homework compliance
A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.
https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/
Adding Examples, Contexts, Discussions to the Recommendation
Via @Remikalir: laying out what this version of the UNESCO OER Recommendation is all about.
The four C’s of 21st Century skills are: Critical thinking Creativity Collaboration Communication
Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)
share their work with potential collaborators, employers, grad. schools, etc.
Spending time outside the Ivory Tower, I'm often surprised by the distaste people in HigherEd have about the very idea of “their” students catering to potential employers. Potential grad schools? Sure! There's even explicit discussion of the “grooming”(!) process. Potential collaborators? Sure, why not... if you really want to do that sort of thing, there's no harm in building a little page where you can display your work. But potential employers? Pffsh! That's not what Post-Secondary Education is about! Go to a vocational school for that. What we do here is serious work! Don't even try telling me about potential customers. Our students shouldn't sell out!
Obviously, there's a whole lot of college/university professorship where such a condescending attitude is completely absent. In fact, that ‘tude might be exceedingly rare. Yet it's incredibly vocal in some contexts.
students support one another in understanding
collaborative
The Higher Education Supplement to the NETP — a separate, complementary document —builds on the principles described in each of the NETP’s five sections-- learning, teaching, assessment, and infrastructure-- examining them in the context of the higher education eco-system. It examines the role of technology in serving an increasingly diverse and dispersed stu-dent body that is growing and evolving in size and composition and discusses the various ways that technology can enable system- and ecosystem-wide applications of collaborative solutions to systemic issues of access, affordability, and completion.
The document developed by the Office of Educational Technology provides various instructional tips for educators and facilitators in managing different tools for online learning environments. The text also provides example of how the tools can be implemented and provides general case studies of agencies that have implemented. The content outline is useful to know as it provides context on how to implement within the digital classroom. (Rating: 8/10)
we will discuss how learner-centered collaborative learning should be designed to improve these models using the example of a global online MBA course at Anaheim University. Using international economics as the subject matter, we will closely examine innovative collaborative learning strategies which are vital in cultivating highly active, engaging and applied learning in global economic classrooms in the 21st century.
At a conference in Santa Barbara; representing University of Los Angeles, Barbara Son delivered a segment on three core strategies to include in e-learning environments; environments with a rich amount of technology. The three main things included tools that were flexible, pedagogical techniques that innovative, and integrated collaborative learning. The three broad strategies covered were referenced in other annotated sources; serving as validation due to re-occurring discussions and findings. The information outlined in this source if highly valuable due to many different examples of tools to be used are provided. (Rating: 7/10)
Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding
Collaborative learning
First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined.
Some require a thorough preparation, such as a long-term project, while others require less preparation, such as posing a question during lecture and asking students to discuss their ideas with their neighbors (see concept tests).
Collaborative learning does not need to be the sole way to learn in the classroom. It may just be five minutes of a lesson one day, but the whole lesson another.
"Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."
Collaborative learning is based in the idea that learning is a naturally social act - so the act of talking through the problem or idea is how the students will learn the best and the deepest.
College Prep math teacher Betsy Thomas gives her students a group test prior to the individual test for each unit during the year.
I love this idea. This shows that she isn't reaching for her students to fail or do bad if they did not understand the material the first time around. By giving the group test before the individual test, she is allowing her students a second chance to learn or review the material and help each other! It gives them a greater chance as success on the individual test.