RSA 3: Collaboration

Peer Reviewed Articles:

Wang, S. (2014). Collaboration Factors and Quality of Learning Experience on Interactive Mobile Assisted Social E-Learning. Turkish Online Journal Of Educational Technology - TOJET, 13(2), 24-34.

Wichadee, S. (2013). Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group. Turkish Online Journal Of Educational Technology - TOJET, 12(3), 107-116.

Collaboration is a word that is often thrown around in the education world. Collaboration between teachers, collaboration between students and teachers, and collaboration between students. As educators, fostering collaboration between students is going to be crucial for their future success. To quote Jackson (2013), “Today’s employers say the capacity to collaborate to solve problems is going to be even more important for tomorrow’s workers than content knowledge.” To further expand on what Jackson is talking about, teachers must not only prepare their students to collaborate, but also look at how using technology in the classroom impacts collaboration and academic achievement.

A research article by Wichadee (2013), looks at the impact collaboration using technology has on students’ learning compared with students who collaborate face-to-face. The research conducted was to find out the impact on students summary writing ability. Students who collaborated using technology did so using a Wiki. According to Wichadee (2013), Wikis are “collective websites” that allow people to create and modify content using their own web browser. Wikis allow students to work in one spot remotely similar to that of the Google Docs application. The other students who work face-to-face meet in person. There was a pre- and posttest to measure how each group did after collaborating. The research found that the writing scores of both collaborative measures increased the students’ writing scores. Wichadee (2013) also found that students felt comfortable collaborating in both styles. One benefit students found working on the wiki was that they could work at their own pace and students divvied up what needed to be done so they all felt responsible for completing their part. Overall, despite no significant gain in technology over face-to-face, it is important to note that collaboration is important to increase student achievement.

Another research article by Wang (2014), looks at the experiences and impact of mobile devices on collaborative learning. Students completed a course while using different mobile apps for communication. According to Wang (2014), after the course was completed, results found that students improved their learning achievement after being able to communicate with their peers and instructor using the apps. Students also felt that they improved in the areas of individual accountability, group processing, social skills, prompt feedback, and perceived ability (Wang 2014). Overall, technological devices used in class had a positive impact on the students learning and ability to collaborate successfully with one another.

In conclusion, these two articles both show that collaboration should be used in classrooms and, if possible, should include the use of technology. Collaborative learning leads to positive increases in students’ academic achievement. Although the use of technology in collaboration didn’t show vast improvements in academic achievement versus face-to-face collaboration in either article, it did help students feel more positive about collaboration and their own personal impact on their group’s work. It also lead to a sense of connectedness. If teachers are worried about collaboration between students who have more experience using technology to those who don’t, they do not need to worry.  Research by Daoudi, J. & Bougault, M. (2012), showed that discontinuity in these skills and technology actually cause greater collaboration to occur to ensure success of the team. Educators should head the evidence of collaborative learning while including technology. Their students will not only perform better academically, but they will be more prepared for the 21st century world that requires collaboration to problem-solve.

References

Daoudi, J. & Bougault, M. (2012).  Discontiuity and collaboration:  Theory and evidence from technological projects.  International Journal of Innovation Management, 16(6), 1240012-1 - 1240012-15.

Jackson, S.  (2013). How technology can encourage student collaboration.

   Common Classroom: The Common Sense Education Blog. Retrieved from https://www.commonsensemedia.org/educators/blog/how-technology-can-encourage-student-collaboration

Wang, S. (2014). Collaboration Factors and Quality of Learning Experience on Interactive Mobile Assisted Social E-Learning. Turkish Online Journal Of Educational Technology - TOJET, 13(2), 24-34.

Wichadee, S. (2013). Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group. Turkish Online Journal Of Educational Technology - TOJET, 12(3), 107-116.

RSA 2: Project Based Learning

Peer Reviewed Articles:

Filippatou, D., & Kaldi, S. (2010). The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International Journal Of Special Education, 25(1), 17-26.

Ching, Y., & Hsu, Y. (2013). Peer Feedback to Facilitate Project-Based Learning in an Online Environment. International Review Of Research In Open And Distance Learning, 14(5), 258-276.

Online Resources: http://bie.org/about/what_pbl

There are constantly new learning strategies being flooded into the classrooms. Many of them go quick and are given up on. One strategy that should be implemented and used is project-based learning (PBL). PBL is a research proven strategy that benefits all learners. In my previous blog, I discussed PLCs and that the mission statement of most schools is for ALL learners to make growth and succeed. PBLs should be discussed among peers. The research is clear and as the YouTube clip “Project-based Learning Explained” students will be more prepared for the 21st century and life as citizens.

In the article, The Effectiveness of Project-Based Learning by Filippatou, D., & Kaldi, S. (2010), they address the issues of the impact project-based learning (PBL) has on students who exhibit learning difficulties in both their academic performance and attitudes toward school. The Buck Institute for Education (BIE), an institution that focuses on educating teachers on PBL and the benefits it has for students, defines PBL as, “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge” (2015). Filippatou, et. al, (2010) reiterates that students gain knowledge through inquiry, decision-making, and making real world connections to the content. On top of this, Filippatou, et. al, (2010) also mentions that the different ways students communicate with one another and develop their presentation has a positive impact on students with disabilities in the way they learn and their ability to learn new content as well as their motivation in school work. Another benefit of PBL that was pointed out through other studies was the ability for students with disabilities to work at their own pace, work with peers who were higher, and it lead to a greater increase in knowledge. Filippatou, et. al, (2010) then conducted their own study of students with learning difficulties in the fourth grade. They studied each student’s case individually to develop a “theme”. The study was done using interviews, pre and post tests on academic content, and attitude scales to collect data on the students. The researchers compared the pre and post tests after the students went through PBL. Filippatou, et. al, (2010) found that the students with learning difficulties did significantly better on the post-test after going through the PBL. They also discovered that the students attitudes changed after PBL and students found a belief in themselves that they had a greater chance for success. Overall, the research done by Filippatou, et. al, (2010) showed that students with learning difficulties made improvement across all areas when PBL was implemented.

In the article Peer Feedback to Facilitate Project-Based Learning in an Online Environment by Ching, Y., & Hsu, Y. (2013), the researchers focus on the impact of peer feedback in an online learning environment. This research focused specifically on a group of graduate students. After conducting the research, Ching, Y., et al., (2013) found that the students significantly benefited from added peer feedback to their PBL. One way that students benefited was that they were constantly using higher level thinking. They were doing this in analyzing their peers work as well as furthering their own understanding of the content. Students also benefited from each other when they felt their own ideas and work were validated. One difficulty found in this study was the quality of peer feedback. Overall, the benefits from peer feedback in PBL was beneficial for the students involved.

In conclusion, PBL is a great way to prepare students for their present and future. It helps students with learning difficulties with not only their academics, but their view of schooling, motivation, and self-efficacy. Peer feedback is also leads to benefits when paired with PBL. Students should be taught how to give peer feedback ahead of time for greater benefits. Students learn and work on real-world tasks in PBL that further their 21st century learning. Once again, as Dauphin (2013) confirms what the research has been saying, PBL leads to students remembering content longer and better attitudes towards schools. Overall, PBL should be implemented within the classrooms; the research is clear.

Buck Institute for Education (2015). What is PBL? Retrieved February 07, 2015, from http://bie.org/about/what_pbl

Ching, Y., & Hsu, Y. (2013). Peer Feedback to Facilitate Project-Based Learning in an Online Environment. International Review Of Research In Open And Distance Learning, 14(5), 258-276.

Dauhpin, S. (2013). 12 Timeless Project-Based Learning Resources. Teach Thought. Retrieved February 05, 2015, from http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

Filippatou, D., & Kaldi, S. (2010). The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International Journal Of Special Education, 25(1), 17-26.

Project Based Learning: Explained. (n.d.). Retrieved February 07, 2015, from https://www.youtube.com/watch?v=LMCZvGesRz8

RSA 1: Professional Learning Communities

Online Link: Anthony Muhammad - School Culture https://www.youtube.com/watch?v=pj_qFBd4q38
Commitment to the Whole School - https://www.youtube.com/watch?v=mi1wfRm9WA4

Peer Reviewed Text: Nathan, L. (2008). Teachers Talking Together: The Power of Professional Community. Horace, 24(1).

Everyday, teachers often walk past their school’s mission and vision statement. Missions and visions that vow to ensure every child meets their full academic potential and learns. These teachers then go into their classrooms and teach how they often teach, some of them in a similar manner for twenty plus years. Some see their student results and go on teaching as they always do for better or worse. However, many districts have begun implementing professional learning communities (PLCs) to have teachers collaborate with one another and help ensure student success. Through collaboration teachers learn from each other and how to move forward in helping their students.

In order for any PLC to succeed in their aim to improve student learning, there are four core building blocks that must be adhered to. These four building blocks are: mission, vision, value, and goals. According to DuFour (2004), to hit the first big idea of ensuring student learning is to have a mission that every teacher in the school can support. This belief in the mission often leads to a cultural shift and focuses on three questions to ensure it’s success. The vision is the glue that brings collaboration among staff and PLCs together. It provides a sense of unity and belief that together the mission is possible. The values are what each member holds and often share among one another. The values help guide PLCs to achieving their vision. The final building block, goals, are what members of PLCs set together to help them build their plan and reach their end goal. All of these blocks are interrelated and commitment and belief in each is needed to ensure the success of the PLC, which, in turn, leads to student learning.

Besides the four building blocks, there are three big ideas, according to DuFour (2004), that serve as the basis of PLC principles. These three big ideas are: ensuring students learn, culture of collaboration, and focus on results (DuFour 2004). The three big ideas mean that, through collaboration, teachers can improve student achievement and change their own practice. By having collaborative discussions on student achievement, teacher practice often changes with it. According to DuFour (2004), this is often, because teachers can find out what works, what doesn’t work, and find new strategies that can be used within their classrooms to foster student learning. Collaboration on the three critical questions (What do we want students to learn? How will we know when each student has learned it? How will we respond if they have difficulty?) posed by DuFour also directly impacts both student achievement and changing teacher practice. It causes teachers to think critically about their own practice and how they can alter their instruction when students are having difficulty learning. Student achievement improves, because teachers are now focused on making sure all students master the skills that need to be taught.

After hearing DuFour's ideas, it sounds like a PLC is a great thing for student achivement and should be implemented immediately; however, according to Weber (2014), there are five dysfunctions that can impact the success of a PLC. These five dysfunctions are: lack of norms, lack of team goals, lack of trust, lack of communication, and a lack of essential learning outcomes. A study by Daoudi & Bougault (2012) also shows another threat to the success of a PLC. The study (2012) showed that discontinuity in many areas either have no effect or can have positive effects; however, the discontinuity of practices may have a negative effect on PLCs. There are many areas of discontinuity that can lead to positives, cultural discontinuity and skill discontinuity can lead to new learning as well as cause teams to work together to ensure the success of others. The discontinuity of practices, such as how things should be done and decision making, can lead to difficulty in collaboration. These dysfunctions and discontinuities can block the success and implementation of a PLC. Teachers should be aware of them as a way of avoiding these dysfunctions.

In conclusion, a PLC’s success is only as strong as it’s commitment from it’s educators or as DuFour (2004) puts it, will. To help ensure the success of a PLC there are a few things educators can do. With group norms decided in PLCs, this may negate the negative impact of discontinuity of practices and solve the first dysfunction noted by Weber. According to Anthony Muhammad, from the youtube.com clip, another way to address these dysfunctions is to ensure commitment among the staff and create a positive learning culture. Nathan (2008) also writes how educators must realize that work in a PLC is going to require ongoing work, risk-taking, and trust. Teachers must accept that they are going to learn new things, but they will learn with others. In Nathan’s (2008) article, teachers are working toward answering the three essential questions posed by DuFour. They are constantly talking with one another to learn and grow together as a community to ensure the success of their students. Overall, with a commitment to the four building blocks mentioned by DuFour, a PLC has a chance of success; therefore, having a positive effect on student achievement.

References

Daoudi, J. & Bougault, M. (2012).  Discontiuity and collaboration:  Theory and evidence from technological projects.  International Journal of Innovation Management, 16(6), 1240012-1 - 1240012-15.

DuFour, R. (2004).  What is a "professional learning community?"  Educational Leadership, 61(8), 6-11.

Nathan, L. (2008). Teachers Talking Together: The Power of Professional Community. Horace, 24(1).

Weber, S.. (2014). Five dysfunctions of a professional learning community. Retrieved from http://edge.ascd.org/_Five-Dysfunctions-of-a-Professional-Learning-Community/blog/2965471/127586.html