# Task 2 - Learning Model

Edited by Debbie Howlett, 3/2/2012 9:52 PM

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Collaborative Learning Model:
For this e-activity we are going to focus on the Collaborative Learning model. This is a model where two or more people learn or attempt to learn together. Collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and knowledge. Collaborative learning is heavily rooted in Vygotsky’s Social Learning Theory and the zone of proximal development focusing on the idea of collaboration with others, where students enter hubs (communities of learning) and are guided to interact and collaborate with members of the community using chat room facilities, forums, video conferencing (Gillani, 2003). Dewey’s 1938 theory that the learning context is most effective when an interaction between social and physical and the learners’ inner world is established is also relevant to this model, (Juwah, 2006). This e-activity will be completed using a Computer-supported collaborative learning.
The collaborative learning model can be split up into five phases.

Learning Model

This e-activity is based on a collaborative learning model. There are five main stages in this model:

1) Engagement phase: In the beginning the role of the e-moderator is mainly to inspire the learners, introduce them to the idea and challenge them with it. The e-moderator sets the stage by giving a sense of ownership to the learners in an authentic collaborative activity. The e-moderator also supports evaluation skills by providing supportive documents for use of the technologies – for example the e-moderator could administer a short Web2.0 competency survey.

2) Exploration phase: The e-moderator encourages group interdependence and asks learners to demonstrate learning. The e-moderator ensures that all are interacting and the e-moderator will leave comments and 'likes' throughout that encourage the learners during the e-activity on each of the learner's pages.

3) Transformation Phase: The learners engage in activities that help them to reshape their own knowledge. Given the collaborative nature of the activity, it is crucial that the e-moderator ensures that all learners are engaged in active and meaningful collaboration, thereby maximising the chances that all class members achieve learning equally.

f4) Presentation Phase: This involves the demonstration of learned material and feedback, peer or expert. In this e-activity, when the learner has posted information about another theorist, as well as receiving feedback from another learners. As the learners critically access and offer feedback on the other's resources they are asked to update their blog based on what they have learned from the resources provided and interaction on Facebook.

5) Reflection Phase: The e-moderator provides guidelines and reflective prompts which are both group and individually orietated. The phase requires constructive feedback from the e-moderator to learner that helps the process and progress of learning, which will be delivered through e-mail and/or a meeting.

References:
Dewey, J., (1938). Experience and Education. New York: Macmilla
Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc
Gillani B. (2003) Learning Theories and the Design of Learning Environments. Maryland: University Press of America
Juwah, C., (2006) Interactions in Online Education. Implications for Theory & Practice. (Open & Flexible Learning Series). Aberdeen, UK: Robert Gordon Universit
Vygotsky, L.S. (1978). Mind and Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press