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Minions

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Storytelling - Emmanuelle Grima - Julie Guilhem - Lucie Belperron - Anaïs Rosolini

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The collaborative dimension occupied an important place in education whether in work that in learning.

Collaborative learning IS a pedagogical innovation in extension. This technic allows knowledge coconstruction. « Is seen as a joint commitment to a common goal, characterized by reciprocity in interaction and negotiation of meanings ».

In collaborative learning situations, there are different points of view. We have to understand these different points of view for to move forward. Nothing is planned and the notion of autonomy is very important. For that, the climate must be favourable to exchange and communication, groups must be equals, a project manager must propose tasks that groups must achieve.

We saw in class last year two concepts that remind me learning collaborative: socio-cognitive conflict Piaget's theory and proximal zone of development Vygotsky's theory. These concepts interessed to learning in children in collaboration with an adult. They show a positive influence of social interactions. The idea is not to bring knowledge of an individual who possessed the knowledge to an individual who not possessed but, mobilizes the intelligence collective group. So, learning collaborative involves creating conditions for learners learn together.

We can cite the classic example who illustrate collaborative learning in socio-cognitive conflict and proximal development zone. A child pays a same amount of liquids into containers of identical shape. Then, an adult pays one of the two containers into different shaped containers in front of the child. If the child thinks that there is not the same amount of liquid in the two containers, the adult will discuss the experience with the child for he reorganised his thinking. Until child understands conversation.

The collaborative learning can be effect by means of games, digital, forum, exercises in small group encouraging reflective work. With the classmate, we worked in collaboration in class and on Google Drive, Facebook, Padlet etc.

For example, last year in Licence Sciences de l'Education, students worked on the platform « AmeTICE »: teachers made us lessons on sheets and videos. Students was obliged to communicate with others students and teachers on ametice. If I had not applied this technic, I would not have learned so much.

For me, it seems to be important to differentiate collaborative learning with cooperative learning. The difference is subtle but very important in organisation work. I think cooperation involve that each actor had an individual goal in order to go toward the goal. Whereas collaboration involves solving together a common goal, without roles defined.

I think is a good way to learn more things in the group. In french we said: "lonely we go faster, together we go further". Furthermore, it's an opportunity for the trainer to change roles. He's no content to transmit information but, he has accompanist rôle.

Collaborative learning permit interactivity, sharing, responsibility and diversity. We are future professionals and we will work with others professionals, in collaboration. So, It's better for us as a student and as futures professionals.

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1. Your definitions of collaborative learning
Collaborative learning is a form of educational approach who promotes interaction within a group of
two or more people. It can take a variety of forms. The idea is to compare learning with a natural
social act: communicating, collaborating, helping each-other in finding solutions to problems.
The concept of learning through social activity make the learners be active in the process, increase
his self-esteem and discover his leadership skills. It helps the development of oral communication.
As opposed to the similar cooperative learning, collaborative learning divides the task horizontally.
Members work together more or less sequentially on a different aspect of a project. The
cooperative learning looks more like a competition since it asks the team to do the same task at the
same moment.
The collaborative learning technologies and tools are based on sharing projects, working through
the social network, confronting and evaluating one another’s ideas.
2. Your consideration about collaborative learning
The benefits of collaborative learning are seen in university education as well as working places.
They encourage the students to support each other and to develop learning strategies. Working on
the same project makes the task more motivating, the learning easier. It develops team spirit and
communication. It creates a momentum in the group of peers.
Collaborative learning platforms are also very efficient in the business world.
Fundamental changes have occurred in the way people work. Flexible working conditions and
global teams all around the world are marking the big shift. Social networks allow to share,
communicate and work simultaneously from multiple locations.
Even if collaborative works have existed for a long time now, the more recently developed tools
allow the co-workers to be more productive and to develop their skills. They enable teams to work
on the same document, communicate and share ideas instantly from different places all around the
world.
3. Your experience with collaborative learning
In this Master, we have experienced working with small groups on projects. Each individual finds the
role or changes the role that suits him in participating actively in the project. The students can work
out of class if linked through the social network.
For example, four of us have to design an e-training module. We created a shared directory on
Google Drive to work on the project as a team. Indeed, we don’t live in the same town so it is
difficult to meet to build the project correctly. This is about a document we fill, comment, annotate.
We all have access to modify and we are notified when one of us changes something or comments
our work. We learn from each other by discussing our point of view and challenging our knowledge.
We are also sharing relevant files for us to read in order to go further in our new understandings.
I used to work with the collaborative type of training in my last job. I attended some project manager
training sessions. The courses were planned around role plays and working situations. It was really
efficient. We shared with other trainees our experiences to find ideas in order to resolve problems in
small groups. The tables were organized in order to facilitate teamwork. It was an ideal environment
for learning as a result of the group dynamics and peer support.

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Collaborative learning is an active way of learning where the learner has to build his own knowledge. The teacher is present to make it easier, but it is the group which is the source of information. Collaborative learning considers the individuality and the reflexion of the learner and the necessity of interaction. Collaborative learning can be resume in two points: the learner process and the group momentum.

In my opinion, collaborative learning is a good tool to gain knowledge and keep it durable. It permits to each student to discuss a topic from different points of view and then when they will interact with the group, exchange different pieces of information and ideas about the same topic. I think that collaborative learning is a smart way to learn. Furthermore, it develops autonomy and social behaviours. However, collaborative learning has limited: the success of this exercise depends on learner implication.

I experienced collaborative learning in the classroom a few years ago. I did not like this way of work because my collaborator did not do her part of the work. So, it imbalanced the activity and misrepresent the result. I do not have this much of examples because I do not like collaborative work. Even if I think it is an interesting way to acquire knowledge and to optimize time and energy, there is often, in a group, one or two persons who do nothing and wait for the others to do their work. And I often am this kind of student who does all the work for everyone.

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Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product.

Collaborative learning is based on the view that knowledge is a social constructivism. Collaborative activities are most often based on four principles:

The learner or student is the primary focus of instruction.

Interaction and "doing" are of primary importance

Working in groups is an important mode of learning.

Structured approaches to developing solutions to real-world problems should be incorporated into learning.

Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts, or find solutions to problems. This often occurs in a class session after students are introduced to course material through readings or videos before class, and/or through instructor lectures. Similar to the idea that two or three heads are better than one, many instructors have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.

Group work or collaborative learning can take a variety of forms, such as quick, active learning activities in class or more involved group projects that span the course of a semester.

Two examples of collaborative learning:

Stump your partner:

Students take a minute to create a challenging question based on the lecture content up to that point.

Students pose the question to the person sitting next to them.

To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to create tests or exams. They can also be reviewed to gauge student understanding.

Think-pair-share/ Write-pair-share:

The instructor poses a question that demands analysis, evaluation, or synthesis.

Students take a few minutes to think through an appropriate response.

Students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind.

Student responses are shared within larger teams or with the entire class during a follow-up discussion.

I think collaborative work is a good type of exercise that can be set up in class or in an enterprise. I am not sure that it is always possible to work in this manner but to fill certain objectives I think it is very interesting. The interaction allows more than the work itself to create links between persons.

So, I find collaborative work interesting and I appreciate working in this way. But for it to work well, I think that everyone has to agree to work in this way or else tensions can be created within of the group. As soon as there are only certain people who work in the group I find that the collaborative work becomes very constraining.

Two personal experiences:

The work in a group in the construction of a remote training project, this year, for young moms soon faced with adult life. In a duet with a classmate (Pauline) who worked with the public concerned and I who has the vision of the girl still living with her parents, we decided to create an online training for these teenagers who, once out the mother / child home, will be confronted with administrative management and financial management in their new life as adults and mothers.

Didactic work on Ametice last year. Each student had to put his work on Ametice and the others had to help him to improve it. The teacher is there to regulate everyone's answers.