Lots of useful information, plus some related theory. It was recommended to me as the "best" book on collaborative learning by a colleague that has taught using CL tecniques for years. It is not totally exhaustive (e.g., it doesn't consider team-based learning), but almost everything in the book is clear and practical for university and high school instructors.
Cite: Barkley, E., Cross, K., & Major, C. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
"...all of the TRS academics I spoke to during the course of my research endorsed student-led learning and used some non-traditional forms of teaching and assessment, such as presentations and group projects. The majority reported good feedback from students. The academics also told me that IBL helps to strengthen the relationship between teaching and research."
Cases 'n' Places: Global Cases in Educational and Performance Technology
Edited by: Stewart Marshall, The University of the West Indies Wanjira Kinuthia, Georgia State University
Information Age Publishing
Practitioners in the field of educational technology require a high level of problem solving, critical thinking, and interpersonal skills to deal with learning issues that are often complex and multidimensional. Unfortunately, there are few opportunities for providers of learning services and learners to practice authentic instructional design or educational technology as part of their academic preparation and/or training.
This book provides material that learners can use to interact, reason and apply their problem solving skills in realistic and engaging cases. Because of the interdisciplinary and multidisciplinary nature of the field and the cases, this book is useful not just in educational technology, but also in other fields. A “Facilitator Guide” is provided for each chapter for teachers and trainers using this book with their learners.
Some strategies are particularly suited to younger students, where often the names that teachers have for these strategies provide a 'shorthand' way of communicating to students that they wish them to provide peer feedback.
This author does a great job of explaining how he uses Wikis to help students organize their thoughts before and after class meetings. I have used wikis in the past, but I prefer blogs. My ideal situation would be if a leader took the best of the blogs and created a wiki. Maybe next semster?
"We have heard the complaint or issued it ourselves one too many times: “They don’t read!”
But can Digital Media provide some simple pedagogical models to promote a more active engagement with that most ancient and passive form of learning: the reading assignment? In this article, I describe the use of Wikis (web pages that people can easily edit as a group) to get students to summarize, ask questions, and comment on a reading before they even meet for class. And while many new—and old—tools can be used to accomplish similar results, what is innovative about this approach is that whereas before reading and writing was something students were supposed to do individually in the isolation of their rooms or the library, now—thanks to Wikis—it is a project they tackle collaboratively as a class. The goals of this critical pedagogy are thus both modest and radical, at the intersection of old and new technologies: to use Digital Media to change the way students interact with texts."
Assignment provided and reflection on it's impact on student learning. A really worthwhile read!
Now, flow is a type of intrinsic motivation, that is, there you do what you're doing primarily because you like what you're doing. If you learn only for external, extrinsic reasons, you will probably forget it as soon as you are no longer forced to remember what you want to do. Nor will you be motivated to learn for its own sake. Whereas if you are intrinsically motivated, you're going to keep learning as you move up and so you are in this lifelong learning mode, which would be the ideal.
The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions.
The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories. Digital stories for faculty development can provide real-life experiences of exemplary teaching strategies and the process of implementing them. These digital case stories can be used freely in faculty development programs and also accessed by individual instructors.