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.

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.

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

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: 

 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: