Training

1.3 Consolidation and intensification

1.3.1 Reflect

For making the most of your online learning implementation, try to answer the following questions:

  • Can I select one of my own courses where it would be beneficial to introduce collaborative learning activities?
  • Can I identify the learning outcome(s) and transversal competencies (a.k.a., soft skills) that I want to address with collaborative learning?
  • Can I identify the pedagogical transformation towards collaborative learning I want to carry out in my course?
  • Which are the main advantages and challenges posed by pedagogical transformation towards collaborative learning?
  • Which resources do I need for this pedagogical transformation towards collaborative learning?
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1.3.2 Takeaways

Here you have some takeaways for organising digitally enhanced collaboration and collaborative learning that may also serve as tips to get started:

  • Make sure that students know each other before creating the groups/teams. If needed allow students to develop rapport and group/team cohesion through icebreakers or team-building activities (PDF).
  • Explain the common learning goals and set clear student expectations. Students must understand the process, i.e., how groups or peer discussion will operate and how their learning will be assessed.
  • Clarify roles and responsibilities. Present or negotiate the activity guidelines and ensure that students know what is expected from them and how their achievements will be assessed.
  • Set the ground rules for participation and assessing contributions. Students must be fully aware that it is very important to be open to each other’s ideas – listening and compromising are key to reach a joint consensus. Self- and peer assessment should always be considered.
1.3.3 Dig deeper

Here you have some sources for digging further into the issue of digitally enhanced collaboration and collaborative learning:

Barkley, E., & Major, C. (2020). Student Engagement Techniques: A Handbook for College Faculty. Hoboken, NJ: Jossey-Bass.

The Bell Foundation (2022). Collaborative Activities. Available at https://www.bell-foundation.org.uk/eal-programme/guidance/effective-teaching-of-eal-learners/great-ideas/collaborative-activities/

Stephens de Jonge, J.L. (2021). Creating Digital Escape Rooms – Blending Mystery, Story and Puzzles to Highlight Fundamental Knowledge and Foster Curiosity [presentation & extra materials]. Available at https://professorsatplay.org/creating-digital-escape-rooms/

University of Aveiro (2020). Challenge-Based Learning@ECIU University. Available at https://www.ua.pt/en/inovacaopedagogica/challenge-based-learning-eciu-university

University of Maryland (2022). Collaborative learning. Available at https://tltc.umd.edu/instructors/teaching-topics/collaborative-learning

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