Collaborative learning

A Guide to Electronic and Printed References

Collaborative Learning

For other resources related to Collaborative Learning see also

http://www.samford.edu/pbl/pbl_main.html
Center for Problem-Based Learning Research and Communications (Annotated at Problem-based learning)

http://www.lgu.ac.uk/deliberations/collab.learning/
DeLiberations - Collaborative Learning

In cooperative and collaborative learning students generally work together in groups of two or more. These are usually face-to-face groups but, with the rapid expansion and availability of communication and information technologies, this can also be done effectively at a distance. DeLiberations provides lists of web sites which deal specifically with the issues involved, models of collaborative learning, issues and concerns for both the teacher and student as well as for course design and administration, and technology available for online collaborative learning. (Last update: Nov 2001)

http://www.enst.fr/tandem/paris-eng.html
Language Learning in Tandem

The International Tandem Network will assist students interested in learning any one of the European languages through the tandem approach. The network provides listings of schools, qualified tandem partners and mentors, access to an e-mail and video conferencing network, information on research projects, new teaching methodologies, study texts, etc. (Last update: 2001)

http://cleo.eng.monash.edu.au/teaching/pbl-list/doc/PBL-0.htm
PBL (Annotated at Problem-based learning)

http://www.pbli.org/core.htm
Problem Based Learning Institute (PBLI) at Southern Illinois University (Annotated at Problem-based learning)

http://www.udel.edu/pbl/
Problem Based Learning at University of Delaware (Annotated at Problem-based learning)

http://www.hebes.mdx.ac.uk/teaching/Reseach/PEPBL
Project on the Effectiveness of Problem Based Learning (Annotated at Problem-based learning)

Brody, Celeste and Neil Davidson, eds. Professional Development for Cooperative Learning: Issues and Approaches. Albany, NY: State University of New York Press, 1998.

"This volume describes different approaches to professional development for cooperative learning and how the use of cooperative learning for teacher learning is leading to new insights into professional growth in schools. The book has two main purposes:

1. to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning approaches with respect to the differences and diversity of goals among professionals, and the variations within school contexts, and

2. to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities."

Hanson, J. Robert. Classroom as Worksite: Worksite as Classroom. Future Probe: Imagining Possibilities, Creating Opportunities. Moorestown, NY: Hanson Silver Strong and Associates, 1995.

This is the workbook supporting a workshop on a 'model of brain-based education following Carl Gustav Jung's theories of psychological types' presented by Dr. Hanson. "We will describe how all minds are alike yet different, and how to integrate the four ways of learning (through the head, the hand, the heart, and the eye). We will describe four basic types of thinking - remembering, reasoning, creating, and relating - and the accompanying goals of education - mastery, understanding, self-expression, and personal involvement. Furthermore, we will promote a method for designing curriculum for schools and workplaces that address all four styles."

Little, David and Helmut Brammerts, eds. A guide to language learning in tandem via the Internet. (CLCS occasional paper No 46). Dublin, Ireland: Trinity College. Centre for Language and Communication Studies, 1996. (Available in the US from the ERIC Document Center as microfiche ED 399 789).

'Tandem learning', the teaching of language one-to-one between an expert and a student has been one of the most successful teaching/learning approaches from antiquity. Adaptation of this method using a computer as intermediary is the subject of this document.

Millis, Barbara and Philip G. Cottrell, Jr. Cooperative Learning for Higher Education Faculty. Phoenix, AZ: American Council on Education and The Oryx Press, 1998.

Cooperative learning is a vital aspect of modern educational thinking and this book shows how to get the best results for the efforts.

Race, Phil. 500 Tips on Group Learning. London, UK: Kogan Page Ltd. and Springfield, VA: Stylus Publishing, Inc., 2000.

This "how to/how not to" book should be the official bible for anyone dealing with 'groups', be it in workshops, seminars, classrooms, churches, or any place where any number of people may meet to learn something. It provides advice, simple and in well-arranged subject chapters on how to deal with all kinds of problem participants: the dominator, the disruptive member, the late - or no-show, the timid member, the person without appropriate skill, a language problem, etc. Best of all, it also shows the teacher/instructor what pitfalls to avoid, what to do/not to do in particular situations, how to stay neutral, and how to do things right so that learning can be achieved. There have been other books on group learning, but not in such a concentrated, well-organized form.

Saltiel, Iris M., Sgroi, Angela and Ralph G. Brockett. The Power of Collaborative Learning Partnerships. (New Directions for Adult and Continuing Education #79).San Francisco, CA: Jossey-Bass, 1998.

'Using a range of theoretical frameworks, the contributors identify the factors that make for strong collaborative relationships... They examine such questions as: How do partners find each other and initiate work? How do partnerships change over time? What role patterns emerge among partners and how do these influence learning? What problems emerge and what strategies are used to address them?'

Wycoff, Joyce with Tim Richardson. Transformation Thinking. New York, NY: Berkley Books,1995. (Annotated at Adult education)

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