Learning+Model+Comparison

= Comparing Learning Models: = ==

Computer-Supported Collaborative Learning vs. Project-Based Learning
A Learning Model is the practical application of the Instructional Design – one of a multitude of ways in which the curriculum can be delievered to the learners. Efficacy depends on the learners, the subject matter, and the teacher, and can be widely varying. In the following two sections, I will explore two Learning Models that I’ve used when teaching college-age English students: Computer-supported collaborative learning (CSCL) and the Project Method.

Computer-supported collaborative learning (CSCL)
Computer-supported collaborative learning (CSCL) is a method that opens doors to a widely varying group of students that can literally be across the world, using Web 2.0 tools such as wikis, blogs, online whiteboards, online conferencing, LMS technology (such as Blackboard) and a variety of other interactive media (Lehtinen).

Through online collaboration, students build on each other’s knowledge because they can easily see what their peers are working on, thinking, and doing – often opening doors, ideas and pathways that wouldn’t exist were they in a traditional classroom where sharing is often a nerve-wracking experience. With newer technology, students can share not only papers, but videos, images and online conversations to which they can refer if needed. I had great success with this instructional strategy in introductory English classes, although it did lack the face-to-face contact I like to have with my students.

As shown in the graphic, the opportunities are nearly limitless and allow for a wide variety of feedback, delivery tools, activities and interactions, and assessments, which are all tied to the central objective.

The Project Method, as defined by Kilpatrick and Dewey (Soder, Roger, 1996), is a “self-initiated, holistic, purposeful activity” from which answers come naturally as a result of inquiry. Often students work together to learn from each other and act as a support system, although this can be used as a single-student method of instruction as well, with each student working on an individual project.

There are four goals in this method: searching, solving, creating, and sharing. I used this method as the driving force in the English 201 Research Paper, in which each student would design their own research question (with much assistance from each other and from me), and use that question as the beacon in their studies. They would search for more information and answers to their questions, solve problems they inevitably came up against, and created both a method of inquiry for themselves – their own research style – and a research paper in the process. I liked to use a mix of collaborative and individual methods, in which students would work together in groups to bring their own personal projects a step further.

As shown in the graphic, there are seven dimensions of Project-Based Learning that can be supported by multimedia: an extended time frame; multidisciplinary, standards-based content; ongoing assessment; collaboration; multimedia; a real-world connection; and student decision making, all of which make Project-based learning a rich environment in which to integrated multiple technologies.

How Each Learning Model Works in Relation to the Other
When put side by side, both models have clear strengths; many of them depend on the student population and teaching forum.
 * || **CSCL** || Project Method ||
 * **Relative “student centeredness”** || Very student-centered, with nearly all instruction coming from student interactions and self-learning, with the teacher as a guide and provider of feedback. || Very student-centered, with each student taking responsibility for the quality of their own project, with the teacher as a guide and mentor. ||
 * Assessment || Typically ongoing, with assessment provided by the teacher via feedback, unit testing, surveys, written interaction, etc. || Ongoing during the project, with the opportunity for additional assessment available at any time at the request of the student. Ideas, drafts, and assignments are all assessed by the teacher to provide valuable feedback to the student on the direction of their project. ||
 * 21st Century Fluencies || A high-tech way of instruction that requires a high level of computer and technology savvy. Wonderful for online communication, but weak in face-to-face communication. Easily adaptable to all learner types. Clearly a heavy focus on the Information, Technical, and Media skills. With proper guidance, can be a strong model for Reading & Writing, Personal and Group/Team/Partner skills. || Uses a variety of computer and technologies; easily adaptable for all learner types. With proper guidance, a very fluid way to integrate all 21st-century fluencies seamlessly, especially with a group-work component that involves technology. ||
 * Ease of Use || Can be a very high-maintenance process for the teacher and the student. Introductions to the technology and prerequisite computer training can ease this burden. || Requires much planning and ongoing assessment of each individual student and their progress by the teacher. Must be comfortable with a variety of learning styles. ||

There is clearly not a “correct” Learning Model; each must be weighed on its own merits and assessed based on its efficacy in the particular teaching situation. By exploring different models and strategies, we can design new and effective learning that will have a lasting impact on students. In my own class, I found the Project-Based method of to be the most effective for my students, with a touch of the CSCL thrown in. Most of them were in their late teens or early twenties, and had a higher-than-average comfort level with technology, so integrating a multimedia component into the project was a natural progression for them. Having them work together built a community where they could bounce ideas off of each other and learn and question each other, in addition to being able to see what their peers were working on. I love using a hybrid-method of CSCL and the Project Method, making my own individual, appropriate Learning Method for the distinct needs of my students.