library.