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Group Learning. April 12, 2000 Presented by Robert P. Ouellette University of Maryland University College. Group Learning. Active Learning at UMUC Benefits of Group Learning Group Learning Theory Group Learning Practices. Active Learning. Previous Knowledge. New Knowledge.
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Group Learning April 12, 2000 Presented by Robert P. Ouellette University of Maryland University College
Group Learning • Active Learning at UMUC • Benefits of Group Learning • Group Learning Theory • Group Learning Practices
Previous Knowledge New Knowledge • Past Experience • (job related) • Life Experience • Prior Education • Readings • Travels • Personal Business Model of Active Learning Validate Test Share Put into Practice
“Loneliness" of the Distance Learner • Many authors have addressed the loneliness and isolation of distance learners and their craving for socialization. • The degree of isolation experienced by distance education learners appears to be less related to geographical distribution than other parameters. • Personal preferences and learning styles, accessibility of the instructor, clarity of the tasks and assignments all contribute to isolation. • Isolation of distance learner is associated with geographical dispersion, differences in time zones, access to the classroom, and the method of delivery. • The solution is "alone but together"
Advantages of Groups • Appear to enhance learning by expanding perspectives, interpersonal skills and the development of group concepts. • Enhance students satisfaction through human contact and professional networking opportunities • Improve the efficiency of class management.
Role of Groups • Groups have been shown to be an effective method to accomplish complex tasks • The days of the individual scientist toiling in the laboratory, of the technician repairing or maintaining an entire piece of machinery and of the manager performing an entire task on his own have just about disappeared from the American scene. • This is not to disparage the value of individuality and personnel effort but to recognize the synergistic effect that derived from group effort.
Role of Groups • Groups exist in many forms and to accomplish many different goals • Social groups are many from the coffee pot gang to the social club. These tend to be voluntary and heterogeneous with a variable life span. • Task oriented groups from quality circle to board of directors are usually selected or elected as members and are dedicated to accomplishing a specific task. • Project teams are used in research and in industry to combine the many talents of individuals for a finite period of time and toward accomplishing a very specific task These groups are also used in education to facilitate learning and to move learning from a tutor-oriented format to a student-driven environment.
Role of Groups in Distance Education • Studies indicate that groups perform better than individuals on comparable tasks. • The reason is quite apparent. • An individual's quality of work depend on the power of his intellect and his access to resources. • Groups impact on the quality of the dialogue and learn more and provide better solutions through sharing these insights and solutions with group members.
Group Design Factors • What is the ideal size of a group? • Should they be created (in terms of membership) by the instructor or self selected by the students? • Should they incorporate issues of geography (and time zones), technical specialty, temperament or not in their creation? • Should group be created on the first day and remain for the class duration, creating continuity and synergism, or should different groups be created for each project (creating more opportunities for different interfaces)?
Group Design Factors (cont) • What percentage of the grade should be associated with groups performance? • Should students rate their team mates in terms of effort and effectiveness and should this rating be part of the overall grade? • How should conflict between team members be resolved? • If groups effectively operate as "co-teachers", should they be trained by providing the meta skills required for effective performance?
Group Life Cycle • A learning group is a dynamic organism with a specific life cycle • This means that while the structure, procedure, aims, composition, size and life span of groups might vary, they all follow a general growth pattern that includes: • an organizational or initial phase • a production phase • a consolidation phase • a resolution phase.
Group Life Cycle (cont) • Initial Phase -- individual centered and consist of introduction, socialization, orientation • Production Phase -- usually focuses on developing a plan, making assignments, defining roles and scheduling activities. This second phase is the longest and include all research, data gathering and analysis activities requires. It involves detailed coordination through frequent meetings. • Consolidation Phase -- consolidation of individual effort into a preliminary whole, the identification of conflict and gaps and a renewed data gathering and research effort. • Resolution Phase -- completion of the activity by comparing results with goals and resolving discrepancies, and ensuring timely completion of the effort.
Dynamics of Group Behavior • Communication, organization, roles and responsibilities, sharing of information, psychological characteristics, learning styles, and perception are all integral part of group dynamics. • Groups evolve, ideally, from a random assemblage of individuals to a cohesive integrated "superorganism", with all possible variations in between. • Methods to foster cooperation, effective shared leadership, decision making process, change management, conflict resolution, task performance and individual satisfaction are required.
Dynamics of Group Behavior • We start by providing groups with a detail text on group functioning and on joint report writing. For example, effective organizational communication must incorporate skills for listening, negotiating, speaking, conducting meeting, etc. • Other relevant skills for the preparation of a join report must include task assignments, scheduling, and integrating different parts and styles into a cohesive whole. • Distributed responsibility or shared leadership rather than central control is typical of team behavior. This can be enhanced by rotating assignments or integrative roles.
Group Conflict Resolution • Three basic models have been used in conflict resolution • Distributive Bargaining -- originating in labor management, an attempt at allocating a fixed resource pool. This is competition based bargaining process perceived as a win/loss or zero-sum gain model. • Integrative Bargaining -- cooperative interest-based model it is perceived as a win/win mutual-gain process. • Interactive Problem Solving -- use a third party mediator to resolve disputes. It is a need-based approach that emphasizes dialogue and joint problem solving. • The interactive problem solving appears to be the most effective in empirical tests.
Group Learning Practices Meta Skills, Assessment & Evaluation
Effective Reading – PQRST Method • P -- Preview the material you will read in terms of organization, structure, contents • Q --Define the questions you would like to be able to answer when though reading the material • R -- Read the material carefully, identifying important points • S -- Study the material • T -- Test yourself as to what you have learned
Effective Writing – Story Board Approach • Writing, especially in a team, requires organization and discipline. • Need to define an outline, then refine and annotate it. • An effective way to write is to start by defining all the graphic elements • Tables • Diagrams • Flow charts • Bulleted list • Pictures These elements help illustrate the case, and provide a base for writing the report.
For each chapter and for each paragraph, identifies the key points you will make the supporting evidence the references the quotes Place each graphic elements and each chapter elements on a separate page and "pin them" on a wall Review the logic, organization, evidence, etc. by walking in front of your story board Write the report from these aids Effective Writing – Story Board Approach
Group Assessment • Groups fail probably because a lack of self assessment in terms of strengths and weaknesses and by not making a clear distinction between the ideal versus the possible, given time and resources limitations. • At the end of a session it is important to ask a group to reflect on their members behavior and performance and on the behavior and performance of the group as a whole. • This introspection might have a larger value that the product of the group itself.
The End April 12, 2000 Presented by Robert P. Ouellette University of Maryland University College
