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SOLSTICE Conference 2015
4th & 5th June 2015
Designing and facilitating cross-country collaborative learning in a professional education context
Sarah Cornelius, University of Aberdeen, UKBlair Stevenson, Oulu University of Applied Sciences, Finland
Our ambitions
• To raise vocational educators’ intercultural awareness through meaningful and manageable collaborative tasks that can be achieve within existing course structures, requirements and timetables
• To explore issues around the design and facilitation of collaborative online learning
Step 1 – make contact
Step 2 – describe your classtype into the documentAdd any other info – e.g. professional challenge you are investigating
Access and motivation
Online socialisation
Information exchange
Knowledge construction
Development
Local introduction, technology availability
Online introductions
Sharing contextual and class related info
Lesson planning and review
Implementation and group review
Salmon 5 stage modelhttp://www.gillysalmon.com/five-stage-model.html
Implementation
Task ownership
Task character
Task control
Sense of belonging and commitmentIndividual learner accountability and positive interdependence
Relevant and authentic activityMeaningful stagesOpportunities for feedback
Exploring assumptions and expectationsTechnology choicesCommunication preferences
Kirschner P, Strijbos K and Beers P H (2004) Designing electronic collaborative learning environments. Educational Technology Research and Development 52(3) 47-66
ownership
character
controlFramework for CollaborationKirschner et al (2004)
ParticipantsInformal discussionQuestionnaire feedback
FacilitatorsLog of activityReflective conversation
CPD professionalsProfessional dialogue
Sources of evidence
Preliminary findings
Unable to make contact
Lesson plan implemented
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5
Successes
• implementation of the lesson as planned with positive feedback from learners and subsequent redesign of future inputs
• exchange of additional lesson plans and information beyond the activity requirements
• significant learning about new technologies and tools for collaboration (including Padlet and Skype)
• renewed appreciation for international issues and for the value of cross-disciplinary exchange in vocational education rather than a close focus on individual discipline areas
Challenges
• initial difficulties in communication with allocated peers
• mis-interpretation of the task • difficulties in understanding the task• developing sharing understandings of the
context or subject areas• obtaining effective feedback
Areas for improvement
Access and motivation
Online socialisation
Information exchange
Knowledge construction
Development
Email issues, timing
Establishing identity: tutor intros, video selfies
Common topic, improved clarity of task
Community resources exchange
Support ongoing group dialogue
Issues for facilitators• Pre activity
– Finding synergies between programmes – commit to course outcomes and learners
– Sharing of teaching approaches/assumptions• Creating the learning space
– creating social presence and intercultural understandings– developing trust, individual and ‘corporate’ responsibility– Support information exchange (within and between groups)
• During the activity– Encouraging and monitoring progress– Managing adult learners - supporting those who prefer structure and
certainty as well as those who are comfortable with ambiguity and risk taking
– Managing expectations
– What technologies?– Online identities – use of video?– Creating effective groups and networks?– Scaling up?– Learning from other contexts?
How can we provide authentic opportunities for international online collaboration between vocational educators that support ongoing
professional development?
Sarah Cornelius [email protected] Stevenson [email protected]
Thanks to colleagues and students who participated in the project and contributed to evaluation.
www.slideshare.net/sarahcorneliusTwitter: sarah.cornelius