Learning in communities – networked collaborative learning

Task scenario – Topic 3
Most people I have come across have a rather weak idea of ​​what it really means to learn together. For the most part, we fall back on group work from school – we divide tasks between us and put them together on the same board when it comes to reporting a group project. When digital tools are put into this equation, things tend to get even worse: if a person in the group happens to be familiar with the tool, the work lands in his / her lap. I want to add an extra dimension to the course I lead by introducing collaborative elements, but how can I get people to really recognize the value of becoming part of a learning community and collaborating with their peers in a way that uses all the different skills which group members bring to work?

My reflections on this topic

Personal Learning Networks (PLN): P stands for personal and individual learning, L stands for social learning that can take place in networks with other people, N (etwork) can be divided into online learning community and online learning networks. PLN is part of the individual’s lifelong learning and learning is an active process and is driven by personal goals. PLN challenges the individual with new ideas that can be tested and experimented in their own context (Kay Oddone). There is some difference between the Online Network Learning Community (ONLC) and the Online Learning Networks (OLN). ONLC has a conscious structure with well-known participants who share specific goals, such as an educational program. OLN has a more organic form and flexible participation such as twitter and other social networks (Kay Oddone).

A pedagogical approach in Dental hygienist (TH) education is to teach students to collaborate in learning groups where they should feel a sense of community and striving to the same learning goals. By working together, better learning takes place. In the program, students have been divided into smaller groups so that they can build knowledge, solve problems and complete differens tasks together. An important part of professional training is to learn collaboration in order to be able to perform the best possible care together with patients and other colleagues. Social learning (Bandura 1977) is therefore important in the education so that the student gain experience of how collaboration can work and together they can develop skills when it comes to acquiring knowledge, developing critical thinking and self-reflection (Briendly, Blaschke & Walt 2009).

Even if the program and courses is given online, it is possible to create a social learning environment for the students where they can participate and interact with each other and the teacher (Briendly & Walter 2009).

In our learning platform Canvas, students have been given a collaborative tool “To work in a group” which helps them to distribute the tasks equally between each other. The purpose is that everyone shoud contribute equally to the group’s joint learning. The students also sign a contract for the group’s cooperation and tasks. When the students started the educationprogram, they were first hesitant about the approach. But when the course was finished, the course evaluation showed that they had discovered that it was fun, interesting and educational to collaborate in small learning communities. We also offered webinars where the whole group of students met. Sometimes we divided them into breakoutrooms for smaller discussions and sometimes we discussed in a large groups.

What surprised me as a teacher was that I “got to know the group well” and could see different personalities emerge. The students were also positive about these meetings where they felt that they could get to know all their classmates, and they learned to dare to ask questions to us teachers. Some expressed that they learned a lot from just listening to the discussions that took place. Breadoin (2002) writes about “witness learners” a learning behavior in students who participate in online courses. Parallels can be drawn to situations in a traditional classroom where teachers can note that students sometimes participate passively in the lessons.
Siemens (2002) has written that students’ interaction in a course can be seen as a continuum in four steps:

1. Communication

2. Collaboration

3. Cooperation

4. Community

In step 1 the students discuss with each other. Step 2 the students collaborate by sharing thoughts and ideas with each other and are each other’s resources in a common learning environment. Step 3 the students collaborate by doing different things / tasks together based on each person’s own purpose. Step 4 the students strive to achieve a common goal (Briendly, Blaschke & Walt 2009).

As a teacher, I need to be clear about the purpose of the learning objectives and the collaboration in the group, and open to discuss the purpose and process. I have to give clear instructions for group assignments and timelines for submission. The group assignments must be meaningful and create opportunities to be able to apply in practice. The motivation for participation must be embedded in the course design and I must show respect for the students’ independence to solve the tasks. Providing continuous feedback is important. It is also important that I use the technology available so that it becomes a source of motivation and not frustration (Briendly, Blaschke & Walt 2009).

For online learning to be successful, participants must be supported through a structured development process. The five-step model provides a frame or scaffolding for a structured design. The five-step model offers significant support and development for the participants in each step of online learning (Gillian Salmon). https://www.gillysalmon.com/five-stage-model.html

Andersson (2011) also writes in his book “Theory and practice of online learning” about different theories. Behavioristic school of thought and strategies for teaching facts. Cognitive psychology involves memory, motivation, thinking and reflection to teach processes and principles. Constructivist stands for higher thinking that promotes situated and contextual learning. Strategies from these three theories accommodate different learning styles. Connectivism is a new theory that governs the development of network learning, an integration of principles explored through chaos, networking, complexity and self-organization.

For Topic 3, PBL 13 used the Google Jambord tool.