User talk:Hopekshannon/sandbox

Contents
•	1Theoretical background •	2Differences from cooperative learning •	3Collaborative learning approaches •	4Environments for learning o	Classroom o	Workplace

Theoretical background
[edit source] Collaborative learning is rooted in Lev Vygotsky's concept of learning called zone of proximal development. Typically there are tasks that learners can and cannot accomplish. Between these two areas is the zone of proximal development, which is a category of things that a learner can learn but with the help of guidance. The zone of proximal development gives guidance as to what set of skills a learner has that are in the process of maturation. In Vygotsky's definition of zone of proximal development, he highlighted the importance of learning through communication and interactions with others rather than just through independent work.[10] This has made way for the ideas of group learning, one of which being collaborative learning. Kenneth Bruffee recently studied the roots of collaborative learning and was able to trace some applications of collaborative learning back to the 1970s. Traditional teaching strategies were not meeting the educational needs of the new college student population that began attending school after the open-door policies of the time. During Bruffee’s research, he concluded to give credit to M. L. J. Abercrombie for creating the collaborative learning and peer-editing techniques. In her published work, The Anatomy of Judgment, she stated that medical students would not be able to successfully make an accurate diagnostic judgment without collaborative learning. Other theorists and professors before the 1970s had made adjustments in their teaching and classroom preparation in order to meet the needs of students. Collaborative styles of learning were also evident in the late 1700s and early 1800s. George Jardine, a professor of logic and philosophy at the University of Glasgow, wanted to implement a new style of learning in his class due to the social and political changes. He decided to use peer-editing as a form of collaborative learning to help improve his classroom techniques.

Differences from cooperative learning
[edit source] There has been a split regarding the differences between collaborative and cooperative learning. Some believe that collaborative learning is similar to, yet distinct from, cooperative learning. While both models use a division of labor, collaborative learning requires the mutual engagement of all participants and a coordinated effort to solve the problem. Whereas cooperative learning requires individuals to take responsibility for a specific section and then coordinate their respective parts together.[13] Another proposed differentiation is that cooperative learning is typically used for children because it is used to understand the foundations of knowledge while collaborative learning applies to college and university students because it is used to teach non-foundations of learning. Another believed difference is that collaborative learning is a philosophy of interaction whereas cooperative learning is a structure of interaction.[14] However, many psychologists have defined cooperative learning and collaborative learning similarly. Both are group learning mechanisms for learners to obtain a set of skills or knowledge. The two styles of learning have resulted in similar beneficial outcomes. Some notable psychologists that use this definition for both collaborative and cooperative learning are Johnson & Johnson, Slavin, Cooper and more.

Collaborative learning approaches
Main article: collaborative: a sourcebook There are a wide variety of learning techniques that fall under the umbrella of collaborative learning. These can take place in-class and out-of-class, through technology, or in person. Each collaborative activity has a different process and/or goal to complete within a group. People can be organized in small or large groups depending on the learning approach. Some studies argue a few of the learning approaches are separate from collaborative learning and are unique learning concepts.

The relationship between collaborative learning and cooperative learning, as previously stated, is controversial. Some suggest cooperative learning is a collaborative activity. Cooperative learning methods vary in explanation, but overall cooperative learning ensures each participant works on a portion of the assignment to collectively complete it. For instance, a group could assign each member a specific job to complete for a class project. This technique gives each student a personal responsibility and one for their entire group.

Another popular technique in an educational setting is problem-centered instruction, which is used to direct. It is used to direct participants through a collaboration task. Instructions are implicated to guide team members, individually and all together. Problem-centered instruction is a tool used in a variety of collaborative learning techniques. Instructions promote students’ engaged activity, because it involves timely progression. This technique also involves real-world application for participants to apply their problem-solving skills.

In the late 1960s guided design was developed. This learning technique focuses on using problem-centered instruction in a small group discussion with a step by step process. An open-ended question is proposed to the group and then the question is split into the following sections: (1) Define the situation and problem, (2) State the desired outcome/ goal, (3) Develop a solution or multiple, (4) Asses and evaluate the solution(s), (5) and Create a detailed plan. Participants are encouraged to follow these steps in a sequential order. Between each step, the proposed idea must be presented to a professional (teacher, leader, faculty, etc.). The professional will then give the team feedback for the group to make adjustments in the necessary area(s). The goal is for each member to have the opportunity to share ideas and receive constructive criticism in return. As a team they will resolve differences of opinion and work towards a consensus of opinion. This will aid their ability to practice social skills, communication skills, and collaboration skills. Guided Design is most commonly used in engineering, pharmacy, science programs, nursing, and liberal arts, but is also effectively practiced in other areas of education.

In the past few decades problem-centered Instruction has been a popular form of learning in medical education. In the 1950s Abercrombie examined the benefits of collaborative learning in the medical field. She concluded that students who worked in teams were able to make more accurate judgements on a case, as opposed to working individually. Many universities adopted problem-centered instruction in their medical fields. In 1985, Harvard Medical School created a new curriculum called “New Pathways” that is based off of problem-center instruction. Problem-centered instruction has since then spread to other colleges.

Writing groups (also known as peer response groups, helping circles, and class criticism) is a technique that involves collaborative learning before writing papers and afterward. Groups will come together to share each other’s theses and accumulate ideas for their writing prompts. Then students break away from the group and contrast their written essays. After drafts are completed, the writing group gathers, and individuals are able to receive verbal and written feedback on their draft papers. Most students learn from this learning tactic, because they can collect diverse perspectives from their team members. The environment invites a discussion about small- or large-scale dilemmas that can be research-based or solely based on beliefs/ opinions from personal experience. This learning style has proven to be very effective in high school and college level English courses. It is common for learners to help one another to understand the concepts they struggle with. This can take place in a standard classroom setting when one student asks a nearby peer for assistance or clarification on a topic/ issue. This traditional collaborative learning approach is peer teaching. The McGill University expanded upon peer teaching and developed a systematic procedure. To moderate the study teaching, the university created four of the following focus study groups: research-oriented, expression-oriented, appreciation-oriented, and experience-oriented. In this procedure, students form one-on-one pairs called “learning cells”. Each learning cell will help each other in the classroom and out of the classroom. They will focus on completing assignments, teaching each other difficult concepts they struggle with, and help one another prepare for upcoming exams. Research has compared the learning cell technique to other learning styles and the McGill students who applied learning cells triumphed over students who used other learning approaches, such as seminars and discussions.

In the late 1980s another form of peer teaching evolved in mathematic education and math workshops. This learning style was developed at the University of California at Berkeley by Uri Treisman. He wanted to confront the issues with previous tutoring programs, specifically for different ethnic groups taking introductory calculus. Treisman created an improved model that concentrated on peer teaching to help the overall student population succeed. He named it “Professional Development Program”. The math workshops would be led by a professional instructor, usually a graduate, who would help a small group of students solve problems. The instructors encouraged peer teaching within the group. Mathematic workshops promote students to engage in collaborative activities as teachers and learners rather than individuals competing against each other to improve content knowledge.

Discussion groups and seminars are very well-known collaborative activity that relies on communication skills throughout the group. Often times the group will be presented with a prompt or question to begin the discussion. When the discussion is student led, the conversation heavily depends on the effort and comments of the group. However, in some instances an instructor may interfere to guide the conversation in a desired direction. Compared to all of the collaborative learning approaches previously explained, discussion groups and seminars are the activities with the most freedom given to participants. There is an abundance of possible discussion formats and strategies that are designed to create an environment for people to freely share their opinions and ideas about an assigned topic.

Hopekshannon (talk) 04:48, 8 April 2020 (UTC)