{"id":413,"date":"2021-01-02T09:26:50","date_gmt":"2021-01-02T17:26:50","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/?p=413"},"modified":"2021-01-04T10:29:31","modified_gmt":"2021-01-04T18:29:31","slug":"open-collaborative-learning-a-design-thinking-challenge","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0160\/open-collaborative-learning-a-design-thinking-challenge\/","title":{"rendered":"Open Collaborative Learning: A Design Thinking Challenge"},"content":{"rendered":"

Photo by Hans-Peter Gauster<\/a> on Unsplash<\/a><\/p>\n

This post was prepared in collaboration with David Piechnik<\/a>.<\/p>\n

“<\/span><\/i>Collaborative learning is when you can achieve something with some help from your group and then work indepe<\/span><\/i>ndently with what you<\/span><\/i>‘<\/span><\/i>ve learnt<\/span><\/i>.”<\/span><\/i>(Gratton, 2019<\/span>, p. 258<\/span>)<\/span><\/p><\/blockquote>\n

Context<\/span><\/b>\u00a0&\u00a0<\/span><\/b>Problem Statement<\/span><\/b>\u00a0<\/span><\/p>\n

David and Vanessa<\/span>\u00a0<\/span>are\u00a0<\/span>educato<\/span>rs in post-secondary education<\/span>,<\/span>\u00a0where\u00a0<\/span>David teaches in<\/span>\u00a0the field of design and\u00a0<\/span>Vanessa in\u00a0<\/span>digital te<\/span>chnology. T<\/span>he design thinking challenge<\/span>\u00a0<\/span>allowed us<\/span>\u00a0to take an\u00a0<\/span>empathic approach to\u00a0<\/span>gain critical<\/span>\u00a0insights\u00a0<\/span>in<\/span>to\u00a0<\/span>our learners’ need<\/span>s.\u00a0<\/span>A significant body of research ha<\/span>s<\/span>\u00a0documented many benefits for learners who participate in group work. For example, learners working in groups can achieve\u00a0<\/span>academic learning outcomes and gain deeper comprehensive educational exper<\/span>iences\u00a0<\/span>than<\/span>\u00a0learners working individually\u00a0<\/span>(Smith, 1996<\/span>;<\/span>\u00a0<\/span>Roseth et al., 2008<\/span>;<\/span>\u00a0<\/span>Wilson et al., 2018)<\/span>.<\/span>\u00a0<\/span>As such, group work is part of many\u00a0<\/span>of our\u00a0<\/span>cours<\/span>e curriculum\u00a0<\/span>and programs<\/span>.\u00a0<\/span>However, i<\/span>n S<\/span>tep 1\u00a0<\/span>(d.School, 2016)<\/span>\u00a0<\/span>of the design process,<\/span>\u00a0we have ident<\/span>ified<\/span>\u00a0a significant gap in\u00a0<\/span>offering learners a safe<\/span>,<\/span>\u00a0collaborative space\u00a0<\/span>to\u00a0<\/span>practicing<\/span>\u00a0social competency, enhancing interpersonal and critical thinking skills<\/span>.\u00a0<\/span>These skills are\u00a0<\/span>essential<\/span>\u00a0for learners to<\/span>\u00a0have a positive\u00a0<\/span>learning\u00a0<\/span>experience in\u00a0<\/span>any collaborative environment in education and\u00a0<\/span>in\u00a0<\/span>the employment sector upon graduation.<\/span>\u00a0<\/span><\/p>\n

Moreover, t<\/span>hese skills are no longer\u00a0<\/span>perceived as\u00a0<\/span>an asset<\/span>\u00a0but\u00a0<\/span>rather\u00a0<\/span>a requirement<\/span>\u00a0for success<\/span>\u00a0<\/span>(Riebe et al., 2016)<\/span>.\u00a0<\/span>As we d<\/span>ove<\/span>\u00a0deeper into Step<\/span>s<\/span>\u00a02 & 3<\/span>\u00a0<\/span>(d.School, 2016)<\/span>, we synthesi<\/span>zed that<\/span>\u00a0<\/span>teamwork capacities\u00a0<\/span>are<\/span>\u00a0repeated<\/span>ly<\/span>\u00a0<\/span>highlighted<\/span>,\u00a0<\/span>but\u00a0<\/span>group projects can often\u00a0<\/span>go amiss\u00a0<\/span>when they are not designed<\/span>\u00a0to foster learning<\/span>, supervised,\u00a0<\/span>or<\/span>\u00a0assessed in a way that\u00a0<\/span>promotes<\/span>\u00a0meaning<\/span>ful<\/span>\u00a0<\/span>group\u00a0<\/span>work and deep collaboration<\/span>.\u00a0<\/span>Through the\u00a0<\/span>design\u00a0<\/span>process, strong commonalities were discovered<\/span>,<\/span>\u00a0which led\u00a0<\/span>us\u00a0<\/span>to the\u00a0<\/span>development of three problem statements in Step 4\u00a0<\/span>(<\/span>d.School<\/span>, 2016)<\/span>:<\/span>\u00a0<\/span><\/p>\n

Problem Statement\u00a0<\/span><\/i>#1:<\/span><\/i>\u00a0<\/span>Learners are at different\u00a0<\/span>life stages<\/span>\u00a0and intercultural<\/span>\u00a0contexts<\/span>;<\/span>\u00a0they do not have\u00a0<\/span>an\u00a0<\/span>equal level of mo<\/span>tiv<\/span>ation, communication, and collaborative skills.\u00a0<\/span>\u00a0<\/span><\/p>\n

Problem Statement\u00a0<\/span><\/i>#2:<\/span><\/i>\u00a0<\/span>Learners\u00a0<\/span>need<\/span>\u00a0a safe space\u00a0<\/span>to<\/span>\u00a0<\/span>learn how to\u00a0<\/span>work in a group<\/span>, foster<\/span>\u00a0<\/span>and nurture their communication and collaborative skills.<\/span>\u00a0<\/span><\/p>\n

Problem Statement<\/span><\/i>\u00a0#3<\/span><\/i>:<\/span><\/i>\u00a0<\/span>Free-riding.<\/span>\u00a0<\/span>Equal grade<\/span>s<\/span>\u00a0to group members are not reflective\u00a0<\/span>of<\/span>\u00a0equal\u00a0<\/span>learning or contribution.<\/span>\u00a0<\/span><\/p>\n

According to\u00a0<\/span>a\u00a0<\/span>survey conducted by\u00a0<\/span>Wilson et al. ( 2018)<\/span>, 93% of learners believe that teamwork skills are essential for their future careers<\/span>. H<\/span>owever,<\/span>\u00a0only 60% believe that they are well equipped.<\/span>\u00a0<\/span>Furthermore,\u00a0<\/span>Riebe et al. (<\/span>2016)<\/span>\u00a0built upon the narrative\u00a0<\/span>of\u00a0<\/span>dissonance\u00a0<\/span>in\u00a0<\/span>education<\/span>:<\/span>\u00a0<\/span><\/p>\n

“T<\/span>here is now a more explicit\u00a0<\/span>expectation among employer groups and governments that high<\/span>er education\u00a0<\/span>(HE) institutions will provide students quality\u00a0<\/span>training in teamwork skills and\u00a0<\/span>capabilities to ensure graduates are better<\/span>\u00a0prepared to work in teams when\u00a0<\/span>commencing employment<\/span>.”<\/span>\u00a0(p.620)<\/span>\u00a0<\/span><\/p>\n

Prototype\u00a0<\/span><\/b>Solution<\/span><\/b>\u00a0& The Theory Behind the Model<\/span><\/b>\u00a0<\/span><\/p>\n

Through Step<\/span>s<\/span>\u00a05<\/span>, 6, and 7<\/span>\u00a0<\/span>(d.School, 2016)<\/span>, we\u00a0<\/span>determined that\u00a0<\/span>HE institu<\/span>tions need a systematic approach to\u00a0<\/span>include teamwork pedagogy<\/span>\u00a0as part of the curriculum.\u00a0<\/span>Our\u00a0<\/span>prototype<\/span>\u00a0model<\/span>,<\/span>\u00a0<\/span>Open\u00a0<\/span>Collaborative Learning (<\/span>O<\/span>C<\/span>L)<\/span>,<\/span>\u00a0is\u00a0<\/span>grounded in\u00a0<\/span>the\u00a0<\/span>Principles of I<\/span>nstructions identified by\u00a0<\/span>Merrill (<\/span>2002)<\/span>\u00a0and employs support protocols for both learners and educators<\/span>\u00a0(see Figure 1)<\/span>.\u00a0<\/span>OCL<\/span>\u00a0<\/span>design model\u00a0<\/span>is\u00a0<\/span>a\u00a0<\/span>prerequisite course\u00a0<\/span>for<\/span>\u00a0all\u00a0<\/span>learners at the program level<\/span>\u00a0to<\/span>\u00a0<\/span>uphold<\/span>\u00a0a universal standard<\/span>.\u00a0<\/span>Following Merrill’s first principle of instructions,\u00a0<\/span>OCL<\/span>\u00a0<\/span>provides learners with the opportunity to engage in a real-world problem<\/span>. Thus, the curriculum\u00a0<\/span>teaches<\/span>\u00a0<\/span>group\u00a0<\/span>responsibility, communication<\/span>,<\/span>\u00a0and collaboration<\/span>\u00a0skills<\/span>;<\/span>\u00a0provid<\/span>es<\/span>\u00a0<\/span>exposure to colla<\/span>bo<\/span>ra<\/span>tive tools<\/span>;<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>offers learners the chance to<\/span>\u00a0practice\u00a0<\/span>mediation, goal setting<\/span>,<\/span>\u00a0and support\u00a0<\/span>to\u00a0<\/span>help them\u00a0<\/span>navigate various\u00a0<\/span>behaviou<\/span>r<\/span>s<\/span>\u00a0associated with working in groups.<\/span>\u00a0<\/span><\/p>\n

Figure 1<\/span><\/b>
\nOpen Collaboration Learning Model<\/span><\/i>\u00a0<\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

Please click on the image to view the interactive version.<\/i><\/p>\n

Upon completing OCL,<\/span>\u00a0learners begin their program courses where they can\u00a0<\/span>activate<\/span>,\u00a0<\/span>apply,\u00a0<\/span>integrate<\/span>, and demonstrate<\/span>\u00a0<\/span>(<\/span>2<\/span>nd<\/span>, 3<\/span>rd<\/span>, 4<\/span>th<\/span>, and 5<\/span>th<\/span>\u00a0principle<\/span>s<\/span>)\u00a0<\/span>their knowledge<\/span>\u00a0<\/span>in any grou<\/span>p assignments. Prior to any\u00a0<\/span>major\u00a0<\/span>group assignments<\/span>, the educator only needs to provide a Teamwork Course Recap to refresh\u00a0<\/span>the\u00a0<\/span>learner’s\u00a0<\/span>teamwork\u00a0<\/span>knowledge;\u00a0<\/span>as a result, this<\/span>\u00a0allows the educators to focus\u00a0<\/span>mainly\u00a0<\/span>on the assignment context, have higher expectations of learners’ performance, and mitigates the burden of\u00a0<\/span>teach<\/span>ing<\/span>\u00a0teamwork skills<\/span>.\u00a0<\/span>Periodic Check-in Point<\/span>s<\/span>\u00a0<\/span>are<\/span>\u00a0integrated throughout the\u00a0<\/span>group assignment,<\/span>\u00a0where learners\u00a0<\/span>have the opportunity to<\/span>\u00a0<\/span>give project and communication status, reflect on learner<\/span>‘<\/span>s experience, area(s) of need or struggles, and resources.\u00a0<\/span>Moreover, the\u00a0<\/span>Traf<\/span>f<\/span>ic<\/span>\u00a0<\/span>Light of\u00a0<\/span>D<\/span>e<\/span>spair<\/span>\u00a0features three\u00a0<\/span>symbolic\u00a0<\/span>buttons of red, yellow, and green<\/span>\u00a0<\/span>for learners to\u00a0<\/span>quick<\/span>ly identify the status of\u00a0<\/span>the group assignment’s well-being<\/span>.<\/span>\u00a0To help learners\u00a0<\/span>quantify their need\u00a0<\/span>for<\/span>\u00a0support,\u00a0<\/span>prompting questions and alerts are built<\/span>–<\/span>in as follows:<\/span>\u00a0<\/span><\/p>\n

Red Light<\/span><\/i>\u00a0\u2013 Support is Urgently Needed<\/span>;<\/span>\u00a0<\/span>when learners press this button, it\u00a0<\/span>alert<\/span>s<\/span>\u00a0<\/span>the\u00a0<\/span>educa<\/span>tor. Then, the\u00a0<\/span>works directly with\u00a0<\/span>the team members to reconcile the conflicts or challenges by either referencing back to the OCL and<\/span>\/<\/span>or engaging in a discussion. These are the criteria for the red light:<\/span>\u00a0<\/span><\/p>\n