I did a small “action research” project for my Primary Education degree in the mid 1990’s. I decided to focus on and facilitate collaborative learning with my class. I called my project “Everyone Has a Part to Play”, focusing on explicit teaching of expected behaviours and a mindset in cooperative learning that “we all have a part to play”. Almost thirty years later, our understanding, research and practice has continued to recognise the importance of explicitly teaching social skills that build student capacity as 21st century learners. This requires intentional design, monitoring and management to ensure good practice and effective cooperative problem-solving experiences (Luckin, Baines, Cukurova, Holmes & Mann, (2017) & Shonfeld & Gibson (2019). One key difference in this continued development has been the rapid transformation of digital technologies that has influenced our content delivery, instruction, pedagogies, assessment and physical and digital learning environments. While we embrace the benefits of technologies with our different levels of beliefs, skills and access, it is evident that change in policy and practice takes time.
My approach to online collaborative learning was to implement practices and a mindset informed by research, while applying my learning experiences from past online collaborations (Greensill, 2020) and face-to-face collaboration. I “listened” to my group members and recognised we were all “learners” in this task. Clear, regular, established lines of communication was supported through digital technologies such as email, google docs/templates, and a “learner-centred practice” (McCombs, n.d.). by:
- Establishing positive relationships
- Listening to each other’s learner voice to create a productive learning culture
- Forming trusting relationships, being open and honest, showing empathy, practicing negotiation and
- Providing choices (Greensill, 2020) to enhance autonomy within our group.
What resulted was a rewarding, dynamic, positive, collaborative problem solving, self-directed and shared knowledge experience that ultimately birthed a website we are all proud of. It also resulted in us forming beautiful connected relationships that we hope will continue (both professionally, PLN and personally).
As an educator I want my students and colleagues to experience the same positive and rewarding digital learning and collaborative problem-solving experience. For this to happen there needs to be “buy in” top-down at national, policy and administration level. There needs to be a shared vision that embraces a school wide, transformational, digital learning and collaborative problem-solving school culture. It needs to be well designed and managed with training, resources, guidance and effective and appropriate assessment (Luckin, et al (2017) and evaluation strategies. It needs leaders and teachers who can guide, model and support its implementation and who encourage learners to embrace mindsets needed for change. In an “overcrowded” curriculum that is still focused on assessing traditional skills and knowledge there more areas where change is needed. My deep conviction through this process is that teachers need to recognise that students need time and space to interact, communicate and solve problems during collaborative learning experiences. This is where deep learning, the 4 C’s and autonomy really develop.
How can you identify ONE recommendation as a “norm” in process that is so dynamic, interwoven and evolving? I believe it is about having a community of practice that undeniably does ALL that it can to support and equip ALL its learners (teachers & students) to be informed, confident, connected, creators and contributors in a globally connected society. A whole school approach is widely recognised as best practice for initiating and facilitating intentional change to achieve desired student outcomes.
Reference List
Greensill, J. (2020, April 26). The backbones to collaborative learning [Blog post]. Retrieved from https://thinkspace.csu.edu.au/edenscorner/2020/04/26/the-backbones-to-online-collaborative-learning/
Luckin, R., Baines, E., Cukurova, M., Holmes, W., & Mann, M. (2017). Solved! Making the case for collaborative problem-solving. https://www.nesta.org.uk/publications/solved-making-case-collaborative-problem-solving
McCombs, B. (n.d.). Developing responsible, autonomous learners: A key to motivating students. Retrieved from https://www.apa.org/education/k12/learners
Newman, D. (2017, July 13). Top 6 digital transformation trends in education [Blog post]. Retrieved from https://www.forbes.com/sites/danielnewman/2017/07/18/top-6-digital-transformation-trends-in-education/#4cf128bd2a9a
Richardson, W. (2008, December 3). World without walls: Learning well with others. Edutopia. http://www.edutopia.org/collaboration-age-technology-will-richardson.
Shonfeld, M., & Gibson, D. (2019). Collaborative Learning in a Global World. Retrieved from Charles Sturt University website http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=nlebk&AN=1937682&site=ehost-live.