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![Page 1: Open Education Network http :// www. open - ed. net Cooperative Learning : a scaffold for the interactions Paul Kawachi FRSA Open University of China kawachi.](https://reader038.fdocuments.in/reader038/viewer/2022103006/56649ea35503460f94ba80f4/html5/thumbnails/1.jpg)
Open Education Networkhttp :// www . open - ed. net
Cooperative Learning : a scaffold for the interactions
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
![Page 2: Open Education Network http :// www. open - ed. net Cooperative Learning : a scaffold for the interactions Paul Kawachi FRSA Open University of China kawachi.](https://reader038.fdocuments.in/reader038/viewer/2022103006/56649ea35503460f94ba80f4/html5/thumbnails/2.jpg)
Open Education Networkhttp :// www . open - ed. net
Cooperative Learning : a scaffold for the interactions
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
http://www.open-ed.net / library / cooperative.ppt
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Open Education Networkhttp :// www . open - ed. net
improved deep quality of learning
can be achieved more efficiently
with simple metacognitive understanding of
the cooperative learning process
overview
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Open Education Networkhttp :// www . open - ed. net
i constructivist learning
ii defining cooperative
iii cooperative learning
iv a scaffold of the interactions
overview
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Open Education Networkhttp :// www . open - ed. net
i constructivist learning
introduction
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Open Education Networkhttp :// www . open - ed. net
constructivist learning :
there are four distinct ways of learning
i independently alone
ii individually alone
iii cooperative in a group
iv collaboratively in a group
introduction
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Open Education Networkhttp :// www . open - ed. net
introduction
there are four distinct ways of learning
Learning-Alone Learning-in-a-Group
INDEPENDENT
Freedom
over content andmethod of learning
INDIVIDUAL
No Freedom
over content ormethod of learning
orpre-negotiated
freedom
INTERPERSONAL
COOPERATIVE COLLABORATIVE
CONNECTEDLEARNING
Group with a‘ knower ’
Group withno ‘ knower ’
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Open Education Networkhttp :// www . open - ed. net
constructivist learning :
the distinction between
iii cooperative in a group
iv collaboratively in a group
is important for scaffolding the learning process
introduction
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Open Education Networkhttp :// www . open - ed. net
introduction
less
transactional
distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
cooperative sharing old
collaborative creative
collaborative disjunctive
cooperative experiential
the transactional distance model of learning
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Open Education Networkhttp :// www . open - ed. net
Paul KAWACHI 1957 ~
Transactional Distance Model
The actual learning process can be measuredin terms of Structure and Distance, on afour-stage scaffolding which distinguishesbetween cooperative and collaborative modes.
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Open Education Networkhttp :// www . open - ed. net
introduction
the transactional distance model of learning
Stage 1 cooperative
Stage 2collaborative
Stage 4cooperative
Stage 3collaborative
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Open Education Networkhttp :// www . open - ed. net
defining cooperative :
definition
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Open Education Networkhttp :// www . open - ed. net
Nisbet (1968) identified five types of cooperation ;- automatic, traditional, spontaneous, contractual and directed
the traditional is moral cooperation, and a sixth type is ethical
i volitional
ii natural
iii moral
iv ethical
v contracted
vi directed
and these widely co-occur
definition
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Open Education Networkhttp :// www . open - ed. net
cooperative learning :
learning
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Open Education Networkhttp :// www . open - ed. net
cooperative learning :
Bruner (1966) describes the cooperative learning
mechanical rote memorisation process
as ‘identification’ or modelling oneself on a role model
Bruffee (1995) also asserts cooperative employs
“rote memory … dealing with the facts and information
associated with foundational knowledge”
learning
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Open Education Networkhttp :// www . open - ed. net
cooperative learning :
used in large classes for content delivery
of facts and information
from a teacher or from a textbook
as foundational learning
learning
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Open Education Networkhttp :// www . open - ed. net
cooperative learning :
lecturing has many advantages
eg to stimulate in the student's mind
the intrinsic academic motivation to learn
lecturing is effective and efficient
to deliver mass new content information
learning
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
scaffold
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
cooperative interactivity occurs in a situation
of inequality or disequilibrium
from a source (knower)
to the passive receiver
cooperative activity is limited to recall and memorisation
an active receiver questions the input in collaborative mode
scaffold
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Open Education Networkhttp :// www . open - ed. net
suggested verbal expressions for the interactions :
T1 : initial input from outsiders as trigger
followed by S1 and S2 self-reflections
T2 : output and the possible T3 received by outsiders
followed by their S3 and S4 self-reflections
T4 : output from outsiders, and T5 received input
followed by self-reflections again and T6 output
these are illustrated in the following scaffold …
scaffold
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Open Education Networkhttp :// www . open - ed. net
scaffold
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Open Education Networkhttp :// www . open - ed. net
suggested verbal expressions for the interactions :
T1 : "How do you think about this idea?"
S1 "I think this is the meaning" and
S2 "I wonder if I am connecting this well"
T2 : "This is my interpretation. Is it complete?"
T3 "Please add complexity to help my understanding"
S3 "I confirm one point, and add some related others"
S4 "Show us a bigger picture of your interpretation"
T4 : "The initial idea is now input and well connected
while the other points need more clarification"
scaffold
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
cooperative learning characterises
the second-level Stage 1 and Stage 4 of the
transactional distance model
in Stage 1, cooperation involves getting input
in Stage 4, cooperation involves testing out an idea
scaffold
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Open Education Networkhttp :// www . open - ed. net
scaffold
cooperative input of new information in Stage 1
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Open Education Networkhttp :// www . open - ed. net
scaffold
cooperative input of feedback in Stage 4
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
cooperative learning within the dualist
cognitive and social constructivist paradigms
scaffold
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
cooperative learning within the dualist
cognitive and social constructivist paradigms
of Piaget, and of Vygotsky, respectively
scaffold
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Open Education Networkhttp :// www . open - ed. net
Jean PIAGET 1896 ~ 1980
Theory of Cognitive Constructivism
There are four stages of cognitive development ;sensori-motor, pre-operational, concrete operational, then formal operational and maybe in later adulthood a fifth stageof problem finding / framing.
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Open Education Networkhttp :// www . open - ed. net
Lev S. VYGOTSKY 1896 ~ 1934
Theory of Social Constructivism
There is a Zone of Proximal Developmentin which a person can achieve more whenin the presence of higher achievers. Learning cannot be separated fromthe social context.
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
the dualist cognitive constructivism of Piaget and the social constructivism of Vygotsky
have been merged to some degree
by Feuerstein and by Glasersfeld in a
radical constructivist approach but still dualist
scaffold
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Open Education Networkhttp :// www . open - ed. net
Reuven FEUERSTEIN 1921 ~
Theory of Mediated Learning
Dynamic assessment of what student can learn, rather than what she has learnt, with theory of helping the student to learn-how-to-learn, and developed the concepts of metacognition. His theory bridges Piaget’s individual direct learning with Vygotsky’s social ZPD assisted learning.
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Open Education Networkhttp :// www . open - ed. net
Ernst von GLASERSFELD 1917 ~ 2010
Theory of Radical Constructivism
The mind learns internally by accommodatingnew knowledge and re-organising the knowledgeand experience that it has already got. Knowledge is built up by the individual reflecting on old knowledge and experience to improve its own structure which constitutes understanding.
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
this presentation has so far only covered
cooperative learning within the dualist
cognitive and social constructivist paradigms
a more efficient and effective paradigm for
learning in blended and online environments
is the unitary constructionist paradigm
scaffold
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
in constructionism
learning is wholly within the mind
and knowledge is in the interactions within the mind
scaffold
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Open Education Networkhttp :// www . open - ed. net
Seymour PAPERT 1928 ~
Theory of Constructionism
“ Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.”
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Open Education Networkhttp :// www . open - ed. net
a scaffold of the interactions :
in constructionism
the same scaffold is employed, but operates
between information in the mind and the
connected knowledge under active construction
through de-construction and re-construction
scaffold
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Open Education Networkhttp :// www . open - ed. net
cooperative learning :
this presentation has presented a scaffold for
the cooperative learning interactions in
classroom, blended, and online learning
cooperative is complementary with collaborative
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Open Education Networkhttp :// www . open - ed. net
You can download these slides freely from the website
http://www.open-ed.net / library / cooperative.ppt
or by email to me at
kawachi @ open-ed.net