Building on important ideas and collaboration solutions
| Added: 25-08-2010 Author: Anne Hudson Category: Communication |
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When Jack Welsh, former chairman of General Electric said in 2001, The lust, and power, the organization to continuously learn from any source, anywhere - to change this level of learning by doing - is the last competition.
New style learning, which integrates technology and online collaborative learning process-centric slowly emerging in response to a need to improve critical thinking in education and the workplace. If inafanikiwa, the new system will change the bricks and mortar learning with multimodal examples where learning occurs in physical and virtual space, with a single, input from teachers is very long, supported by a collaborative peer-to-peer, where, when however any,.
In the conventional teacher-directed learning for example, one's capacity increased as a result of any own thoughts and prayers. Students with high IQ to do well in this environment. Alternative learning model emphasizes the use of web technology and participatory process of learning-Centric. Enhance students' skills as a result of circumstances which occurred learning. Really be a learning-centered learners as apposed to the teacher-directed. The effectiveness of the learning process is measured by how well the student can change what they know in what they can do. Same is true in organisatioins.
The Role of Collaboration
The defense claimed that the active learning partnership to exchange ideas in small groups not only increase the interest of the participants, but also promotes critical thinking. There is convincing evidence that cooperative teams achieve higher levels of ideas and information to recover more than students who work quietly as individuals (Johnson and Johnson 1986). Shared learning gives students the opportunity to participate in the discussion, are responsible for their own learning, and it is important forums (Totten, Sills, Digby, & Russ, 1991).
However, the group automatically to enhance the participatory development of cognitive skills and complex knowledge structures. To increase the potential for harmony and work-related and social interaction, interaction tools and processes-Centric learning the necessary structure to identify new concepts of learning and previous experience and skills of learners.
The Role of Process-centric Learning
- Process-Centric learning can be defined as ·
- Collection process that the government creation, distribution, and use of knowledge ·
- Full use of information and data, including the possibility of people's skills, talents, ideas, intuition, commitment, and incentives
Process-Centric learning consistent with constructivist learning theory according to which learning is seen as the process of revising our mental models to accommodate new experiences. Method, students build what they know and are ready to participate fully in learning, using various sources and media. Another different learning theories, promote constructivist theory of learning as a process of creative thinking, problem solving, research skills and higher thinking usually results in behavioral changes, and develop new skills and knowledge.
Constructivist approach to learning emphasizes the right, including projects that challenge students, teachers and experts in the learning community, both in the implementation of education or business processes. The goal is to build a learning community that is more closely related to the trend of cooperation the real world. In a real environment, students learn to assume responsibility for themselves. They must develop meta-cognitive ability to monitor their own learning and performance directly. When people work together in real activity, they bring their own system of activities and attitudes. They can see the problem from different perspectives, and to discuss and provide solutions through shared meaning and understanding. Under the theory of constructivism, teachers consider to make the connection between truth, and develop a new understanding in learners. Teaching strategies that are targeted to students and encouraging responses analysis, interpretation, and prediction. The process of thinking can be as basic as asked the group to cooperate by answering a structured series of questions about the lesson and return of equipment, or learn to fly Quizzes-provocation to start thinking creatively.
The Role of Online Collaborative Technology
Online collaborative computer technology has increased the support of collaborative research area (CSCW) and participatory learning. Is defined as a computer based network system to support work and group work provides a general interface by working groups together with (either in person or at a distance or a combination of all modes). The premise is that systems-based computer-mediated and can help facilitate group process and group behavior in ways that do not work using conventional learning.
Online system supports a variety of participatory activities, such as problem solving and group plans, quizzes, surveys, sharing of knowledge, edit the group, when discussing, negotiating, developing relationships, shared application software, polling and learning projects and curriculum.
Research in the use of the Internet, learning in interactive classrooms have been produced highlighting some interesting results:
· ACOT result of two years (1986-87) study of seven classes representing the American cross-section K-12 schools that promise. Teachers are able to translate the traditional text-based material through new electronic media. Student behavior and attendance improved in all regions, their position on independent learning and also showed improvement. Color test results, in the very least, students do because they can without all the technology and some are clearly performing better (Apple Research Labs Publications).
· Scardamalia (1994) showed that the self-reflective and self-preparation system that each member contributes to his own expertise, and, in turn, learn new skills and expand knowledge base.
· Another study showed that more than teachers' knowledge of collaboration technologies, have more positive attitudes toward technology development (Zhao & Campbell, 1995).
· There is substantial evidence that the students work in groups of science and master the material math better than students working alone (Slavin, 1989).
· King (1989) saw the abuse problem-solving and character interaction of small collaborative groups working age CAI work. The group found success in the work-sharing talks of the social dialogue. More related to their duties to ask questions, spend more on strategies to use, and extend access to higher mark than he did the group fail.
· Meir (1992) showed that teachers and researchers know that students who work together in matters of real world show increased motivation, deeper understanding of concepts and increase the willingness to answer tough questions that could not answer himself. Autenticitet and consider this learning experience is repeated in several articles.
In the organizational environment, online, interactive technologies, such as email, group calendars, electronic meetings and Internet Conferencing become available through 1990's and used in organizations as a means to improve productivity and accelerate decision making and learning.
A Sloan Management Review Gallupe study by Cooper (1992) showed that the group's ideas with electronic productivity increased from 25-50% for groups one and four to 200% in 12 human groups (Fig. 2). More ideas are generated by large groups can be effective. Important, it is possible to generate more ideas of higher quality than the traditional ideas and flipcharts. Parallel entry of ideas and notes also the idea of positive features.
Although there has been much progress in the form of participatory technology, they are still working-Centric especially input. However, the shift from material cooperation on the basis of a strategy based process improvement. Improving business performance requires close co-operation (process) and the environment, while the use of flowers as a source of models and innovation. This new environment, the collaboration is embedded in the process of education and business, who communicated through an online collaborative technology. Now there is excessive preference among senior management to evolve from a collaborative strategy based on individual productivity and innovation.
New Model
Integration process-Centric Online Courseware delivered in collaboration technology, emphasizing the development and use of important ideas and skills, and provides the possibility to increase the capacity of staff and students.
In this new model, multimodal learning into the classroom, going on in the classroom, in distance and two-class formulation and villages, even the time and asynchronously, in real-time feedback from the teachers and support peer-to-peer collaboration. The difference between physical and virtual learning is currently run as chinichini that learning happens anywhere, anytime, anyway.
In the organizational environment, learning a new style of team work will enable every business process in a myriad of ways that can increase production and capacity to make decisions. The result is that the process itself will work in a sense. Success will be measured in the process of increasing yields and more sustainable level of innovation resulting from the wise.
Examples of online, collaborative process-Centric, Embedding the learning process in new technology started to appear. New process will be tested and explained in the organization in the field of education through the sponsors, universities and schools.
Company Australia Pty Ltd is a pioneering solution Grouputer new methods through previous business processes such as Six Sigma business improvement methods, and through a new trial of a new educational model in the community.
Pty. Executive Director Anne Hudson. Solutions Ltd. Grouputer Question: @ anne.hudson grouputer.com
REFERENCES
Johnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in science class. Science and Children, 24, 31-32.
Mike Gotta, Meta Group, April 2004
Slavin, R. E. (1989). Research on cooperative learning: An international perspective. Scandinavian Journal of Educational Research, 33 (4), 231-243.
Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A research guide. New York: Garland.
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