Jackie and Mark aimed to facilitate:
- a developed understanding of the nature of collaboration
- a map of the experience of collaborative learning
- an identification of student support needs
- a cross-course understanding of differences and similarities in practice
- a possible SEEJ paper
- an experience of a model of collaborative enquiry to inform practice
Using (literally) brown paper as a way of visualising the experience of collaborative learning, small groups mapped a real-life scenario, identifying strengths and weaknesses of the approach and discussing what student support activities might enhance the student experience. Whilst this methodology offers an effective way of unpicking different elements of a process, or in this case an experience, we did find that it takes more time than you’d think! Consequently we did well on charting the experience and on understanding the nature and different aspects of the experience but barely began to explore differences and similarities between courses. Nevertheless, the enquiry group on collaborative learning will take this discussion forward into 2013/14, with a possible SEEJ paper and Student as Researchers project. And we also now have 7 or 8 charted and mapped course experiences of students working together!
Everyone who contributed to the Co-Lab will now have their names added to the Enquiry Group email list. Many thanks to all who joined in.
Session outline as in Conference Programme:
Collaborative learning is an important aspect of the student learning experience, taking many different forms, including peer supported learning of various types and assessed group work. Developing and practicing the capacity to collaborate is itself an important life skill as well as a pedagogical approach widely recognised as supporting different and greater learning than individual activity might alone. It is central to problem based and enquiry based learning. It is also often challenging for students and this can be accentuated by socio-economic, disability and other student characteristics. Often the experience of collaborative learning across the course or programme is not sufficiently considered either.
The focus of this Co-lab is on the student experience of collaboration across a range of courses, the experience of progression and on the support needs of students (generally and specifically). There will be a brief introduction to the work of the SHU Collaborative Learning Enquiry Group; we will share the methodology and outcomes from an earlier activity by the Group, adapting a method called ‘Brown Paper mapping’, a technique that allows processes and experiences to be visualised and adapted from industrial and business contexts. We will undertake our own Brown paper mapping exercise, charting the journey of the students and identifying:
- what is experienced positively by staff and students
- what challenges staff and students
- further opportunities for the development of effective approaches to collaborative learning
- what support students receive and what further support could be offered
- an agreed number of action points to inform the future work of the Enquiry Group
Boylan, M. & Smith, P. (2012). Tutor roles in collaborative group work. Student Engagement and Experience Journal, 1(1). Available at: http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/34/Boylan
Falchikov, N. (2001) Peer Tutoring in Higher Education New York, Routledge Falmer.
Lizzio, A. & Wilson, K. (2006). Enhancing the effectiveness of self-managed learning groups: understanding students’ choices and concerns, Studies in Higher Education, 31(6), 689-703
Nortcliffe, A. (2012) Can students assess themselves and their peers? A five year study. Student Engagement and Experience Journal, 1,(2) Available at: http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/29/Nortcliffe
Thorley, L. & Gregory, R. (eds.) (1994) Using group based learning in higher education. Kogan Page.