Implementing Collaborative Learning
We have discussed in the last couple of blog postings on the need for collaborative learning. The discussions on the three essential components for collaborative learning - intentional design, co labouring and meaningful learning set the groundwork for our discussions.
Sometimes the research on instructional methods is highly criticized for comparing average classroom sessions with carefully designed experiential learning. Hence, the need for comparing the best classroom session with the best experiential activity. Results show greater learner satisfaction, involvement and learning based on the results. Though most of the research is often in the educational setting, my own experiences in corporate training can vouch for it - I have found experiential learning extremely powerful.
The criticism from practitioners that collaborative learning takes more time and results in the content not being followed is being overcome by the strong results. Collaborative learning when well done leads to far more effective learning results and greater ROI ( return on investment).
So in conclusion, this simply means we want our learners to actively engage in building their own minds. When the groups are carefully structured and designed to accomplish learning, collaborative learning is far ahead of the traditional methods in terms of effective learning.
Using collaborative learning techniques is a stimulating but challenging task for learners. It certainly requires advanced planning. It is certainly not about forgetting all of the familiar instructional tools of the classroom for the unknown and high risk experiential learning tools. It is also not about introducing some tools to spice up the learning event on a day when you have some extra time.
Our goal to create a productive learning environment through the use of collaborative learning groups.
The question of HOW to do this is based on several factors:
The role of the trainer,
The recent advances on the learning process, and
The perception of our learners.
Shifting the responsibility for learning from the trainer to the learner helps our participants become autonomous, articulate, socially and intellectually mature. It helps them learn the content as not necessarily conclusive facts but the constructed result of a disciplined social process of inquiry.
The terminology surrounding the trainer - coach, trainer, instructor, facilitator reflects a variety of self perceptions. Even though there are many differences among the community on what should be the name, there is no doubt that the new trainer is much more than a dispenser of information.
In the next posting, we will see what are the differences in the semantics and what are the roles a trainer needs to play in implementing collaborative learning.
Sometimes the research on instructional methods is highly criticized for comparing average classroom sessions with carefully designed experiential learning. Hence, the need for comparing the best classroom session with the best experiential activity. Results show greater learner satisfaction, involvement and learning based on the results. Though most of the research is often in the educational setting, my own experiences in corporate training can vouch for it - I have found experiential learning extremely powerful.
The criticism from practitioners that collaborative learning takes more time and results in the content not being followed is being overcome by the strong results. Collaborative learning when well done leads to far more effective learning results and greater ROI ( return on investment).
So in conclusion, this simply means we want our learners to actively engage in building their own minds. When the groups are carefully structured and designed to accomplish learning, collaborative learning is far ahead of the traditional methods in terms of effective learning.
Using collaborative learning techniques is a stimulating but challenging task for learners. It certainly requires advanced planning. It is certainly not about forgetting all of the familiar instructional tools of the classroom for the unknown and high risk experiential learning tools. It is also not about introducing some tools to spice up the learning event on a day when you have some extra time.
Our goal to create a productive learning environment through the use of collaborative learning groups.
The question of HOW to do this is based on several factors:
The role of the trainer,
The recent advances on the learning process, and
The perception of our learners.
Shifting the responsibility for learning from the trainer to the learner helps our participants become autonomous, articulate, socially and intellectually mature. It helps them learn the content as not necessarily conclusive facts but the constructed result of a disciplined social process of inquiry.
The terminology surrounding the trainer - coach, trainer, instructor, facilitator reflects a variety of self perceptions. Even though there are many differences among the community on what should be the name, there is no doubt that the new trainer is much more than a dispenser of information.
In the next posting, we will see what are the differences in the semantics and what are the roles a trainer needs to play in implementing collaborative learning.
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