Collaborative Learning:

1. Collaborative Learning: Role Playing, Fishbowls, and Case Studies

2. Purpose of Role Playing Allows learners to apply new concepts by “walking in someone else’s shoes.” Encourages learners to defend their opinion on a given topic Provides a safe environment for learners to practice scenarios they will encounter in the real world Using hypothetical situations, learners develop critical thinking and collaboration skills

3. Purpose of Fishbowls • Safe container where mistakes can be made and performance critiqued • Set up w/small group interacting w/instructor • Group interacting w/one another, while the remaining students observe

4. Purpose of Case Studies To help students to think critically Explain, describe true stories of issues where decisions must be made To arrive at an answer that is important than the answer itself Develop an understanding of the process of reaching decisions

5. Preparation for Learning Activities Provide a general description of the problem or issue Define the roles or specific issues that will need to be explored Provide resources that will be available to the learners Explain the objective of the activity and set clear expectations Set clear ground rules Explain follow up activities

6. Activities: Role Playing The situation: Mr. X is a dialysis patient at a local clinic. He is refusing treatment, and there are a number of patients on the waiting list to receive treatment. If Mr. X does not receive treatment, he will die. Should Mr. X be allowed to die? Students chose a role to play, and act out the scenario above. As a team, weigh the options and determine the best solution

7. Role Playing Assessment Tips Students will reflect upon what they learned individually by playing their specific role Students will reflect upon what they learned about the process as a whole Peer assessment can be useful in assisting others in identifying how each group member’s behavior impacted the experience

8. Role Playing Pros & Cons • Pros: • Learners experience real life situations in a safe environment • Can choose to play different roles by repeating the same scenario • Cons: • Lack of structure in activity design can distract from the purpose of the activity • Learners may be uncomfortable with role playing

9. Activities: Fishbowls • Groups of 5 will be established • Each group will be assigned a unit they will be responsible for discussing and facilitating • Each group member will facilitate 1 day while the remainder of the group participates in discussion • The 4th week, a group will be in the “fishbowl” while the remaining learners are key observers • NOTE: observers may not speak or interrupt during the observation • After each “fishbowl” group facilitates, a debriefing session occurs

10. Fishbowls Assessment Tips Observers turn in their weekly journals Observers post reflections that are evaluated by the instructor Observers assess the performance of the group in the fishbowl, through posted observations or through weekly emails or private messages to the instructor

11. Fishbowls Pros/Cons • Pros • Learners experience real life situations in a safe environment • Instant feedback and critique from observers • Encourages reflection and mindful thinking • Cons • Observers are other professionals and may not have the same viewpoint as an actual participant would

12. Activities: Case Studies The NMC’s Educational Communities in Second Life were designed to fill a gap in the options available to educational institutions that wished to begin experimenting in Second Life. Recognizing that educators and educational institutions needed a place to get started with virtual worlds. http://virtualworlds.nmc.org/portfolio/ed-communities/

13. Activities: Case Studies Project You are asked to post a brief case study of approximately one to two paragraphs in length describing a situation involving either an existing virtual team that is in need of further development or that is experiencing issues or problems, or a situation where virtual team work should or could be used.

14. Case Studies Assessment Tips Instructor can generate cases through the questions asked of students in response to the case. Students can be asked not only the concepts applied Instructors can develop a rubric or assessment matrix Students can assess themselves as to whether their case addresses course concepts, etc.

15. Case Studies Pros/Cons • Pros: • Provide real life examples • Interaction and collaboration w/other members of the group • Cons: • In some cases, no formal conclusions because they’re ongoing studies