Lecture EnvironmentLecture Environment One Way Flow of Knowledge/InformationOne Way Flow of Knowledge/Information Encourages student passivityEncourages student passivity Promotes student memorization of factsPromotes student memorization of facts Topic/syllabus drivenTopic/syllabus driven One size fits allOne size fits all Isolates students from the cooperative Isolates students from the cooperative

learning processlearning process

In the Dark – Out of In the Dark – Out of FocusFocus

Resource Based Learning

Puts the emphasis of going through the material on the students. But students don’t like this approach:

It is more work for them More difficult to study for exams Often poorly supported Teacher appears to have abandoned their

instructor role

Collaborative LearningCollaborative Learning

• Group problem solving

• Shared responsibility for learning

• Train students to work in teams

• Creates a sense of community

• Active exchange of ideas within the classroom

• Enhances critical thinking

• Breaks down traditional hierarchy

Cognitive RationaleCognitive Rationale Conflict/Disagreement necessarily Conflict/Disagreement necessarily

arisesarises When disagreement occurs between When disagreement occurs between

peers, their social relationship usually peers, their social relationship usually produces a solutionproduces a solution

Peer interactions to resolve the conflict Peer interactions to resolve the conflict leads to learningleads to learning

More expert students as explainers gain More expert students as explainers gain overall proficiencyoverall proficiency

Collaborative Collaborative ClassroomClassroom Shared knowledge among Shared knowledge among

teachers and studentsteachers and students Shared authority among Shared authority among

teachers and studentsteachers and students Professors are MediatorsProfessors are Mediators Mixed student backgrounds Mixed student backgrounds

can illuminate biases and can illuminate biases and patterns of thinkingpatterns of thinking

Barriers and Opportunities• Putting six students in a room with a

table, chairs, whiteboard, coffee, and donuts does not make an effective team.

• Network communication enables shift from contiguous learning groups to asynchronous distributed learning groups (DLGs)

• Optimal group size remains unclear

More Obstacles Student work in groups starts our as a very

inefficient process Traditional course design often not

conducive for restructuring Senior Administrators are not enthusiastic Students feel they are intrinsically

competitive not cooperative Classroom design is a huge impediment

Classroom Design - Classroom Design - BadBad

Classroom Design - Classroom Design - BetterBetter But too many laptops But too many laptops

Classroom Design - Classroom Design - GoodGood Creates Natural GroupsCreates Natural Groups

Despite Obstacles the Measured Gains are Huge Faculty find learning communities

challenging and stimulating Curriculum is delivered in new ways Students enjoy a sense of community Students are able to synthesize material

from different disciplines Students experience personal growth Students exercise critical thinking in

class

Can Higher Ed Realize This Gain?

UO Wireless Laptop Classroom

40 Wireless Laptops Two configurations: 2 or 3-somes or

Islands of 6/8 Logistical support by trained

undergraduate helpers (this is key) Software environment for document

sharing and publishing Emphasis on group hypothesis

publication which frames discussion