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Notes from Talk on Collaborative Learning Spaces

Context

The Collaborative Classroom is an instance of a Collaborative Learning Space (CLS). It is meant to facilitate active and collaborative learning.

The Parimal and Pramod Chaudhari Centre for Learning and Teaching (PPCCLT) at IIT Bombay has a state-of-the-art collaborative learning research laboratory (CLRL). It was completed in 2020.

To understand the challenges and opportunities in using the CC effectively, we invited Dr. Mrinal Patwardhan, Academic Program Coordinator, PPCCLT, to give a seminar about collaborative learning spaces. The seminar was held on Zoom on October 13th, 2021.

Notes from Talk

Here are some salient points from her talk.

  • Collaborative Learning Spaces: Formal spaces intentionally designed to promote active learning.

  • Studio Approach to Instructional Spaces: The classroom is designed for discussions between small groups.

  • What type of learning process is the CLS trying to foster? Why?

    • Students form small groups and work collaboratively in small teams.
    • The approach results in deeper learning and an enhanced learning experience.
    • Students use a variety of resources as they learn from peers and instructors.
  • Does it work?
  • Findings in CLS Research
    • Improved Learning Outcomes
      • All studies reported either improved learning outcomes for students in CLSs or no significant difference in learning outcomes compared to traditional classrooms
      • Improvement in learning outcomes were most pronounced among low-achieving and minority students.
    • Improved Student Engagement
      • Preference for learning in CLSs
      • Increased motivation to attend class
      • Increased willingness to participate actively in class
      • Increased interaction and deepened relationships with their peers and instructor
      • Fostered a sense of community and belonging
    • Instructors' practices and beliefs
      • Instructors tend to change their instructional practices and their perceptions of their roles as instructors
      • Instructors used active learning techniques more frequently
  • The room itself is not enough

What is Active Learning?

  • Active learning involves instructional strategies wherein
    • Students go beyond listening, copying of notes, execution of prescribed procedures
    • Instructor designs activities that require a majority of students to talk, write, reflect, and express their thinking.
    • It requires students to engage cognitively and meaningfully with the course content.
  • Example: Suppose a student is listening to a lecture. The following list describes student actions in increasing order of cognitive engagement.
    • Listening without doing anything else
    • Taking verbatim notes, copying solution steps, repeating or rehearsing
    • Reflecting out loud, drawing concept maps, asking questions
    • Defending and arguing a position in pairs or small group
  • The above example is an instance of the ICAP Framework which stands for Interactive, Constructive, Active, Passive (in reverse order in the example).
  • Michelene T. H. Chi & Ruth Wylie (2014), The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes, Educational Psychologist, 49:4, 219-243

Active Learning Strategies

  • Peer Instruction Eric Mazur, Harvard University, early 1980s
  • Think-Pair-Share Frank Lyman, University of Maryland, early 1980s
  • Many others
    • Team-Pair-Solo
    • Problem-based learning
    • Just-in-Time Teaching
    • Role-play
    • Jigsaw
    • Case-based learning
    • Peer-review
    • Flipped classroom
    • Pair programming

Peer Instruction Strategy

  • Instructor asks a multiple choice conceptual question
  • Students answer individually
  • Instructor allows students to discuss among themselves
  • Students answer again
  • Misconceptions are usually clarified
  • The questions can be chosen to
    • test conceptual understanding
    • apply ideas in real world context
    • predict results of lecture demo, experiment, simulation, or algorithm (describe an experiment, ask students to predict the result, then show the demo or video).

Think-Pair-Share Strategy

Jigsaw: Cooperative Learning Strategy

  • Suppose a topic has four subtopics
  • Students are divided in to four groups to learn about each subtopic. They form the expert groups for a particular subtopic.
  • Form learning groups containing one student from each learning group.
  • Each expert teaches his/her subtopic to his learning group.
  • Instructor summarizes the topics at the end.

Common Features of Effective CLS Activities

The following points describe strategies which have been seen to be effective in CLSs.

Some pointers for using a CLS

  • It is better to start with a few classes in a CLS rather than an entire course in the CLS.
  • Consider modifying just a single lesson/topic/unit as a pilot before thinking of running/redesigning an entire course in the CLS.
  • Pick some topics/modules that have the potential for planning active learning activities
    • Topics which students generally find difficult to grasp are good candidates
  • May use micro-lectures -- shorter lectures interspersed between periods of student activity
  • Use of the Backward Design Approach may help in planning the use of the CLS.

What is the Backward Design Approach?

Backward Design. Image credit: CFT, Vanderbilt University

  • Backward Design Approach for using a CLS
    • What should students take away/develop by using the CLS for a topic/module/course?
    • How will I assess that students have developed the required knowledge/skill/competency?
    • What learning activities do I need to plan for students to develop the required knowledge/skill/competency?
  • See Planning for using a CLS for possible answers to above questions

Pointers for identifying topics suitable for a CLS

Topics involving the following are usually suitable * Deep conceptual understanding * Open-ended problem solving * Design-based problem solving * Real-world problem solving * Software-based laboratory * Mathematical modeling * Short hands-on experimentation

Example 1: Mathematical Modeling

Example 2: Jigsaw in EN207: Data Analysis and Interpretation

Planning for using a CLS

Main Takeaways

  • Active learning techniques are necessary to realize the benefits of using a CLS i.e. "the room itself is not enough"
  • Start small if you are new to using a CLS
    • A few modules/topics instead of whole course in CLS
  • Identify topics which are typically hard to grasp for students
  • Identify active learning techniques which can be used
  • Design the exercise which will happen in the CLS

About Dr. Mrinal Patwardhan

Dr. Patwardhan holds a post-graduate degree in Electronics Engineering from VJTI, Mumbai and a PhD in Educational Technology from IIT Bombay. Before joining PPCCLT, Mrinal was an Engineering faculty for two decades. She is actively involved in developing the collaborative learning research laboratory (CLRL) at PPCCLT.

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