Collaborative Intelligence

Collaborative Intelligence is defined by Markova (2015) as a measure of people’s ability to think with others. In collaborative intelligence the learning is called peer-to-peer that comprise of “four-part learning cycle”. The designed “four-part learning cycle” helps students learn new skills and master concepts. The illustration below explains the “four-part learning cycle”:

Discover:

Here students discover what they do not know and identify what they need to learn. As an individual in our journey to learn, it is important to know what skills are needed to complete a task.

Individual:

Learning the best way, you can, in your own way and own time. Here every student has an opportunity to learn in their own pace and they can learn in their own time.

Peer Learning:

In this step, students learn from one another. Here, the skilled performers can contribute more knowledge to the unskilled. The skilled students can learn more by teaching their unskilled peers during discussions in their small groups. Students learn better when they learn from their peers.

Facilitated Group Learning:

Utilising the skills and knowledge in other context is important for peer to peer learning. Using all the knowledge one has learnt in order to engage in the real world-problems or answer specific questions.

A technology based activity used to engage learners to encourage active learning

Ask learners to work in small groups to develop a slide to present to their peers, which explains what could go wrong in a procedure/technique/skill they have just learned about.

Collaborative learning among students

During collaboration learning students learn from each other because they have pre-existing knowledge. During collaborative learning students can make use of padlet because it collects ideas that needs to be shared from every student. The padlet activity is great for collaborative learning because students can post their views and each can learn from one another.

How to keep up

Students can select topics there are most interested in instead of juggling between a variety of topics.

Reference:

Markkova, D. & McArthur, A. 2015. Collaborative intelligence: thinking with people who think differently. New York: Random House publishing group.

https://www.alueducation.com/about/our-learning-model/