Activity 1. Reflecting on previous collaborative learning experiences

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In this activity, you'll be reflecting on previous collaborative learning experiences you’ve had, and relating them to core collaborative learning principles and theories. First, download the Download Activity 1 table [docx, 49KB]

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Informal collaborative learning experience  

Think about an occasion in your life when you’ve learned or shared valuable knowledge and/or skills from or with a peer or peers – friends, colleagues, neighbours, maybe even strangers – in an informal learning context. For example, learning how to use a new tool or device, put flat pack furniture together, change a bike tyre or cook a new dish, or learning the words and tune of a song.

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In the Activity table, for each occasion, jot down some notes describing: 

  1. the context of the learning; 

  2. why it was important for you to learn the knowledge/skills at that time; 

  3. what you learnt; 

  4. what the processes used in the learning exchange were, e.g. was there an externally-provided framework to follow, such as an instruction manual? Did you work it out together? Did your peer/s demonstrate, and you copied? Did they step you through a process?; and 

  5. whether the learning experience was a positive or negative one, and why. 

Formal collaborative learning experience 

Now repeat the process above, but this time relate it to an instance of learning from/with peers in a formal context, such as fellow students in a group work assignment at university, colleagues in a training program at your workplace, or with your professional association. Jot down some brief descriptive notes in the Activity table following the prompts (1 to 5) above.

Commonalities and differences 

From the two mini case studies you’ve now recounted, reflect on any common characteristics that might apply to both learning experiences; and any patterns of difference. Record your responses in the Activity table. 

Locate and read the following journal article (look in your institution's library database): 

Panitz, T. (1999). The motivational benefits of cooperative learning. New Directions for Teaching and Learning, 78, 59-67. doi:10.1002/tl.7806 

Do your reflections on your case studies correspond or resonate with any of the precepts in the article, or with Doug Shaw's video on the previous page? Which ones? How? Might they also relate to principles you encountered in Module 4. Learning and teaching theories? Record your responses in the Activity table.