RSA#3: Collaboration

RSA #3:  Collaboration

Online Resource from unit:

Bourgault, M., Daoudi, J., (2012). Discontinuity and Collaboration:  Theory and Evidence from Technological Projects, International Journal of Innovative Management, Vol. 16, No. 6.

Jackson, S. (Dec. 16, 2013) How Technology Can Encourage Student Collaboration, Common Sense Media, Retrieved from
https://www.commonsensemedia.org/educators/blog/how-technology-can-encourage-student-collaboration

Additional resources:

Better collaboration and student Groupings (2015), Pearson: Research and Innovation Network, Retrieved from http://researchnetwork.pearson.com/elearning/teaching-in-a-digital-age/collaboration#sthash.DLZd3HTR.dpuf

Cicconi, M., (2013).Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom, Early Childhood Education Journal, Jan2014, Vol. 42 Issue 1, p57-65, 9p
Diagram; found on p60, Retrieved from http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=bac3a63a-c860-407a-9755-bbb69906f25d%40sessionmgr4001&vid=10&hid=4212

Nets Image Source: Cicconi, M., (2013).Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom, Early Childhood Education Journal, Jan2014, Vol. 42 Issue 1, p57-65, 9p, Diagram; found on p60

Wardlow, L., (2015). The Science Behind Better Collaboration and Student Groupings and Technology: Teaching in a Digital Age,
Pearson: Research and Innovation Network , Retrieved from
http://researchnetwork.pearson.com/wp-content/uploads/DigitalAge_CollaborationScience_0930131.pdf

Module Topic:  Collaboration

     Collaborative learning refers to methods of teaching and learning that involve groups working together towards a goal such as solving a problem, analyzing information, or producing a project. What makes collaborative learning so powerful is that it provides all learners with opportunities (1) to learn from others of varying levels of subject mastery, and (2) to teach others by explaining their personal knowledge and perspectives. Arguably, without collaborative learning scenarios, students might never get those opportunities (Wardlow 2015).
     In collaborative learning, teachers support students as they build leadership skills, find and fulfill their role in a group, and develop career-ready skills.  Students are more engaged as they provide peer feedback, which requires critical thinking about the subject while also learning important social skills and digital etiquette (Better collaboration and student Groupings 2015).  Teachers are using technology to promote teamwork and collaborative projects, linking their students to classrooms across the globe, using tools such as Kidblog, ePals, Google Docs, and Blackboard Collaborate. The International Society for Technology in Education (ISTE) has created National Educational Technology Standards (NETS) that clearly highlight technology’s role in fostering collaboration. Figure 1, Crosswalk of ISTE NETS Standards and the social aspects of technology, illustrates that of the six NETS Pro- files over half of them concentrate on social aspects of technology (Ciccone 2013).

                                 

Nets Image Source: Cicconi, M., (2013).Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom, Early Childhood Education Journal, Jan2014, Vol. 42 Issue 1, p57-65, 9p, Diagram; found on p60

Similarities and Differences Across Source Findings

     Across the variety of resources, there is an agreement that collaboration is a powerful tool in and out of the classroom, developing decision-making skills and the ability to form effective strategies. In the workplace today, adults are expected to confer with colleagues, sharing their inner thought processes with peers.  For example, think about robotics teams who analyze sensors, brainstorm programming sequences, and develop algorithm options.  Or consider architects drafting plans, creating alternatives and adaptations, and sketching, etc (Cicconi, 2014).  According to Jackson (2013), today’s employers say the capacity to collaborate to solve problems is going to be even more important for tomorrow’s workers than content knowledge and employers are looking for people who can work effectively in teams.
     Daoudi and Bourgault (2012) state that collaboration has been and still is investigated in many areas of management and organizational research: corporate strategy, innovation management, and social networks.  However, there are challenges to ensuring effective collaboration between groups of people with different forms of diversity, increasingly referred to as “discontinuity”: different work practices, technologies, cultural backgrounds, etc.

Collaboration in the Educational Setting

     Wardlow (2015) says collaborative learning is most successful with loosely structured groups where learners work together towards open-ended goals. Due to the availability of technologies, collaboration can almost take place anywhere, anytime that students can access the internet.  An important difference between this mode of learning and lecture-style learning is the teacher is part of the learning community rather than solely an authority figure.  Teachers can encourage their students to work together to solve larger, more complex problems than they could cope with individually.
     One trend in collaboration is flipping a classroom. Teachers can create their own video lectures or use educational videos from sites like TED-ed  and Khan Academy. Students then spend class time engaged in projects that require them to refine their understanding of the material and apply what they have learned (Jackson, 2013). Another option is to use popular online tools to promote teamwork and student collaboration. Figment, an online community of writers, provides both collaborative writing spaces through its groups and a place to publish finished work.  Jackson (2013) also recommends ePals as a resource for students to work together on projects and video chat.  Google Docs is also an easy place for students to create and edit projects together and even submit them online to the teacher.


Online Resource from unit:

Bourgault, M., Daoudi, J., (2012). Discontinuity and Collaboration:  Theory and Evidence from Technological Projects, International Journal of Innovative Management, Vol. 16, No. 6.

Jackson, S. (Dec. 16, 2013) How Technology Can Encourage Student Collaboration, Common Sense Media, Retrieved from
https://www.commonsensemedia.org/educators/blog/how-technology-can-encourage-student-collaboration

Additional resources:

Better collaboration and student Groupings (2015), Pearson: Research and Innovation Network, Retrieved from http://researchnetwork.pearson.com/elearning/teaching-in-a-digital-age/collaboration#sthash.DLZd3HTR.dpuf

Cicconi, M., (2013).Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom, Early Childhood Education Journal, Jan2014, Vol. 42 Issue 1, p57-65, 9p
Diagram; found on p60, Retrieved from http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=bac3a63a-c860-407a-9755-bbb69906f25d%40sessionmgr4001&vid=10&hid=4212

Nets Image Source: Cicconi, M., (2013).Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom, Early Childhood Education Journal, Jan2014, Vol. 42 Issue 1, p57-65, 9p, Diagram; found on p60

Wardlow, L., (2015). The Science Behind Better Collaboration and Student Groupings and Technology: Teaching in a Digital Age,
Pearson: Research and Innovation Network , Retrieved from
http://researchnetwork.pearson.com/wp-content/uploads/DigitalAge_CollaborationScience_0930131.pdf