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Certain conditions are critical for the establishment and success of a learning organisation and there are parallels here to the practices of effective pedagogy in an inquiry based learning environment. If our goal is to have every member of an organisation contribute to the learning that occurs then we must establish a culture that allows this to occur. Feelings of safety, acceptance of diversity and risk taking must become parts of the culture. In our classes we establish the conditions where our students feel safe sharing their ideas even when they do not conform with the majority. We establish a belief that there are often multiple correct answers and in doing so foster creativity. The same conditions are required in our learning organisations. Nurturing a learning organisation is a little like nurturing a garden and Tim Brown echoes this sentiment ""It's about nurturing the conditions in which creativity is most likely to happen, That's really about culture, environment, rituals—the sorts of things that give people permission to explore, that encourage open-mindedness, collaboration, experimentation, and risk taking."
CATME | Smarter Teamwork Tools - 0 views
- Assigning students to teams:
- Self and peer evaluations and rating team processes:
CATME Peer Evaluation
- Training students to rate teamwork:
CATME Rater Calibration
- Training students to work in teams:
CATME Teamwork Training
- Making meetings more effective:
CATME Meeting Support
- Assigning students to teams:
- Gather information from students and provide feedback to students.
- Understand their student teams’ processes, team-members’ contributions, and students’ perspectives on their team experience.
- Be aware of problems that are occurring on their students’ teams
- Hold students accountable for contributing to their teams.
- Use best practices when managing student team experiences.
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How Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | K... - 30 views
1. How Listening and Sharing Works
In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.
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Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.
Sharing operates on two levels: sharing common goals and sharing ideas.
Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise
Collaboration requires a great deal of turn-taking coordination.
It can be useful to establish collaborative structures and rules.
primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).
An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did
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