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Open Education Networkhttp :// www . open - ed. net
Cooperative Learning : a scaffold for the interactions
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
Open Education Networkhttp :// www . open - ed. net
Cooperative Learning : a scaffold for the interactions
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
http://www.open-ed.net / library / cooperative.ppt
Open Education Networkhttp :// www . open - ed. net
improved deep quality of learning
can be achieved more efficiently
with simple metacognitive understanding of
the cooperative learning process
overview
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i constructivist learning
ii defining cooperative
iii cooperative learning
iv a scaffold of the interactions
overview
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i constructivist learning
introduction
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constructivist learning :
there are four distinct ways of learning
i independently alone
ii individually alone
iii cooperative in a group
iv collaboratively in a group
introduction
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introduction
there are four distinct ways of learning
Learning-Alone Learning-in-a-Group
INDEPENDENT
Freedom
over content andmethod of learning
INDIVIDUAL
No Freedom
over content ormethod of learning
orpre-negotiated
freedom
INTERPERSONAL
COOPERATIVE COLLABORATIVE
CONNECTEDLEARNING
Group with a‘ knower ’
Group withno ‘ knower ’
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constructivist learning :
the distinction between
iii cooperative in a group
iv collaboratively in a group
is important for scaffolding the learning process
introduction
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introduction
less
transactional
distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
cooperative sharing old
collaborative creative
collaborative disjunctive
cooperative experiential
the transactional distance model of learning
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Paul KAWACHI 1957 ~
Transactional Distance Model
The actual learning process can be measuredin terms of Structure and Distance, on afour-stage scaffolding which distinguishesbetween cooperative and collaborative modes.
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introduction
the transactional distance model of learning
Stage 1 cooperative
Stage 2collaborative
Stage 4cooperative
Stage 3collaborative
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defining cooperative :
definition
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Nisbet (1968) identified five types of cooperation ;- automatic, traditional, spontaneous, contractual and directed
the traditional is moral cooperation, and a sixth type is ethical
i volitional
ii natural
iii moral
iv ethical
v contracted
vi directed
and these widely co-occur
definition
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cooperative learning :
learning
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cooperative learning :
Bruner (1966) describes the cooperative learning
mechanical rote memorisation process
as ‘identification’ or modelling oneself on a role model
Bruffee (1995) also asserts cooperative employs
“rote memory … dealing with the facts and information
associated with foundational knowledge”
learning
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cooperative learning :
used in large classes for content delivery
of facts and information
from a teacher or from a textbook
as foundational learning
learning
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cooperative learning :
lecturing has many advantages
eg to stimulate in the student's mind
the intrinsic academic motivation to learn
lecturing is effective and efficient
to deliver mass new content information
learning
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a scaffold of the interactions :
scaffold
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a scaffold of the interactions :
cooperative interactivity occurs in a situation
of inequality or disequilibrium
from a source (knower)
to the passive receiver
cooperative activity is limited to recall and memorisation
an active receiver questions the input in collaborative mode
scaffold
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suggested verbal expressions for the interactions :
T1 : initial input from outsiders as trigger
followed by S1 and S2 self-reflections
T2 : output and the possible T3 received by outsiders
followed by their S3 and S4 self-reflections
T4 : output from outsiders, and T5 received input
followed by self-reflections again and T6 output
these are illustrated in the following scaffold …
scaffold
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scaffold
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suggested verbal expressions for the interactions :
T1 : "How do you think about this idea?"
S1 "I think this is the meaning" and
S2 "I wonder if I am connecting this well"
T2 : "This is my interpretation. Is it complete?"
T3 "Please add complexity to help my understanding"
S3 "I confirm one point, and add some related others"
S4 "Show us a bigger picture of your interpretation"
T4 : "The initial idea is now input and well connected
while the other points need more clarification"
scaffold
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a scaffold of the interactions :
cooperative learning characterises
the second-level Stage 1 and Stage 4 of the
transactional distance model
in Stage 1, cooperation involves getting input
in Stage 4, cooperation involves testing out an idea
scaffold
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scaffold
cooperative input of new information in Stage 1
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scaffold
cooperative input of feedback in Stage 4
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a scaffold of the interactions :
this presentation has so far only covered
cooperative learning within the dualist
cognitive and social constructivist paradigms
scaffold
Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
cooperative learning within the dualist
cognitive and social constructivist paradigms
of Piaget, and of Vygotsky, respectively
scaffold
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Jean PIAGET 1896 ~ 1980
Theory of Cognitive Constructivism
There are four stages of cognitive development ;sensori-motor, pre-operational, concrete operational, then formal operational and maybe in later adulthood a fifth stageof problem finding / framing.
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Lev S. VYGOTSKY 1896 ~ 1934
Theory of Social Constructivism
There is a Zone of Proximal Developmentin which a person can achieve more whenin the presence of higher achievers. Learning cannot be separated fromthe social context.
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a scaffold of the interactions :
the dualist cognitive constructivism of Piaget and the social constructivism of Vygotsky
have been merged to some degree
by Feuerstein and by Glasersfeld in a
radical constructivist approach but still dualist
scaffold
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Reuven FEUERSTEIN 1921 ~
Theory of Mediated Learning
Dynamic assessment of what student can learn, rather than what she has learnt, with theory of helping the student to learn-how-to-learn, and developed the concepts of metacognition. His theory bridges Piaget’s individual direct learning with Vygotsky’s social ZPD assisted learning.
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Ernst von GLASERSFELD 1917 ~ 2010
Theory of Radical Constructivism
The mind learns internally by accommodatingnew knowledge and re-organising the knowledgeand experience that it has already got. Knowledge is built up by the individual reflecting on old knowledge and experience to improve its own structure which constitutes understanding.
Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
cooperative learning within the dualist
cognitive and social constructivist paradigms
a more efficient and effective paradigm for
learning in blended and online environments
is the unitary constructionist paradigm
scaffold
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a scaffold of the interactions :
in constructionism
learning is wholly within the mind
and knowledge is in the interactions within the mind
scaffold
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Seymour PAPERT 1928 ~
Theory of Constructionism
“ Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.”
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a scaffold of the interactions :
in constructionism
the same scaffold is employed, but operates
between information in the mind and the
connected knowledge under active construction
through de-construction and re-construction
scaffold
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cooperative learning :
this presentation has presented a scaffold for
the cooperative learning interactions in
classroom, blended, and online learning
cooperative is complementary with collaborative
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You can download these slides freely from the website
http://www.open-ed.net / library / cooperative.ppt
or by email to me at
kawachi @ open-ed.net