Collaborative Learning Using Concept Maps

My discussions thus far on teaching strategies for the 21st century have been primarily on collaborative concepts and their importance. Classroom to classroom interaction, via video transmission, is a valuable tool for sharing ideas and learning strategies. This allows students of different settings to exchange geographic information specific to their area and apply this immediate information to the content area being explored. This would replace the laboratory exercises of having students gather site-specific information by means of web-browsing. Students from different regions would support and enhance each other's education. But this collaboration should not stop there. The next logical phase of this educational strategy would be to have the students intellectualize this newly acquired information through continued collaboration. The students from each geographic setting could then develop a common "collaborative" theme through the sharing and revising of concept maps. A web-site which focuses on the development of collaborative concept maps is www.webspiration.com. This site allows students to individually create concept maps and then share and develop these ideas as a class. These concept maps allows students to think constructively and creatively as a class which further enhances individual development.

Lev Semyonovich Vygotsky (1896-1934) was an educational psychologist who developed a sociocultural theory regarding education ( www.muskingum.edu/~psych/psycweb/history/vygotsky.htm). He believed successful educational development is dependent upon the interaction between people and their supporting culture so that as individuals they can best understand their world. His theory also suggests that optimum cognitive development lies within a certain time span (Zone of Proximal Development) (www.edb.utexas.edu/csclstudent/Dhsiao/theories.html). He defined this zone as a "region of activities" where individuals can succeed with the assistance of their peers. This article further states that Vygotsky's sociocultural approach to learning can be successfully implemented using Computer supported collaborative learning (CSCL).

Developing computer-based concept maps through collaborative efforts by students with the assistance of teachers can greatly enhance the educational development of individuals.

Cooperative and Collaborative Learning

This is the third in a series of articles which I discuss the strategies and benefits of collaborative learning. The process of learning can be enhanced through collaboration. Learning in groups via a networking medium develops learning strategies and increases the flow of creative ideas. Implementing the latest technology can assist educators for this process.

The "National Educational Technology Standards (NETS.T) and Performance Indicators for Teachers" stress creative, collaborative means for educating students through virtual models (www.iste.org). Computer-based collaborative learning can be most effective. A network system which supports students and teachers alike is an on-going development. Computer supported collaborative learning (CSCL) supports educational efforts through collaborative means (www.edb.utexas.edu/csclstudent/Dhsiao/theories.html). Computer-based collaborative learning has grown out of the need for improving communication and productivity in the business world. Computer supported collaborative work (CSCW) is a network system which supports groups with a common task within a business. The difference between these two systems are: CSCW (business) focuses on communication techniques (how to disperse information between groups) while CSCL deals primarily with the information being communicated (how to deliver the educational information effectively). These two network systems similar. CSCW is setup primarily for the daily tasks of a business and is more of a "fixed" network system whereas the CSCL is more flexible in order to adapt to the individual or group needs. Both of these systems enhance group dynamics by sharing creative ideas and problem-solving strategies. Although computer-based collaboration increases the sharing of information, strategies and ideas, it does not replace the inspiration motivation a teacher can provide through classroom interaction.

Collaborative learning allows students to explore and apply new material presented in lecture by the teacher ("What is Collaborative Learning?" by Barbara Leigh Smith and Jean T. MacGregor). Although this can be accomplished in groups within a classroom, computer-based collaboration facilitates this free-flow of ideas between multiple groups of students that only a networking system can provide. New material is dissected and reorganized by several students at a time through the networking process. From an educator's perspective, collaborative learning places more emphasis on the designing of learning experiences and less on the mere transmission of information. Teacher create and design a learning experience using technology as a tool.

Collaborative Learning

Are accurate responses to authentic assessment more likely attained through collaborative learning? I think so. Individual students sharing thier strategies to decipher classroom information can lead to a more thorough understanding by all students. Teachers can also learn more effective ways to present and explain difficult material to thier students by simply observing the student to students interactions and how they help each other assimulate complex ideas.

Complex concepts which are present in all sciences are more easily understood through classroom discussion. Students, developing these conceptual ideas in groups, are better equipped to apply these learned concepts to real-life situations. Collaborative learning also develops high level thinking skills thus higher student achievement according to the Global Development Research Center(www.gdrc.org/kmgmt/c-learn/44.html). Effective learning through collaboration harbors a positive environment for both students and teachers. Student-to-student learning reduces anxiety in the classroom because students feel they are all in this together (no student left behind?) Teachers can also learn from thier students ways to enhance their own teaching skills.



As I mentioned in an earlier blog (2/3/09) an effective learning environment is enhanced through interactive classrooms. Collaborative discussions through classroom interaction would further help students assimilate knowledge. This collaborative forum would also allow for the expansion of ideas for both learning and teaching. Teachers would constantly be exposed to new educational techniques from other teachers and as well as students.

Interacting with Outside Classrooms: Locally; Globally

How can I incorporate new and innovative teaching techniques into my classroom? What can I do as a teacher to facillitate the learning process?

There exists a global wealth of knowledge concerning the teaching techniques of Astronomy. I would like to locate then implement these techniques into my classroom. I can do this by interacting with other classrooms. This can be accomplished by utilizing the technology already available. The interaction between classrooms, globally and locally, would enhance the education process for all involved.

This process already exists in Western Sydney, Australia (as I am sure other places as well) (www.parliament.nsw.gov.au/prod/PARLMENT/hansArt.nsf/V3Key/LA20070510028 ). Videoconferencing equipment and shared interactive whiteboards are used to set up this network. "A combination of individual mainstream technologies create a motivating Connected Classrooms learning environment that is more powerful than the sum of the individual technology components" writes Mrs. Karyn Paluzzano a former teacher elected to the Parliament. The article further states that this interaction enhances the formation of ideas and discussions. They use this technique for subjects ranging from History to Physics. Networking also allows students in small schools to take classes which otherwise would not be offered.

Classroom interaction would allow my Astronomy students interested in the Physics aspects of Astronomy to interact with other students accross this networking bridge to fullfill thier quest for knowledge. A successful networking classroom interaction could possibly allow for an advanced placement Astronomy class to be offered here at Mason High School. Lunar and solar eclipses, as well as other astronomical events, viewed in different parts of the world could be brought into "the networking class" as if all the students were witnessing the events together.

Classroom interaction can bring students from all different cultural walks of life together to share common experiences. Native American students from the Konocti Unified School District in California had a chance to share thier cultural differences via videoconferencing (www.cilc.org/newsletter/sepoct2007/articles/classrooms.asp). Students from different tribes inquired on each others' dress and customs. The students enjoyed their experience and all involved thought it was a success. Being exposed to cultural differences in the classroom will prepare students for the world outside the classroom. Social acceptance being nurtured at school can be a by-product of networking.

I can contribute to this process through involvment. Finding out if other local school districts are interested in this classroom interaction process would be a start. Searching for successfull programs which already exist in the area would be another. The economic climate of today may mean searching for innovative and creative ways for financing such an endeavor. Reaching out to the Cincinnati Public Schools and establishing a cooperative may prove to be cost-effective. Together with myself and the help of some other established teachers we can put together a plan to present to the civic leaders. They can then determine the financial logistics. Such a plan can not be developed overnight but would be worthwhile if implemented.