HERDSA 1996: MacCallum and Macbeth - a video to facilitate collaborative learning

A video to facilitate collaborative learning

Judith MacCallum
School of Education, Murdoch University
Jim Macbeth
School of Social Sciences - Sociology, Murdoch University

This 'dramatic' video is a practical learning aid for teachers and students in units utilising collaborative learning to achieve academic objectives. The video is designed in segments to follow the stages of development (or life cycle) of work groups and models specific skills needed in collaborative situations. This paper introduces you to the video, its structure and underlying philosophy and some comments of students who have used the video. The video cover summaries it thus:
This video explores key aspects of working together in groups, of accomplishing learning tasks collaboratively.
You will meet Jessica, Tan, Helen and Dean and their tutor Diane. The students form a group to tackle an assignment on ecotourism. Each joins for different reasons and each brings different skills and knowledge to the task they face. While initially working at cross purposes, they eventually develop into an effective team.
It is fundamental to the accomplishment of learning tasks that groups understand the process and the dynamics operating as they set about reaching the group's objectives. This video and booklet provide a useful four part model for developing that understanding.
The video can be used by teachers as a discussion starter to encourage students to develop this awareness of group processes but can also be viewed by individuals or groups as part of their own development.

Collaborative learning, working together in small groups is a 23 minute video which combines drama and documentary to facilitate collaborative learning in tertiary courses. It was professionally produced to a script we developed in conjunction with an experienced video production company. In this paper we outline the storyline and the rationale for such a video and share some early student feedback.

The drama sequences, about half the video, follow the development stages or life cycle of work groups: finding common ground, roles and goals, getting the job done and reflection. These stages allow exploration of problems faced by members of collaborative work groups and the development of specific skills needed for collaborative learning. The video segments model certain types of behaviour and suggest that students interact in their own groups such that they observe, listen, negotiate and reflect in order to develop those skills. The interviews with staff and students who have been involved in collaborative assignments complement the drama and explore issues raised in the action preceding and/or following the interviews.

An accompanying booklet serves to facilitate students and staff in their use of the video by providing an overview of the video itself, suggestions for staff and student use of it, and copies of worksheets for use by staff and students. The result is a practical teaching/learning aid for use by both students and teachers.

Rationale

The advantages of collaborative learning are well documented in terms of the depth of learning achieved and preparation for the workplace (Candy & Crebert, 1990; Cook, 1991; Resnick, 1987; Sharan, 1990) and group work is included in the educational objectives of most educational institutions. Many students, however, are not familiar with working in groups and the delivery of courses in whole or in part through collaborative learning poses serious problems of group dynamics and student uncertainty, and for some students group learning processes are incompatible with their learning style preferences and goals. Addressing these problems and teaching students specific skills is crucial for learning collaboratively.

A number of authors (eg Schmuck & Schmuck, 1983; Tidman & MacCallum, 1993) have shown that groups do not just happen but develop over time and pass through a number of stages of development. Awareness of the stages of group development and valuing of the skills necessary to move the group forward appear to be fundamental to the effectiveness of group learning.

A feature of education in the 1990s is the extensive use of audio visual material not only in wider society but in tertiary education. The video format is ideal for letting students witness a 'group' as it develops from four individuals into a functioning team.

The expected educational outcomes for the students include enhanced learning within collaborative learning contexts, along with less student stress and uncertainty. These outcomes arise partly because the video gives students a structure within which to understand their own group dynamics; it encourages them to be metacognitive about their experience. For teaching staff we expect this meaningful and useable learning aid will reduce the need for intensive facilitation of group dynamics and will engage and enthuse student and staff users. In addition, the video has a number of message for tutors and course designers in the way that collaborative learning is facilitated and delivered.

The storyline

The messages about collaborative learning are 'carried' by the storyline of the drama. The four students initially face a difficult task coming to grips with different levels of commitment and motivation and different orientations or approaches to the topic. The biography below shows how the characters represent common features of Australian tertiary students in the late 1990's. The four students are joined by another key character, their tutor, who is included to illustrate the potentially positive facilitating role that should be played by academic staff.

JESSICA Age 20. Bright and energetic, Jessica entered University directly from a middle class suburban high school. While friendly, outgoing, and keen, she is cold when ill at ease. Her listening skills still need some developing but she is a keen reader and concise note taker.

TAN Age 26. Tan's affluent Singapore family have high expectations of him and while his command of English is good, he finds Australian slang hard to comprehend; he does not get all of the jokes. Conscientious but quiet in class, he believes the teacher knows best.

DEAN Age 20. From a working class background, Dean did well in his final year at a government high school but usually doesn't realise his full potential. He has a dry Australian sense of humour which he uses to deflect responsibility.

HELEN Age 38. Helen has come from a rural background and was previously an external student. This is her first time studying on campus as the family has just moved to the city with her husband's transfer in his job. She is very self sufficient and not used to working with other students.

TUTOR (DIANE) Age 50. Professor Clarke is aware of the need for staff to help students with the process of collaborative learning as well as with the content of the topic chosen. She is knowledgeable, focussed, and committed.

The drama opens with the four students arriving for their first meeting, a situation that generates considerable tension because of the conflict that arises from the different approaches of the students. Things get worse as Dean and Tan disagree before Helen brings everyone up short. It is at this point that in a flashback the tutor reminds us that groups do need to spend time getting to know each other before they can possibly get down to work. Our four students heed this reminder and spend the next 'couple of hours' doing just that.

We next meet the four students in class disagreeing over definitions and different approaches to knowledge. They are arguing from their own preconceptions and getting nowhere until Jessica intervenes to suggest that they really need to do some research and then meet again.

This is followed by the tutor talking to us over a graphic sequence, both of which depict aspects of the four stages of group development. The segment ends with a series of interviews with students and staff in which experiences in relation to stages 1 and 2 are outlined. This pattern of drama, tutor and graphic, and interviews is followed for each of the four segments.

Upon return to the drama, we find the four students again arguing, but this time about the validity and importance of the research they have done. They are also expressing the frustration of seeming to make little progress. In the next class Dianne suggests they start looking at the process of how they work together, not just the content. There is also a recognition here that the 4 stages 'work' at the micro or individual meeting level. That is, in each meeting, a well functioning group will move through all four stages.

In the middle sequences we see a more cooperative spirit emerge. With the passage of time and a lot of hard work by the group on both process and content, we see a very dramatic change in the relationships and in the ability to get work done. Our four students have put in the effort needed to address their initial conflicts. In doing this work on process they are able to get down to the job and pursue their academic goals. The graphic and interview sequences deal with such issues as conflict over roles, learning to listen, appreciating each others strengths and weaknesses, workload and grades.

In the last segment we see our group at Helen's house where they are not only sharing tasks but seeking each others help in being more effective as individuals. They have developed enough trust to ask another for comments on what they have written. Their project is coming together and we next see the tutor talking over the graphic while emphasising the need for reflection and self-evaluation at the end of the project. The study guide has provided a format for evaluating their work and also for deciding on how they will share the final grade. In this case, even the 'hard-liner' Tan agrees that in the end they all did contribute equally and that they should share the grade equally.

The move from open 'warfare' to effective teamwork and trust might seem a bit overdramatic but ... .

Students' comments

Initial feedback from students commencing collaborative group work about the usefulness of the video have been overwhelmingly positive:

It was well presented and dispelled a number of fears I hold about group project work.
Helpful, really represents the problems I am facing currently in doing the group project. Feels better knowing that you are not alone in facing such problems.
Pre-warned is pre-armed. If these problems arise in my group I will understand that it is quite normal and therefore be able to work through it easier.
It felt very familiar. It was also quite amusing.
Good to watch with other members of your group as it brings up issues you might not want to raise such as attendance and joint effort.
Covers all aspects of group work - both negative and positive.

And the last word,

Not bad for a university movie!

Not all groups will face an 'open warfare' stage and others will never do as well as they might have. As this video portrays, however, groups that effectively manage the process of working together can develop a working relationship that is satisfying personally and productive academically.

Acknowledgement

The video was funded by a National Teaching Development Grant 1995 from the Committee for the Advancement of University Teaching.

References

Candy, P.C. & Crebert, R.G. (1990). Teaching now for learning later: The transfer of learning skills from the academy to the workplace. Paper presented at the 8th Australasian and Language Conference, Brisbane.

Cook, L. (1991). Cooperative learning: A successful college strategy. Innovative Higher Education, 16, 27-38.

Resnick, L.B. (1987). The 1987 Presidential Address: Learning in school and out. Educational Researcher, December.

Schmuck, R.A. & Schmuck, P.A. (1983). Group processes in the classroom. Dubuque, Iowa: Brown.

Sharon, S. (Ed) (1990). Cooperative learning: Theory and research. New York: Praeger.

Tidman, M. & MacCallum, J. (1993). Students' evaluation of learning in E442 Collaborative Learning. Unpublished manuscript.

Authors: Judith MacCallum, School of Education, Murdoch University. Email: jamac@central.murdoch.edu.au
Jim Macbeth, School of Social Sciences - Sociology, Murdoch University. Email: macbeth@socs.murdoch.edu.au
Please cite as: MacCallum, J. and Macbeth, J. (1996). A video to facilitate collaborative learning. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. http://www.herdsa.org.au/confs/1996/maccallum.html

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JESSICA	Age 20. Bright and energetic, Jessica entered University directly from a middle class suburban high school. While friendly, outgoing, and keen, she is cold when ill at ease. Her listening skills still need some developing but she is a keen reader and concise note taker.
TAN	Age 26. Tan's affluent Singapore family have high expectations of him and while his command of English is good, he finds Australian slang hard to comprehend; he does not get all of the jokes. Conscientious but quiet in class, he believes the teacher knows best.
DEAN	Age 20. From a working class background, Dean did well in his final year at a government high school but usually doesn't realise his full potential. He has a dry Australian sense of humour which he uses to deflect responsibility.
HELEN	Age 38. Helen has come from a rural background and was previously an external student. This is her first time studying on campus as the family has just moved to the city with her husband's transfer in his job. She is very self sufficient and not used to working with other students.
TUTOR (DIANE)	Age 50. Professor Clarke is aware of the need for staff to help students with the process of collaborative learning as well as with the content of the topic chosen. She is knowledgeable, focussed, and committed.