COLLABORATIVE LEARNING:
- Funded Projects: Effective Teaching Using Collaborative Learning Strategies 2005-2006, Faculty of Community Services
Faculty of Community Services projects funded by Strategic Investment, including creation of web-based communication technology, conflict management, EduBlogging, and a group contract comparison study.
- Other Collaborative Learning Practices from Ryerson Community and Beyond
Collaborative learning activities conducted by other Ryerson faculty and other universities, including stories, findings, outcomes, lessons learned, and sample of instruments.
- Services Available at Ryerson University for Collaborative Learning
Workshop and seminars offered by the LTO for faculty and Successful Learning Groups organized by the Learning Success Centre for students.
- Selected Resources for Faculty and Students Related to Collaborative Learning
Selected resources, including guidelines, toolkits, strategies, tips, and frequently asked questions with possible solutions on a variety of issues in collaborative learning.
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Other Collaborative Learning Practices from Ryerson Community and Beyond |
TABLE OF CONTENTS:
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PRACTICES AT RYERSON UNIVERSITY |
Ryerson faculty reading this page are encouraged to submit your practices and/or samples of instruments on collaborative learning to the Learning and Teaching Office at lto@ryerson.ca.
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- “To Please & To Educate” Scholarly Salons for Student Engagement
Jacqui Gingras - School of Nutrition, Ryerson University
Scholarly Salons was a collaborative learning project that took place with 2nd/3rd year Nutrition students in the 2006-2007 academic year. The salons took the form of feminist participatory action research project, and were based on the historical French and Italian tradition of meeting at “salons” for the exchange of ideas through lively conversation wherein many great ideas and creativity was born. Three salons took place throughout the study where both male and female students of the program came together to explore and articulate their experiences. The salons offered a unique opportunity for qualitative feedback from students on their experience of student engagement as well as on discussions on how to strengthen scholarly communities for learning and teaching. The energy and ideas of each salon continued into the next and the excitement and passion for engagement heightened with each reunion. Each salon resulted in rich and meaningful expressions of the student experience. A centerpiece of the students’ discussions focused on collaborative learning between professors and students, in this instance with respect to group work. Consequently, during the salons, the students created Instructing and Facilitating Group Work in a Classroom: A Toolkit through which faculty and students, together could learn about the elements and nature of group work in an academic environment. It was their hope that the toolkit would be implemented as a permanent component of the Nutrition curriculum and saw it as a corner stone to an improved teaching and learning environment. At this time efforts are underway to adopt the toolkit for use in Nutrition courses.
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PRACTICES FROM OTHER UNIVERSITIES |
For Faculty
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- Faculty Practice: Team-Based Learning in “Microbial Physiology” [pdf]. Department of Botany & Microbiology. University of Oklahoma.
The article also includes examples of the Mid-Semester Project and the End of Semester Project). Professor Mclnerney has published an essay on this teaching experience in Microbiology Education, Vol. 4, 2003. [Download the article in pdf]
- Faculty Practice: Team-Based Learning in “Motor Learning and Control” [pdf]. Department of Kinesiology. University of Oklahoma.
- Faculty Practice: Team-Based Learning in “EI Eng 447: Information Theory and Coding Theory” [pdf]. Department of Electrical and Computer Engineering. University of Oklahoma.
- Faculty Practice: Team-Based Learning in “Psychology of Sport” [pdf]. Department of Kinesiology. University of Oklahoma.
- Faculty Practice: Team-Based Learning in “Applications Programming” [pdf]. Department of Information Technology. University of Oklahoma.
- Faculty Stories: Successful Stories from Faculty Who Have Had Successes in Using Technology in Their Teaching. Worcester Polytechnic Institute.
The profiles highlights the instructor's teaching challenge and how he or she addressed it with technology, how the technology has affected student learning, and his or her perspective on using technology in teaching. Topics include how online homework reduces the grading load and improves instructor feedback, how the classroom performance system (CPS) aids in teaching and learning, the use of learning objects in the classroom, using video to better reflect reality, improving teaching and learning in art history courses through the use of digital images in my WPI.
- Faculty Practice: Incorporating Website Group Projects in Arts and Humanities Classes. By Christopher P. Loss. Department of History and School of Education. Teaching Concerns. University of Virginia.
- Faculty Practice: Engaging Evaluations: Helping Students Consider Their Learning. By Cassandra Fraser. Department of Chemistry. Teaching Concerns. University of Virginia.
- Faculty Teaching Showcase on Teamwork. The Pennsylvania State University.
- Faculty Practices - Team-Based Learning in: "Construction Engineering and Management" [Microsoft Word]; Team-Based Learning in: "Mechanical Design"; Team-Based Learning in the Design Modules of a New, Integrated, 2nd Year Curriculum at UBC [pdf]. University of British Columbia.
- Discussion Leading and Small-Group Methods (online video). By John Rickford. Award-Winning Teachers on Teaching. Center for Teaching and Learning. Stanford University. 1996.
A resource helps you with your course design.
- How to Have a Good Class Discussion (online video). By Mary Louise Roberts. Award-Winning Teachers on Teaching. Center for Teaching and Learning. Stanford University. 1999.
- Maximizing Participation in Classroom Discussions (online video). By Susan McConnel. Award-Winning Teachers on Teaching. Center for Teaching and Learning. Stanford University. 1996.
- Good Practices. Centre for Teaching and Learning. Queen’s University.
The website provides good practices covering various subject including curriculum development, discipline-based teaching, case-based learning, inquiry-based learning, problem-based learning, integrating technology, teaching in large classes.
- Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. By Richard M. Felder, North Carolina State University; and Rebecca Brent, East Carolina University.
The paper drew on a longitudinal study of a cohort of engineering students at North Carolina State University. 1994.
- Faculty Practices: Computer Mediated Conferencing / Online Courses. University of Western Ontario.
- Collaborating Online for Scientific Reporting [pdf]. By Trudy Bergère. Georgian College.
- Changing a Course from Lecture Format to Cooperative Learning. By Dean A. McManus. School of Oceanography. University of Washington.
- Faculty practices of group works - Part III: Group Exercises. From the book Using Student Teams in the Classroom. By Ruth Federman Stein and Sandra Hurd. (Available at Ryerson Library. Call No.: LB1032 .G78 2000)
This includes discipline-specific examples of teamwork from faculty at Syracuse University. The examples range from architecture to engineering to writing and demonstrate a variety of approaches the faculty have created to incorporate groups in their classes.
- Leaving the Lectern: Cooperative Learning and the Critical First Days of Students Working in Groups. By Dean A. McManus. Bolton, Massachusetts: Anker Publishing Company, Inc. 2005
(Available at Ryerson Library. Call No.: LB2331 .M395 2005)
In this book Professor McManus speaks from his experience for the first term he changed his course to cooperative learning, with detailed description of those critical first few days of the term. This book is a journal that you will witness both the achievements and the mistakes.
- Using Cooperative Small Groups in Introductory Accounting Classes: A Practical Approach. By Cynthia Miglietti. Journal of Education for Business. Vol. 78(2): 111-117. 2002. (Available electronically to Ryerson faculty and students through Ryerson Library)
Because groups or teams are commonly used in the workplace, organizations need employees who can be effective team members. In this article, the author discusses her use of cooperative small groups in an introductory accounting class and provides guidelines for their formation, orientation, and evaluation. Statistical analysis showed that the groups enhanced student achievement in the accounting class.
- Sample Course Outline: Marketing Research I [pdf]. Faculty of Economics and Business. University of Sydney. 2005.
- Sample Course Outline: Human Resource Information Systems [pdf]. Faculty of Economics and Business. University of Sydney. 2005.
- Sample Team Project Description [pdf]. By Lesley Treleaven. University of Sydney. 2002.
- Sample Group Contract [pdf]. TRACE Tips. Centre for Teaching Excellence. University of Waterloo.
- Sample Team Contract [Microsoft Word]. University of Sydney.
- Sample Team Contracts: Two Examples [pdf] (page 22-26). From Team Learning Across the Curriculum: Essential Skills Booklet (Version 2.2). By Beccy Rodgers and Annique Boelryk. Centre for Teaching and Learning. Georgian College. 2005.
- Sample Team Contracts: Group Plan [pdf], Contingency Plan [pdf], and Group Protocol [pdf]. From Guide to Best Practice: Group Work. Technology & Learning Services. Lincoln University. New Zealand.
- Sample Team Formation Survey [pdf]. By Richard Layton. Arizona State University.
A survey designed to help students form teams, better understand one another, and select agreeable meeting times.
- Sample Reflective Journal [pdf]. University of Sydney.
- Small Group Exercises Sample Formats [pdf]. Center for Teaching and Learning. Stanford University.
- Sample Online Group Activity [pdf]. University of Sydney.
- Sample Peer Evaluation Form [pdf] (page 6-7). University of Oklahoma.
- Sample Peer and Self Evaluation for Team Projects [pdf] (page 28). from Team Learning Across the Curriculum: Essential Skills Booklet (Version 2.2). By Beccy Rodgers and Annique Boelryk. Centre for Teaching and Learning. Georgian College. 2005.
- Sample Peer Evaluation Form [pdf]. Faculty of Economics and Business. University of Sydney.
- Sample Peer Evaluation Form [pdf]. By Jim Morgan. Texas A&M University.
- For Faculty - Sample Peer Evaluation Form. From the book Using Student Teams in the Classroom. Page 66-67. By Ruth Federman Stein and Sandra Hurd. (Available at Ryerson Library. Call No.: LB1032 .G78 2000)
- Sample Preliminary List of Peer Evaluation Criteria for Team [Microsoft Word]. University of Oklahoma.
- Sample Group Work Evaluation Form [Microsoft Word]. Teaching and Learning Services. Lincoln University.
- Sample Feedback Forms on Class and Group Process: Form 1[Microsoft Word], Form 2 [Microsoft Word]. University of Oklahoma.
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For Students
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Please see the selected resources for faculty and students related to collaborative learning for guidelines and strategies for students working in groups.
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