Task 2.pdf

Task 2 COLLABORATIVE LEARNING  Task 2: Collaborative Fig. 1 Team members joining hands Learning N A M E : H ISH A A M A H M E D A RM G H AN...

Task 2 COLLABORATIVE LEARNING  Task 2: Collaborative Fig. 1 Team members joining hands Learning N A M E : H ISH A A M A H M E D A RM G H AN P RO G RA M: BSC CO M P U TE R SCIE N CE CO U RSE : CO L L A BORA TIVE W O RK COURSE COD E: D L BCSCW T U T O R: E L E N A M A RSCH O L L D A T E : 2 4 - 0 6 -20 24 Source: Mircosoft Office Archive (2024)  Table of Contents 1. Introduction 3.2 Selecting suitable learning partners 1.1 What “Learning” means to me personally 3.3 Coordinating cooperation in the learning team 1.2 Past Learning Experiences together with 4. Reflecting on learning processes in a learning someone cooperation 2. Learning and remembering 4.1 Single loop learning 2.1 Basic processes involved in learning according 4.2 Double loop learning to Kund Illeris’s Theory of Learning 4.3 Triple loop learning 2.2 How can learning be designed in a “brain- friendly” way 5. Conclusion 2.3 Benefits of learning together with others 6. List of Figures 3. Learning Cooperation 7. Bibliography 3.1 How to initiate and design learning cooperations Collaborative Learning IN T RO DUCT ION What Learning means to me personally? For me learning is the process in which one inquires about something. It can be a concept, a skill, or it can be as simple as getting to know someone's name. For example, if I want to know about a specific species of bird, I will inquire about, read relevant books, talk to experts, and thus the whole process is called ‘learning’. Past Learning Experiences together with someone Group study in high school Online meetings for group study even in University Helps cover points we missed during our own study Different perspectives on the same topic / subject Outside of school and university, I learned something during a job with a colleague. Collaborative Learning L E A RN ING A N D REM E M BE RING  Basic processes involved in learning (Kund Illeris’s Theory of Learning) Fig. 2 Illustrations (left: Microscope, middle: human brain, right: people) BIOLOGICAL PSYCHOLOGICAL SOCIAL Kund, I. (2009) Source: Mircosoft Office Archive (2024) How can learning be designed Fig. 3 A paper model of the human brain in a “brain-friendly” way A c c o rd ing t o a s t u d y b y Ru e c k ert , D. ( 2 0 2 0), G a m ifie d ins t ruction is be t t e r s u it ed t o wa rd s h o w t h e b r a in le a r n s t h a n t r a d itio n al e d u c a tio n. G a m ified in s t ru ctio n u s e s g a m e m e c han ics t o e n h a nc e le a rning in n o n - g a me a p p lic ation s s u c h a s e d u c a tion. ( Kir o n & Va s s ileva , 2 0 1 8 ) Source: Mircosoft Office Archive (2024) Benefits of learning together Fig. 4 Students doing an experiment as a group with others L a a l & G h o d s i ( 2 0 1 2) c o n c lu d e t h a t c olla bro ative le a r ning re s ults in t he f o llo w in g : G r e a ter p r o d u c tiv ity Su p p o r t a n d c a r e f o r o t h e r s Be t t e r p s y c o lo gical h e a t lh H ig h e r c o m p ete nce H ig h e r s e lf e s t e em Source: Mircosoft Office Archive (2024) Collaborative Learning L E A RN ING CO O P E RA T ION How to initiate and design Fig. 5 A teacher teaching her students learning cooperations T e a c h e rs o r in s t ru cto rs h a v e a n im portan t r o le in s t ructuring c o o p e r ation a m o n g s t u d en ts b y s p e c ify in g o b je c t iv es, e x p la in in g t h e t a s k, m o n it o ring e f f ectiv en ess, a n d e v a lu a tin g s t u d e n ts' a c h ie veme nts ( D oz, 1 9 9 6 ). Source: Mircosoft Office Archive (2024) Selecting suitable learning Fig. 6 Two people learning together partners P a r t n er s s h o u ld s e le ct e a c h o t h e r o n t he ba s is t h a t t h e y a re work ing t o w a rd s a c o m mo n g o a l ( Sa lt ie l, 1 9 9 8 ). L o o k in g a t t h e p r e v io us a c h ie ve men ts of t he p o t e n tial p a rt ners, t he ir prof ile , a n d u s in g s o c ial m e d ia t o c o m m un icate wit h p o t e n tial p a r t n er s ( M a t, 2 0 1 4 ). Source: Mircosoft Office Archive (2024) Coordinating cooperation in Fig. 7 A team looking at laptop screen the learning team L e a r n ing t e a ms n e e d t o b e a w a r e o f t he ir t e a m m e m b e rs a nd t he ir t a s ks, t h e y n e e d t o b u ild s h a r ed m e n ta l m o d e ls a n d k e e p u p d a t in g t h e s e m o d e ls t h r o u g h ou t t h e ir c o lla b or atio n p r o c e ss ( F r a nse n, 2 0 1 1 ). U s in g a n a lo g t o o ls s u c h a s in p e r s o n m e e t in g s, a n d d ig ia l t o o ls s u c h a s o n lin e m e e t in g s v ia z o o m c a n h e lp in t h e c o o p e r a tio n p r o c e ss. Source: Mircosoft Office Archive (2024) Collaborative Learning REFLECTING ON LEARNING PROCESSES IN A LEARNING COOPERATION Single Loop Learning By u s in g t h e s in g le lo o p le a r n in g , I c a n r e f le ct o n t h e le a r n in g p r o c e ss b y a s k in g s o m e q u e s t io n s s u c h a s : Question 1 Are we doing things right? Is the environment favorable to Question 2 learning? Are we able to interact with the Question 3 information? Double Loop Learning By u s in g t h e d o u b le lo o p le a r n in g , I c a n r e f le ct o n m y le a r n ing p r o c e ss b y q u e s t ion ing t h e u n d e r ly in g o b je c t ive s a n d a s s u mptio ns s uc h a s Is t h e m a t e rial I a m e n g a g in g w it h e v e n im p o r tan t f o r a c h ie ving m y g o a l? Wha t is it t h a t I wa nt t o a c hie ve a nd how c a n I a c hie v e it ? W h a t is t h e s e le ctio n c r it eria f o r t h e s u b je c t m a t te r? Triple Loop Learning By u s in g t h e t r ip le lo o p le a r n ing , I c a n r e f lect o n m y le a r n in g p r o c e ss b y g o in g b e y o n d m y o w n t h in k in g a n d q u e s tio n t h e b a s ic s o f m y le a rning c o n t e nt a nd a c t ivities. In t h is , I n e e d t o c o n s ta ntly s e a r ch f o r p o s s ib le la c k o f k n o w led g e b y a s k in g q u e s t io n s s u c h a s : Whe re d o I f in d t he a pproa c he s, t he orie s a nd m ode ls? H o w c a n I a s s ess t h e ir s u it a bility? W h a t is t h e u n d e r ly ing w o r ld view ? Collaborative Learning CO N CL USION Conclusion I W A S A BL E T O ID E N T IFY T H A T I A M A T E A M P L A Y E R , I U N D E RST AND H O W T O P L A Y A N E F F E CT IVE P A RT A S A T E A M M E M BE R, BU T A B IT M O R E U N D E R S T AND ING O F T H E B E S T P R A CT ICE S W H E N IT C O M E S T O L E A R N ING W O U LD’V E H E L P E D M E A N D I CA N A CH IE V E T H A T B Y R E A D IN G A B O U T T H IS S U B J E C T F R O M A C A D E M IC SO U R C E S M Y P E RSO N A L L E A R N ING G A IN IS T O IM P R O V E M Y S K IL L S A N D A C Q U IRE N E W O N E S A S W E L L. L E A R N ING W IT H O T H E R S C A N D E F IN IT E LY H E L P M E A C H IE V E T H IS S IN C E S H A R E D E X P E R IE N C E S H E L P U S IN CRE A S E O U R U N D E R S T AND ING A N D H E L P U S L O O K A T T H IN GS F RO M D IF F E RE NT P E RSP E CT IVE S. List of Figures F IG U RE 1 : M IRCO SO FT O F F IC E A R C H IV E ( 2 0 2 4) F IG U RE 2 : M IRCO SO FT O F F IC E A R C H IV E ( 2 0 2 4) F IG U RE 3 : M IRCO SO FT O F F IC E A R C H IV E ( 2 0 2 4) F IG U RE 4 : M IRCO SO FT O F F IC E A R C H IV E ( 2 0 2 4) F IG U RE 5 : M IRCOSOFT O F F ICE A RCH IVE ( 2 0 2 4) F IG U RE 6 : M IRCO SO FT O F F IC E A R C H IV E ( 2 0 2 4) F IG U RE 7 : M IRCO SO FT O F F IC E A R C H IV E ( 2 0 2 4)  Doz, Y. L. (1996). The evolution of cooperation in strategic alliances: initial conditions or learning processes?. Strategic management journal, 17(S1), 55-83. Kund, I. (2009). A comprehensive understanding of human learning. In Contemporary theories of learning (pp. 7-8). Routledge. Bibliography Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490. Rueckert, D., Pico, K., Kim, D., & Calero Sánchez, X. (2020). Gamifying the foreign language classroom for brain‐friendly learning. Foreign language annals, 53(4), 686-703. Kiron, N., & Vassileva, J. (2018). Tower of Questions: Gamified Testing to Engage Students in Peer Evaluation. In ITS Workshops (pp. 113-119).  Saltiel, I. M. (1998). Defining collaborative partnerships. New directions for adult & continuing education, 1998(79). Mat, N. A. C., Cheung, Y., & Scheepers, H. (2014). Determining partner selection criteria using information Bibliography communication technology (ICT) tools. ACIS. Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in human Behavior, 27(3), 1103-1113.