Collaboration:
- gains in student learning outcomes (especially in reading and literacy)
- better socio emotional and behavioural outcomes
- amongst teaching teams it is an effective way of harnessing disparate skill sets,expertise and dispositions that can enable teams to reach goals that might not have been reached individually. This reminded me of some writing I did back in 2015 about ‘Collaborative Expertise’
Does collaborative learning have an effect on the collective cognitive load?
Kirschner (2009) believes that as the complexity of the task increases individual learning capacity becomes less efficient. This is because the cognitive load is higher for more complex tasks so drawing on a collective cognitive capacity will be more efficient than the sum of individual members of the team.
Griffiths (2021) shares a Building Block model which places relationship building as the foundation. The Building Blocks then place shared values as the next layer followed by active engagement which then leads to collaboration.
Relationship building: open communication, trust and mutual respect. When there are different people with different opinions and ideas conflict is inevitable BUT should be able to be resolvedin a productive fashion to allow participants to further enhance their relationships. Successful conflict management is a crucial aspect of effective collaboration.
Shared Values and Beliefs: what brings us together? What is it we want to achieve that we can’t achieve individually? All members need to have input to this and should feel equally able to contribute towards the common goal. Along with a shared goal is a shared understanding; despite difference in experience, knowledge and skill.
Active Engagement: this includes a shared responsibility of members to contribute their expertise resulting in collective ownership. Directly related to this is active participation. This takes shared responsibility to the next level. Active participation requires members to embrace their role and make contributions. In order to move on, all members need to be engaged in the work.
Collective Collaborative Effort: Once all the previous blocks are in place, there is a strong foundation for collaboration. Shared decision-making requires a clear procedure to move to this point. Effective implementation is the final aspect. This aspect is defined by the team enacting the decisions made.
McFarlane’s Educultural Wheel (2012) is a framework with Māori at the centre. This is something missing from the Building Block framework. For me, the Pūmanawatanga (‘heartbeat’) or vibe of the collaborative situation is the foundation for active engagement. Without a great vibe or tone participants will not feel safe, supported or willing to be involved especially if there is some risk-taking involved. For instance if there is a situation where participants disagree or have varying opinions, they need to know it is safe to express these and that alternative views are seen as discussion points rather than a put down to someone else. If participants are to feel safe to be vulnerable and trust others, the pūmanawatanga has to be strong and postive.
The Building Block framework is quite linear and hierarchical and gives the feeling that the blocks take place in a stepped sequential manner. The Educultural Wheel is a cyclic framework which has all components moving and reversing back on each other implying that at all times all components are ‘working’ or need to be remembered. This is a more holistic framework and a more realistic model for collaboration in my eyes.
What I like about the Building Block model is the inclusion of Active Engagement. Without participation of the members of the collaborative community, it doesn’t fully function or meet the goal. How does active participation happen? What are the drivers for members to actively engage in a collaborative community? I asked some students about this and you can read their responses at the end of this. post. However, according to the Building Block model, all that is needed is great relationships and shared values before active engagement takes place. I argue that there are other things needed for active engagement by participants in a collaborative community. They need to be engaged in the whole reason for collaboration. For me the teacher is the key here. Whereas ‘active engagement’ is missing from the Educultural Wheel I see it could fit into the Rangatiratanga / ‘teacher effectiveness’ aspect. For active engagement by participants, students need to see the teacher engaged and motivated for the collaborative experience themselves. Therefore how effective the teacher is at motivating participants and role modelling what an active participant does is key as this will flow onto the students. Participants also need to know what the task is asking of them.
Select three ideas associated with each model and explain how each of these ideas could direct collaboration in your Part 3 project.
Idea 1: Building Relationships
The building of relationships is the foundation for all interaction and collaboration which takes place in my project. Firstly, as my project is about connecting teachers and students for a literacy experience, it is essential that teachers understand that their willingness to connect with me in the initial stages is key. If the motivation is not there to do this right from the start, I fear the collaborative experience will not get off the ground. Building relationships with the teachers involved helps to create a community of support and openess. I endeavour to create a community whereby the teachers know they can ask any question and get whatever support they need. Once the teachers have begun to build relationships, then we move onto the students building relationships. We do this through creating a digital space where they can introduce themselves. This might be Flipgrid, Padlet or a Jamboard. Allowing the teachers and students to learn a little bit about each other before the collaborative learning is really important. I have always thought this ‘virtual relationship building’ really important but am keen to ask some students how they feel. Whether it helps to create an environment where they feel comfortable to share. You can read some student voice on this at the end of this post.
Idea 2: Shared goals and Values / Kotahitanga
I am placing these ideas from the two separate models together as kotahitanga is to with the ethic of bonding. In order to create a community with shared goals/values the way we bond together is important. In my project, kotahitanga will be promoted through the routine of karakia before and at the end of meetings, teachers will teach their students about Digital Citizenship and everything to do with respectful interactions online. This consistency between teachers and classes will create a unique bond between all participants and hopefully set the scene for active participation.
Idea 3: Active Engagement / Rangatiratanga (teacher effectiveness)
Active engagement is vital in my project otherwise it fails in its purpose. As mentioned above, the level of engagement by students is helped if they see the teacher motivated and excited to engage themselves. So teacher effectiveness is KEY. The teacher has to have a ‘with-it-ness’ about them, they need to show passion and enthusiasm. When students see this in you, it will help the students to be enthused. So how do we ensure active engagement by all participants? This is where cognitive presence is important. Students need to understand the activity, be scaffolded to ensure they can participate at whatever level they feel comfortable and have interaction to ensure they continue to engage. So teaching presence is important here too. The learning activities need to be accessible, engaging, and understandable. Facilitation can be shared between teachers and students.
I interviewed some students the other day to find out some of their thoughts on being a participant/collaborator in an online space. Here are some of their responses:
How did you feel about sharing in a digital space with other students from outside your class?
“A bit anxious/awkward talking to others because we didn’t know them.”
What made you become more confident to share and discuss in a digital space?
“Just doing it. If you do it more you get used to it and more confident.”
“If you actually participate in it – like ask lots of questions, answer lots of questions and try to get really involved it makes it much more enjoyable and it makes you want to keep doing it.”
“We wanted to run it (the collaborative hui) because we got used to it and wanted to make connections and talk to each other more. Connections are important so we can share our thinking and other people can know your ideas.”
How is it different for you when you are in a face-to-face video call discussing as opposed to the online text chat platforms?
“With the text based platforms you don’t have to look at them. I find it easier because you don’t forget what you want to say.”
“With the face-to-face discussions you are scared of mucking it up and embarrassing yourself.”
Is it important that you meet the kids from the other classes through an introductory Flipgrid or something similar so you see them beforeyou have group discussion?
“I think it’s important so you can introduce yourself.”
“You don’t really get to know them that well because there are so many kids and so many separtae Flipgrids that you don’t really remember anyone in particular.”
“I do go in and listen to some before I go to make a video so I can listen to what they have shared.”
“I go and listen to other Flipgrids because it gives me ideas for my own one.”
“I don’t really go in and reply to others Flipgrid videos.”
Do you think it is important to reply to other people”?
“Ahhh yes because then they know … when it is their first time doing a Flipgrid I go in and reply ‘thanks for sharing I really liked your Flipgrid’”
“It’s easier to make friends like talking to them before we go into a chat room. If you reply to them and they reply back it kind of starts a conversation – you have already had a conversation so it makes it easier when you get into the chat room.”
By doing this, does it make it easier when you do meet for discussions about the book with these other classes?
“I’m not sure.”
Is it nice when you receive a reply from other people on your Flipgrid?
“Yes – 100% yes because it makes you want to keep doing them and makes you feel more confident.”
“When people don’t reply it makes you feel like meh. But when you get silly replies … it’s not really what you’re supposed to do.”
What makes you feel condident and safe to share about the stories in these online video call spaces?
“If other people are sharing the same kind of things. Also if someone asks you a question explicitly to your class eg.Does anyone from … School have an answer to that question or do you have a question you want to ask.”
“We know they are all around our age and even if there is a pause we know it’s going to continue. It’s pretty comforting when they reply to your question because then you know that you actually got heard.”
“When I think my answer is good I will share and if I can carry on a conversation.”
“I share when I feel something needs to be added.”
“I share if I have a really good idea that no one else has said.”
“Sometimes other schools do such a closed answer that you can’t take that on into a discussion.”
What’s needed in the space to make you feel safe / want to share?
“I share when I have talked about it before”.”
“When I actually want to learn something and be able to listen to other people’s opinions so I can learn off them.”
“I felt comfortable because I acted like no one was listening to me and I was by myself and I pretended it was just the teacher in the class and you on the Zoom.”
Does there need to be a ‘vibe’ or atmosphere in an online space which helps make it comfortable to share?
“It helps when you get to know your class and free to talk with them it kinda gets easier to open up more.”
“Knowing that no one is going to judge you for what you say.”
How do we create that feeling in an online space?
“Sometimes if there’s a bad vibe people don’t want to speak because they feel like no one is going to listen.”
“People not participating lowers the vibe – it’s a catch 22 – if you don’t participate it lowers the vibe so then you don’t participate.”
“It’s like a virus”.”
Does that stop people from contributing, if they think they will be judged?
“Yeah.”
“I don’t like talking on Zooms as much because I think I might be judged by the others.”
What can be done to help that situation?
“Nothing, it’s just me over-thinking it.”
Does having experience and practice doing Zoom discussions help you feel more confident?
“Yes. We do Zooms once a week with … and I feel my confidence has gone up.”
Griffiths, A.-J., Alsip, J., Hart, S. R., Round, R. L., & Brady, J. (2021). Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools. Canadian Journal of School Psychology, 36(1), 59–85. https://doi.org/10.1177/0829573520915368 [author preprint retrieved from: https://digitalcommons.chapman.edu/cgi/viewcontent.cgi?article=1255&context=education_articles].
Kirschner, F., Paas, F. & Kirschner, P. (2009). A cognitive load approach to collaborative learning: united brains for complex tasks. Educational Psychology Review, 21(1), 31-42.
Macfarlane, Angus & Macfarlane, Sonja & Savage, Catherine & Glynn, Ted. (2012). Inclusive education and Māori communities in Aotearoa New Zealand.
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