The comparative advantage of nations is based on the mental capacity of the people of the people. In an organizational context, learning provides the catalyst and the intellectual resource to create a sustainable competitive advantage.
As Jack Welsh, former president of General Electric in 2001, stated: "The organization's desire and ability, any source, anywhere, and quickly transform this learning into action, is the ultimate competitive advantage."
A new model learning that integrates online collaborative technology and process-centered learning is slowly emerging in response to the critical thinking needed in education and the workplace. If successful, the new model will change the learning of "bricks and mortars" to a multimodal model where learning takes place in physical and virtual space, both collectively and individually, by instructing teachers in real-time through parallel collaboration; anywhere and anytime.
In the model of traditional instructor-driven learning, the individual's own intelligence and application enhance the individual's abilities. High IQ students work well in this environment. An alternative learning model emphasizes the use of online collaboration technology and process-oriented learning. The ability of students to grow as a result of the learning environment. Learning will be a real student-centered approach, as it is called tutorship. The ultimate success of the learning process is how well you can teach a student what he knows what he can do. The same goes for organizing. The role of co-operation
Supporters of co-operative learning argue that the exchange of views within small groups not only enhances the interest of the participants but also promotes critical thinking. There is convincing evidence that co-operative groups think and retain information at higher levels than students who work quietly as individuals (Johnson and Johnson 1986). Shared learning gives students the opportunity to hold discussions, take responsibility for their own learning and become critical thinkers (Totten, Sills, Digby and Russ, 1991).
However, the collaboration team does not automatically improve the development of higher order cognitive abilities and complex knowledge structures. To enhance mutual understanding and the potential of social interaction with the task, interaction tools and process-centered learning structures are needed that recognize new concepts and learners' previous experience and knowledge.
The role of process-centered learning
- Definition of Process-Oriented Learning: •
- Collection of Processes for Creating, Distributing and Utilizing Knowledge
- Full Use of Information and Data, People's Skills, Competences, Ideas, Intuitions, Commitments and Motivations
Process-oriented learning is in line with the constructivist learning theory that learning sees it as a process of adapting the spiritual models to accommodating new experiences. By using this method, students are already well-known and actively involved in learning through various sources and media. Contrary to other learning theories, constructivist theory promotes learning as a creative thinking, problem-solving, research skills and higher-level thinking that usually results in behavioral changes and creates new skills and knowledge.
A constructive approach to learning emphasizes authentic, challenging projects involving pupils, teachers and experts within the pupils' community, whether it is an educational or business process. Its goal is to create learning communities that are more closely related to the real world collaboration practice. In a credible environment, students undertake their own learning obligations. They must develop meta-cognitive skills to monitor and guide their own learning and performance. When people work together in a credible activity, they bring their own framework and perspectives to the activity. They see problems from different perspectives, are able to negotiate and generate reports and solutions through common understanding. According to constructivism, educators focus on relationships between facts and promote new understanding among students. Teaching strategies are tailored to pupils' responses and encourage analysis, interpretation, and estimation. Thinking about the process may be just as important as a group being asked to work together to develop a structured order of issues related to a topic and to provide reference materials, quizzes or thoughtful provocations to start creative thinking.
Online collaboration technology has grown from a broader range of computer-aided collaboration work (CSCW) and collaborative learning. This is a computer-based networking system that supports group work in a common task and offers a shared interface for groups (either face to face, remote or combination of both). It is based on the assumption that computer-mediated systems support and facilitate group processes and group dynamics in a way that is not accessible to conventional learning.
Online collaboration systems support a wide range of activities, such as group problem solving and research, surveys, knowledge sharing, group editing, discussion forums, discussions, contacts, sharing of software applications, voting and projects and learning curriculum.
· The two-year study of ACOT (1986-87) in seven classrooms representing the cross-section of US K-12 schools were promising. Teachers have successfully translated traditional text-based teaching approaches to the new electronic media. The deportation and participation of students improved at all locations, and their attitude toward self and learning was improved. With regard to test results, the students have done as much as without the technique and some perform better (Apple Research Labs Publications).
· Scardamalia (1994) has shown that the group becomes a self-reflection and self-organizing system that each member contributes to his / her own expertise and learns new skills and extends the group's knowledge.
· Another study has shown that more and more trained teachers are involved in technology (Zhao & Campbell, 1995)
· There is considerable evidence that students working in groups are more knowledgeable of science and mathematics than students (Slavin, 1989).
· King (1989) observed the oral interaction and problem-solving behavior of small collaborative expert groups working on CAI tasks. Meeting successful groups can be found in more discussion than social negotiations. They have multiple task-related questions, spending more time on strategies, and achieving higher processing scores than unsuccessful groups.
Weir (1992) indicates that both teachers and researchers find that the "real world's problems" are to increase motivation, to deepen understanding of the concept and to increase the willingness to handle such difficult issues that they themselves can not to reply.
In the context of the organizational context, online co-operation technologies such as email, group calendars, electronic meetings and web conferencing have become available in the 1990s. , Improves Productivity and Accelerates Decision Making and Learning
According to the Sloan Management Review conducted by Gallupe and Cooper (1992), groups using electronic idea-gathering have achieved productivity gains: 25-50% for four groups and 200% 12 (Figure 2) Several ideas have come about and large groups can be effective It is important that you are more likely to produce more high quality ideas than traditional ideas with a flipchart Parallel submission of ideas and imaginative notes are positive .
B r collaborative technologies in many forms of progress on these fundamentally remain "task-oriented" devices. However, cooperation strategies concentrate on focusing on tools and focus on improving the performance of the process. Improving work practices within business practices is associated with (processes) and the environment, while addressing good practices and sources of innovation with interested communities. In this new environment, collaboration is embedded in education and business processes through online collaboration technology. At present, senior management has a primary preference for cooperation strategies focusing on personal productivity and innovation.
Integrating process-centric courses delivered through online collaboration technologies emphasizes the development and use of critical thinking skills and provides opportunities for better worker and student capability.
In this new model, classroom learning will be multimodal in the classroom remotely and with classroom and remote real-time and asynchronous, real-time input for teacher-supported peer-to-peer collaboration. The current differences in physical and virtual learning spaces are blurred, as learning is done anywhere and at any time.
In the organizational context, the new learning model enables teams to produce and improve more than one of the many methods of business processes and improve their skills and decision-making. As a result, the process itself must be at a higher level. We measure our success by improving the outcomes of the process and enhancing innovation through insights
Models of online, process-centered collaboration embedded in technology learning processes are just starting.
The Australian company, GroupTell Solutions Pty. Ltd., is a pioneer in the new approach, initially through business processes such as the Six Sigma business development methodology and business processes. a new initiative to try out a new model for the education community.
Johnson, R.T. and Johnson, D.W. (1986). Action research: cooperative learning in the science class. Science and Children, 24, 31-32.
Mike Gotta, Meta Group, April 2004
Slavin, R.E. (1989). Researching Cooperative Learning: an International Perspective. Scandinavian Journal of Educational Research, 33 (4), 231-243.
Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Collaborative learning: a guide to research. New York: Garland
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