Collaborative learning occurs at many scales, from quick discussion prompts to semester-long projects. Talk through readings that explore the nuances of collaborative learning with your colleagues at this reading group.
Together these two readings help us understand different types of collaborative learning and the strengths of each.
- Barkley, E. and Cross, Patricia. (2014). Collaborative Learning Techniques: A Handbook for Faculty. San Francisco: Jossey-Bass. We will read Part One: Establishing the Context, which is available as an e-book through the Cofrin Library (UWGB account required).
- Michaelsen, L.K., Knight, A.B., and Fink, L.D. (2004). Team-Based Learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus. We will read the first chapter, which you can assess through OneDrive (UWGB account required). Alternatively, you can read the chapter in the comfort of the CATL office in IS 1144.
This case study addresses the logistics and the pay-offs of conducting a collaborative learning assignment for adult learners.
- Chun Kuo, Brian R. Belland, and Yu-Tung Kuo. “Learning through Blogging: Students’ Perspectives in Collaborative Blog-Enhanced Learning Communities.” Journal of Educational Technology & Society 20, no. 2 (April 2017): 37–50. Article link.
“Gamification” generally refers to the translation of game elements, mechanics, and dynamics for use in other areas—and often with the end goal of increasing engagement. When used in education, gamification takes on a unique form and raises an additional set of questions, which we will explore through these readings and lively discussion. This discussion’s follow-up workshop invites instructors to create a game, develop a badge, or re-consider how they might make their entire course more game-like. We’ll consider: To what degree is a course already a game and in what ways might a “gamified” course increase student engagement? How might a “game,” simulation, or making your coruse a game affect cognitive load? What is the (potential) distinction between extrinsic and intrinsic game content? In what ways might gamification (either explicit or implied) alienate certain students? And more.
Readings 1 & 2: A very short overview of “Gamification” and some of the thinking surrounding it.
Reading 3: A simplified yet thought-provoking how-to for designing your own “educational game.”
Reading 4: A case study in which an American Politics professor modifies the game Battleship to illustrate course content. Feel free to skim!
This first series of readings asks instructors to consider how we move beyond seeing digital devices as distractions, and to question whether or not students who are supposedly “digital natives” know how to engage their devices to enhance learning. This informal discussion will be followed by a workshop designed to help instructors find ways to assist students in using technology to develop skills important for learning in mid-March.
- McCoy, Bernard. (2013). Digital Distractions in the Classroom: Student Classroom Use of Digital Devices for Non-Class Related Purposes. Faculty Publications, College of Journalism & Mass Communications. Paper 71. (Also published in the Journal of Media Education).
- Straumsheim, Carl. (2016, Jan. 26). “Digital Distractions: The use of devices in the classroom for nonclass purposes is on the rise. A new report explores some of the reasons why.” Inside Higher Ed, Retrieved from https://www.insidehighered.com/news/2016/01/26/study-use-devices-class-nonclass-purposes-rise
- Prensky, Marc. (2001).”Digital Natives, Digital Immigrants” On the Horizon, 9:5, pp. 1-6.
- Neumann, Crystal. (2016). Teaching Digital Natives: Promoting Information Literacy and Addressing Instructional Challenges. Reading Improvement. 53:3, pp.101-106.