learning as collaboratory

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

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Are you comfortable with others’ learning styles?

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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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Learning & comfort zones

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

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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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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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A collaboratory of learning

learners teachers

researchers

nursery

primary

secondary

tertiary

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Activity 3

C & S: Consequences and Sequel

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Collaborative learning can become self-organising

Some examples from the UK interviews

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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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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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The endReferences on the next slide

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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

learning as collaboratory

Education

teacher learning

collaborative learning

theories of learning

selfregulated learning

learning process skills

collective school learning

networked learning communities

learning comfort zonesremember