Abstract

Collaboration is generally described as the action of working with someone to create or produce something. As interest in the mindset of learners while learning gained popularity, collaboration became a key topic of discussion. Collaborative learning is to be differentiated from cooperative learning. Cooperative learning is the intentional process of “working together to accomplish shared goals” (Dempsey&Reiser, 2018, pg. 270) while collaborative learning is the natural process of “learning something by making intuitive responses to whatever efforts produce” (Dempsey&Reiser, 2018, pg. 270). Collaborative learning has also been defined as a key element in effective lesson planning. The interest in collaborative learning appeared as a result of the founding of cooperative learning. Learning experiences needed to appear natural to facilitate the most efficient learning. Additionally, technological advances have had both positive and negative effects on collaboration and collaborative learning. However, its projected sustainability creates an increasing demand for learning experiences that maximize its positive effects.

Keywords: Collaboration, Collaborative Learning

Collaborative Learning Case Analysis: The Intentionality of Collaboration in IDT

Collaborative Learning gained its recognition from Sir James Britton in the 1970’s in England. Britton built on previous theories and concluded that just as our mind is shaped by society so are our learning experiences shaped by the environment around us while learning. Britton pushed natural learning through groups rather than training. However, the presence of natural learning environments didn’t gain true popularity until the constructivist movement of the 1990’s. Today, natural learning is one of the main goals of instructional experiences. This seamless integration creates a need for an intentional focus on collaborative learning. Collaborative learning is one of the most used instructional strategies. When it comes to the K-12 setting, social skills created through collaboration is a topic teachers are required to explicitly teach, therefore, intentional collaborative learning is a go-to strategy for teachers within this environment. This paper will analyze a case of collaborative learning initiatives in the Clarke County School District Athens, Ga. and its demonstration of the key implications regarding instructional designs inclusion of collaborative learning opportunities and practices.

Literature Review: Key Implications for Instructional Design

The increasing demand for collaborative learning opportunities implies that Instructional Designers will be asked to design learning experiences that focus on and foster collaboration within their designs and professional practices. The idea of collaborative learning has been under the instructional design scope for quite some time, however, technological advances have not always been embraced by society. Additionally, the lack of relevant and collaborative research, which would increase the credibility of instructional design, caused many educational systems to opt against technology integration instead of for it. (Amiel & Reeves, 2008). However, collaboration is a necessary component to learning and is easily accessed through technology in schools.

David Johnson and Roger John argue that social interdependence theory must be understood to create efficient classroom cooperation. The authors argue that Social Interdependence Theory, which states that personal outcomes are affected by the actions of oneself and others and results in positive or negative cooperation to create favorable outcomes, can be used to design a classroom that facilitates positive cooperation. Collaborative learning is defined as the learning via responding to the efforts of others, thus, this same idea applies to collaboration. However, instructional designers have yet to use this knowledge to encourage and create effective collaboration. Many professionals within the K-12 setting, understand the implications of theories such as Social Interdependence Theory on students, but they do not understand how this information can inform their teaching practices and create positive and consistent learning through collaboration. As classrooms have moved toward more realistic and natural projects and assignments, social interdependence theory can be used to increase collaboration efforts in addition to cooperation.

Utecht and Keller in their article, Applying Connectivist Learning Theory to Today’s Classrooms, use the idea of connectivist learning theory to provide teachers with recommendations for increasing collaboration in the classroom. One of the main principles of Connectivism Learning Theory states that “learning and knowledge rests in diversity of opinions” and experience with non-human appliances, such as the computer (Utecht& Keller, 2019). This article implies that not only is collaboration via technology necessary to facilitate learning experiences but also an essential component to effective learning. Silva and Breluleux, authors of The Use of Participatory Design in the Implementation of Internet-based Collaborative Learning Activities in K-12 Classrooms, explain that many schools are utilizing project-based learning and these new projects depend on collaborative learning. The authors argue that Situated Learning Theory made it clear that collaboration provided context and therefore makes learning experiences real. These connections to research-based theories such as connectivism and situated-learning has caused a push for more intentionally designed classroom that promote collaboration. Many classroom environments are not currently up-to-date but can be designed systematically to promote learning (Tissenbaum&Slotta, 2019), which is seen in the following case.

Case Overview

The Clarke County School District has created an initiative that creates student-centered learning environment designed specifically to garner collaborative and effective learning for todays time. Each of these specially designed learning spaces is intentionally designed to support digital learning. Clarke County notices that learning is no longer stationary and can happen anywhere. Additionally, Clarke County has noticed the growing trend in digital learning and its resulting constant creation of collaboration. Students are learning collaboratively in a multitude of environments today due to access to technology. Therefore, their schools must be designed in a manner that facilitates the growing trends within learning.

Case Analysis

The Clarke County District is a leader in recognizing the growing changes in technology and demand for learning environments more conducive to collaboration both in-person and digitally. Upon analyzing these trends, Clark County saw it fit to implement flexible learning environments in their K-12 schools to increase creativity and collaboration beginning in 2015. According to the superintendent, they county is well aware that “learning can happen anywhere”. As a result, teachers found that behavior issues have decreased and student success has increased due to high quality differentiation and a collaborative classroom culture produced by unique classroom layouts.

Constructivist theory, situated-learning theory and social interdependence theory have all helped us realize the positive impact of a naturally collaborative learning environments. This case has taken advantage of that knowledge and turned traditional classroom spaces into environments that facilitate more natural learning through intentional and consistent implementation of an essential element to a well-planned lesson, collaboration. The human brain consistently learns through social experiences within society, by creating environments that more resemble relaxed digital learning environments seen in everyday life, Clarke County has begun to create highly impactful schools for learning within their K-12 schools. Additionally, each of the district’s buildings are designed to intentionally include support for wireless and digital learning. The county has found a way to integrate student-voice with the growth in digital learning to ultimately increase student success within the K-12 setting. Many schools within the United States has yet to find the value digital learning and design opportunities for it to thrive and garner collaboration while Clarke County is embracing and encouraging it.

Summary

Over the years, there has been much speculation regarding the true impact on technology in schools. However, as knowledge grows in reference to what we know about the human brain, human performance and how effective learning is produced, collaboration is always a part of the discussion. Students are collaborating consistently and effortlessly daily via the internet and social media specifically. This implies that instructional designers will have to collaborate more in our research practices to design experiences that encompass and teach teachers how to effectively integrate collaboration into their common classroom practices. We know that instructional designers are not limited to working with technology, however, the growth in collaborations via the internet will continue to push this integration within instructional designs, specifically within the K-12 setting. The aforementioned case could have been improved by providing qualitative findings on their specific case. It was mentioned that the case originated in Chicago, specifically with University of Chicago researchers, where their inner city district was able to remove schools from their probation lists. However, it did prove that school environments can be uniquely tailored to fit the needs of learners. Instructional designers have long seen the benefits, techniques and the importance of connecting learning with collaborative technological tools, however, it is growing increasingly important that we promote and share this knowledge.

References

Johnson, D. & Johnson, Roger (2009) An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning, Educational Researchers, Vol. 38, No. 5, pp. 365-379

PIERCE, D. (2015). 3 WAYS MOBILE TECHNOLOGY IS TRANSFORMING LEARNING SPACES. (cover story). T H E Journal, 42(5), 10–15. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=cph&AN=108973950&site=eds-live&scope=site

Silva, M & Breuleux, A. (1994) Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, Center for Teaching and Learning Georgetown University, Vol. 2 No. 3

Tissenbaum, M. & Slotta, J.D. Instr Sci (2019) 47: 423. https://doi.org/10.1007/s11251-019-09486-1

Utecht, J., & Keller, D. (2019). Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms. Critical Questions in Education, 10(2), 107–119. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=EJ1219672&site=eds-live&scope=site

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