learning as collaboratory

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Presentation by Ernst D. Thoutenhoofd & Marieke van Roy to the 'Thinking- and Learning Skills Symposium' (ISED/RUG) hosted at Groningen University, 10-11 February 2011.

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.20111

Learning as collaboratoryTowards an education of self-organising learning

Presentation to the Thinking- and Learning Skills SymposiumISED/RuG10-11 February 2011Ernst D. Thoutenhoofd & Marieke van Roy

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Contents and aims

1 A few hints about learning

2 What do we mean by collaborative learning?

3 Collaborative learning can become self-organising learning

4 Some starting points for a collaboratory of learning

5 Now it is your turn!

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

We always need new skillsSee ‘Introducing the book’ or ‘Medieval helpdesk’ on Youtube.

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Are you comfortable with others’ learning styles?

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Activity 1Do you frequently step out of your comfort zone?

What conditions could help us help students to step out of their comfort zone?

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Learning & comfort zones

Remember: teaching and learning are not age-related activities!

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

What do we mean by collaborative learning?

From building personal confidence and competence

to collective sharing, using, and evaluating learning

From intervening in pedagogy

to intervening in the curriculum

From individual teacher to collective (school) learning

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Activity 2

OPV (the other person’s view): How do you see

1 the perspective of fellow teachers/faculty

2 the perspective of the up-coming generation of learners

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

A collaboratory of learning

learners teachers

researchers

nursery

primary

secondary

tertiary

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Activity 3

C & S: Consequences and Sequel

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Collaborative learning can become self-organising

Some examples from the UK interviews

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Some starting points for a collaboratory

Personal skills:

• An Open Mind

• 5 R’s

• Saying ‘no’

• Feedback and critique

• Interest in learning

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Process skills:

• ‘Plan-Do-Review’ cycles

• Time management

• Judging information

• Sharing information

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

Now it is your turn!1 Pick a paper slip from either the English- or the Dutch-language box

2 Fetch a hot or cold drink and go to the room noted on your slip

3 Each discussion group will have a Chair and a poster-writer

4 At 12:00 you will return to this room for the plenary session

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.201114

The endReferences on the next slide

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faculteit gedrags- enmaatschappijwetenschappen

pedagogische wetenschappen en onderwijskunde

Datum 11.02.2011

References

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-Bandura, A et all (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and schievement. Journal of educational psychology, 2008, Vol. 100, No. 3, 525-3-534.

-Bransford, J., S. Derry, D. Berliner & K. Hammerness (2005). Theories of learning and their role in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40-87). San Francisco Ca: Jossey-Bass.

-Cochran-Smith, M. & S.L. Lytle (1999). Relationships of knowledge and practice: teacher learning in communities. In A. Iran-Nejad & P.D.Pearson (Eds.), Review of research in education (Vol. 24, pp. 249-305).Washington DC: AERA.

-Dam, G. ten & S. Blom (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660.

-Hoekstra, A., Beijaard D., Brekelmans M., Korthagen, F. (2006) Experienced teachers’ informal learning in and from classroom teaching. Paper to be presented at the ORD 2006, Amsterdam.

-Katz, s., Earl, L. (2006). Creating new knowledge: Evaluating networked learning communities. Education Canada, Winter/Hiver 2006-07, Vol. 47, No. 1, 34-37,.

-Ludlow et all (2008). From students to teachers: using serveys to build a culture of evidence and inquiry. European journal of teacher education, 2008, Vol. 31, No. 4, 319-337.

--Putnam, R.T. & H. Borko (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational

Researcher, 29, No. 1, 4-15.-Verloop, N. & J.W.M. Kessels (2006). Opleidingskunde: ontwikkelingen rond het opleiden en leren van professionals in onderwijs en bedrijfsleven.

Pedagogische Studiën, 83, 301-321.-Vermunt, J.D., Verloop, N. (1999) Congruence and friction between learning and teaching. Learning and Instruction, 9, (1999) 257-280

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