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   Collaborative learning
Concept maps in project based group learning

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Collaborative learning is a philosophy, not just another classroom technique.

Apprendimento collaborativo

There are different definitions of collaborative learning. But a feature shared by all is that learning happens through interaction in a social context, face to face and/or in a network).

Some studies have demonstrated that student satisfaction is higher in collaborative environments.

Education system costs, when based in collaborative learning are lower if compared with the individual oriented education system.

Tecniche d'apprendimentoGetting the most out of students can be attained with active learning and collaborative learning (in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm), because in the latter a deeper and more permanent level of understanding and learning of course material is achieved, abilities of critical and creative learning are acquired, and positive attitudes are formed toward the subject matter being studied, with a greater level of confidence in personal knowledge and abilities.

Knowledge Master
can be efficiently used to work in groups, in collaborative learning, and in real time network cooperation or collaboration. 

The premise of collaborative learning is "the achievement of consensus through cooperation among the members of the group". As a pedagogy, collaborative learning comprises the full spectrum of student group activities, that work together in and outside the classroom. As a method, it may be simple and informal as well (as when students discuss their ideas trying to achieve some kind of consensual answer, to share it afterwards with their classmates); as for the current definitions, the more formally structured process is known as  cooperative learning.

Another essential premise for cooperative learning is the direct activity of the single members of the group, the will of doing. Collaborative learning is based on the personal activity of each of the group members, collaborative learning is in first instance "active learning that takes place in a non competitive collectivity", in which all group members contribute to the learning of all, collaborate in the construction of learning. Everyone draws upon the other's contributions.

Knowledge management methods and strategies in educational environments support creative processes  and collaborative learning.

Collaborative learning must not by force be synchronic: very often it is even convenient when it is asynchronous. A Knowledge Master concept map may be e-mailed even to hundreds of institutions or students, or simply exchanged through a network, and returned with modifications or additions from other work groups.  

 "Consensual" maps in a network are developed by negotiation.

At other times the absence of such consensus is the major learning experience since it demonstrates the plurality of incompatible perspectives available.
Students working in collaborative groups usually divide responsibility for the domain, and produce networks of linked maps and associated materials. These can grow to become very complex, particularly if they are part of long-term activities such as those of a research group.  

Collaborative learning is not:

Asking the faster or smarter students to help the slow ones.

Students splitting up a homework assignment so that each person only does one problem and copies the rest from other students.

Group projects in which everyone gets the same grade, despite the fact that one person did all the work.

A cop-out for professors who want to do less lecturing.

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Learning techniques with concept maps

:: Pages for a deeper insight ::

Active learning
Visual learning
Automatic assessment questions
Educational use of concept maps
Assessing concept maps
Conceptual knowledge bases
The importance and relevance of concepts in a concept map

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