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Collaborative Learning Spaces Methods, Ethics, Tools, Design

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"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.

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Page 1: Collaborative Learning Spaces

Collaborative Learning Spaces

Methods, Ethics, Tools, Design

Page 2: Collaborative Learning Spaces

Abram AndersUniversity of Minnesota [email protected]

GPACW Fall 2010

Page 3: Collaborative Learning Spaces

Emergent Spaces

Demand Side• Professional Environments:

collaborative, networked, just-in-time• Information Workers: new media skill

sets and flexible adaptation to new tools and contexts for cooperative action

Page 4: Collaborative Learning Spaces

Emergent Spaces

Supply Side • Institutional Values: online learning,

non-traditional network communities• Pedagogical Innovation: technology

and cooperative learning, Open Education, Connectivism, COINs, etc.

Page 5: Collaborative Learning Spaces

Emergent Spaces

Personal Motivation; Situated Innovation

• Research Interests: new media, open source, rhetoric, and professional communication technologies

• Service Learning: University online learning initiative, College-level team and group-work initiative

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Emergent Spaces

• Social media, crowd-sourcing, collective intelligence

• Composing common spaces and shared interfaces

• Ethical and practical challenge for the immediate future

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METHODSBest practices for collaboration and technology-use

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Criticisms of Group-work

Student Feedback• Waste of time, too unfocused• Too complicated and/or inefficient; • Mismatched goals and/or abilities• Social loafers vs Dutiful achievers

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Group-work goes wrong

• Pooled work; group structure is non-essential

• Homogeneous membership: dynamics for invention are weak

• Heterogeneous motives and/or weak management: goals and processes are unclear or underdeveloped

Page 10: Collaborative Learning Spaces

Best Practices for Groups

• Shared Purpose, Goals, Interests• Interdependence and Mutual

Accountability• Make work relevant, competitive,

evenly distributed• Structured Processes: Group

Contracts, Peer Evaluations, Group and Individual Assessments

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Achieving Purpose

• Daniel Pink, “Drive”: simple incentives are counter-productive

• Autonomy, Mastery, Purpose• Make profit motive and purpose

motive congruent

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Purposeful Group Learning

• Tragedy of commons = higher order purpose; making the best of a bad situation

• Need to get “self-interest” out of the way; better higher order purpose

• Must make project/process purpose congruent with grade incentives

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Similarly, Technology

• Avoid redundant, irrelevant, over-complicated, needless proprietary

• Usability (and accessibility): Effective, Efficient, Engaging, Error Tolerant, Easy-to-Learn

• Specific tools are too often solutions in search of a problem

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ETHICSValues for Technological Commons

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Values for Learners

Students who are engaged, interested, challenged, motivated

• Autonomy: choice, immediate action, 3rd person play

• Mastery: activity-specific goals for skill development (intrinsic)

• Purpose: long-term objectives; continuing value; community investment

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Collaborative Commons

Facilitate connections and create common ground between:

• Pedagogical Goals and Opportunities• Technological Tools and Applications• Collaborative ProcessesEngage the unique challenges of

situated learning communities

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Composing Ethical Commons

Common Purpose• Develop sustainable processes of

innovation• Develop sustainable communities of

learners

Page 18: Collaborative Learning Spaces

Composing Ethical Commons

Immediate Value• Overcome pedagogical challenges• Achieve emergent goals/objectives

Page 19: Collaborative Learning Spaces

TOOLSExamples and Applications

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Building a Better Bullet Point

• Resume Draft-work• Open Source process• Typewith.me

• Unique challenges: self-representation; rhetorical sensitivity; writing process

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Crowd-sourced Editing

• Editing business correspondence• Assembly line: identify, rewrite• Microsoft Word

• Unique challenges: first author inertia; “pretty-good”-isms; achieve action bias in revision

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DESIGNPutting it TOGETHER; Iterative development

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Collaborative Service Learning

• Inspiration• Implementation• Iterative Development

Page 26: Collaborative Learning Spaces

Inspiration

• Overcome traditional zero-sum “coverage v group” work problem

• Students teach each-other• Build connections between

successive generations of students• Practical knowledge developed by

students for students

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Implement

Best Practices • autonomous results: products and

assessment • interdependently structured

processes for invention, distribution, and performance

• Utopian impulse must be matched by pragmatic application

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Iterative Development

• 1 ed. Basic Assignment; Teamwork Instruction; Screencast Capture

• 2 ed. Group Selection; Work Roles• 3 ed. Commissioned Assignments;

external (local) clientsFuture: Web-based deliverable for

public portal site, videos with abstracts and supporting references

Page 37: Collaborative Learning Spaces

Creating Collaborative Environments

• Purposeful, Interdependent, Group Processes

• Highly Structured Interfaces and Infrastructures for Learner Practices

• Scaffolding and Iterative Development for Learners and Curriculum

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Summary Outline

1) formulate an Ethics: identify stakeholder goals, values, and formulate outcomes;

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Summary Outline

2) choose appropriate Tools: consider institutional/contextual affordances, consider issues of usability and integration;

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Summary Outline

3) outline a Design: strategically integrate writing, technology, and collaboration knowledge and skill sets, employ scaffolding, regular reinforcement, and achievable expectations;

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Summary Outline

4) review, revise, Redesign: always try something new, expect to improve, iteration is the key.