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Learning to Learn: the Collaborative Challenge. Louise O’Connor London South Bank University January 2008

Focus of Study & Presentation Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Spirit of Partnership? ,[object Object],[object Object],[object Object],[object Object]

Partnership - a dangerous liaison? (Preston-Shoot 2007:670) ,[object Object],[object Object],[object Object],[object Object],[object Object],What does it mean? How can we teach this?

Revised Module aims: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Process & Assessment Tasks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Study – Stage 1: Key Questions ,[object Object],[object Object],[object Object]

Study – Stage 1: Data ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],37

Study – Stage 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Respondents: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],28 questionnaires completed 1 focus group

Preliminary Findings ,[object Object],[object Object],[object Object]

Views on Personal Learning ‘I learn more when…’ I experience challenge or tension I am involved in small group discussions

Skill development: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Skill development ? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Understanding of Theory / Literature: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Increased motivation & involvement & learning process? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Motivation to participate in collaborative learning:

Motivation to participate in collaborative learning

Significant correlations ,[object Object],[object Object],[object Object]

Qualitative Data Main benefits? Student quotes: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Qualitative data Main drawbacks? Student quotes: ,[object Object],[object Object],[object Object],[object Object]

Focus Group ,[object Object],[object Object],[object Object],[object Object],[object Object]

Focus Group Themes: Tension, safety, control … ,[object Object],[object Object],[object Object],[object Object]

Focus Group Themes: professional boundaries / identities ,[object Object],[object Object],[object Object]

Possible themes to explore, subject to further analysis: ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Learning to learn – the collaborative challenge

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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