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Home > Learning > Collaborative learning
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Collaborative learning
Concept maps in project based group learning
All our courses have been
transferred to Knowledge Management International
University
 Getting
the most out of students can be attained with active learning and
collaborative learning (in which students solve problems, answer
questions, formulate questions of their own, discuss, explain, debate, or
brainstorm), because in the
latter a deeper and more permanent level of understanding and learning of course
material is achieved, abilities of critical and creative learning are acquired,
and positive attitudes are formed toward the subject matter being studied,
with a
greater level of confidence in personal knowledge and abilities. |
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Knowledge Master
can be
efficiently used to work in groups, in collaborative learning,
and in real time network cooperation or collaboration.
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The premise of collaborative learning is "the
achievement of consensus through cooperation among the members of the group".
As a pedagogy, collaborative learning comprises the full spectrum of
student group activities, that work together in and outside the classroom. As a
method, it may be simple and informal as well (as when students discuss their
ideas trying to achieve some kind of consensual answer, to share it afterwards with their
classmates); as for the current definitions, the more formally structured process
is known
as cooperative learning.
Another essential premise for cooperative learning is the
direct activity of the single members of the group,
the
will of doing. Collaborative learning is based on the personal
activity of each of the group members, collaborative learning is in
first instance "active learning that takes place in a non competitive
collectivity", in which all group members contribute to the learning of all,
collaborate in the construction of learning. Everyone draws upon the other's
contributions.
Knowledge
management methods and strategies
in educational
environments
support creative processes and collaborative learning.
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Collaborative learning
must not by force be
synchronic: very often it is even convenient when it is
asynchronous. |
A Knowledge Master concept map may be e-mailed
even to hundreds of institutions or students, or simply exchanged through a network, and
returned with modifications or additions from other work groups. |
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"Consensual"
maps in a network are developed by negotiation. |
At other times the absence of such
consensus is the major learning experience since it demonstrates the plurality of
incompatible perspectives available.
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Students working in
collaborative groups usually divide responsibility for the domain, and produce networks
of linked maps and associated materials. These can grow to become very complex,
particularly if they are part of long-term activities such as those of a research group. |
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Collaborative learning is not:
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Asking the faster or smarter students to help the slow ones.
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Students splitting up a homework assignment so that each person only does one problem
and copies the rest from other students.
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Group projects in which everyone gets the same grade, despite the fact that one person
did all the work. |
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A cop-out for professors who want to do less lecturing.
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