Mosaic: Collaborative Method of Learning
One may ask, ‘What is a mosaic
and what has it got to do with learning?’ According to Oxford Dictionary, it is
a form or work of art, which makes designs or pictures by fitting together
different coloured pieces of materials like stone, glass, etc. In a mosaic
work, each piece of stone or glass pebble is relevantly significant; its
omission leaves a visible gap in the big picture. In collaborative learning
process, and this method of learning is successful only when each member of the
learning team effectively achieves the learning objectives.
We often have read posts and
reports on the efficacy of application based learning and how it can be well
achieved through collaborative method of learning, ensuring involvement of
every learner in the learning process. We also are aware of the fact that the
biggest challenge the educators and facilitators face in collaborative or team
learning is to ensure total involvement in the learning process of all the
members in the learning team. Mosaic Method of Collaborative Learning
efficiently takes care of this challenge.
Let us understand the Mosaic
Method of Learning with the help of an example. Let us take the Learning
Activity of Solar System and the Nine Rasas (Emotions) (Refer to the post: http://sunipslearning.blogspot.in/2017/02/solar-system-navrasas-self-awareness.html) and
conduct it using the Mosaic Method of Collaborative Learning.
The learners are to learn about
the concepts of solar system and its nine planets; the nine plus two basic
human emotions (Rasas) depicted in the performing arts and achieve the higher
order thinking skill of metaphorically aligning the two primary concepts of the
planets and the emotions and assimilate it for self awareness. In Mosaic Method
of Collaborative Learning, the teacher or facilitator divide the learners into
two basic teams. He will assign one team to study the concept of Solar System
and the second team to study the concept of Eleven Rasas or Emotions. He will
then assign each member the Solar System team to study about a sub-concept: a
planetary member of the solar system; study of each of the nine planets
assigned to each of the nine members of the team. Likewise, he will assign each
member of the Navrasas team to study about a sub-concept of emotion (rasa).
Post initial introduction to the concepts and sub-concepts, he briefs each team
on the assignment, its objective and the study time allotted to them he will
then have the team members work on their assignment. On completion of the
individual on study time the Teacher/Facilitator then gets the team members
contribute their learning to the team in the form of a presentation and
encourages the team to open discussion on the sub-concept and uses a rubric to
evaluate the learning objectives achieved by each member of the team in terms
of each concept and sub-concepts along with the application and assimilation of
the concepts. The teacher/facilitator also shares a rubric with the learners
too to evaluate each other on effective presentation and sharing of
knowledge/information with the team.
In the second stage of the
learning activity, the teacher/facilitator will then form new teams of two
members each, one member from the Solar System team and the second member from
the Emotions (Rasa) team to do the second phase of the learning activity.
Within the given timeline, the teams are to complete the Planet-Rasa Matrix
Sheet and present it to the team. The teacher/facilitator will help consolidate
the learning by encouraging all the members of the team to question the
sub-team their Planet-Rasa Matrix Sheet. The learning objective of the
discussion is to help the learners to filter their comprehension of the
relationship between the two concepts of planets and emotions. The discussion
of the matrix sheets of all the sub-teams eventually results in proper
refinement and consolidation of the Planet-Rasa Matrix. Once the team of
learners has achieved this stage of learning, the teacher/facilitator then
instructs them to use their learning to fill up each other’s Personality Fact
Sheet. He ensures the learners complete the activity within the given timeline
and then facilitates team discussion of each Learning member’s Personality Fact
Sheet; every member of the team has to substantiate his or her inputs in their
team member’s Personality Fact Sheet and the outcome of the discussion is the
team member’s own observation of his or her dominant emotion and the
observation of that of his team members. Needless to say, this activity in
itself is an evaluation process.
The teacher/facilitator then
involves the team in the final stage of the activity in which each team member
draws the planet he or she identifies with; second, the planet his or her team
members identify him or her with and finally, the planetary dominant emotion he
or she would like to achieve. The team member then displays the art work of the
three planets that describe him or her and enacts the three emotions he or she
has depicted in the artwork. The teacher/facilitator ensures that the learners
enjoy this stage of the activity and achieve the objective of developing
positive emotions especially of empathy. The teacher facilitator and the team
members encourage each other by appreciating each other’s performance and also
encouraging each other to identify their potential through constructive
criticism.
The primary advantage of Mosaic
Method of Collaborative Learning is to encourage complete involvement of each
member of the learning team into the learning process and help the learner to
overcome the fear of discussing their doubts and miscomprehension , as well as
build self confidence to address a team or team (public speaking). Each learner
plays an equally important role in the concerted learning activity and earns
positive evaluation of his or her effort in the activity. This helps the
learners to learn and appreciate the team dynamics and individual contribution
in achieving the learning objectives.
This Mosaic Method of
Collaborative Learning can be applied through Blended Learning Approach using
computers and internet as learning tools supporting the learning process; it
can be successfully applied in Distance Learning through effective use to tools
like White Board, Internet, webinar, videoconference, chat-rooms, etc.
Mosaic Method of Collaborative
Learning’s another major advantage is the dynamic evaluation of the learning
objective achieved by a learner as an individual and also as a team member. It
is a positive method of evaluation that allows the learners to evaluate each
other and help each other in the learning process. It omits the fear from the
mind of a learner of not earning proper grades or marks in an examination of a
formal assessment process. This method of learning is predominantly an
application oriented learning process; therefore, it ensures every learner
achieves the learning objectives. You can say this can be effective in skill
development and enhancement. Mosaic Method of Collaborative Learning is the
most effect means of CCE (Continuous Comprehensive Evaluation).
Mosaic Method of Collaborative Learning can prove to be quite effective in training the trainers and for quality and performance management. It can be effectively used by an organisation's centres of excellence to propagate compliance and quality initiatives.
Mosaic Method of Collaborative Learning can prove to be quite effective in training the trainers and for quality and performance management. It can be effectively used by an organisation's centres of excellence to propagate compliance and quality initiatives.
Mosaic Method of Collaborative
Learning can be used in project and operations management. Each member of the
entire design, development and implementation/execution team of a project and
operation can be involved from the planning to implementation phase of the
project life-cycle using this approach and the major advantage of this method
is the integrated involvement of all the sub-teams in the entire project,
therefore the inherent problem of the teams working in isolation resulting in
blaming each other for their inability to understand the functional challenges
faced by each of the sub-teams. The inherent flaw of the teams working in
isolation, starting from planning, design, development to implement phase of
the life cycle, where, the planners and designers develop a blueprint through
extended hours of meeting and hand it over to the development and
implementation teams, who have no say in it and execute it with the thought
that the planners and designers are not aware of the ground reality and do not
do any reality check while drawing the blueprint of the project. This challenge
is completely taken care of by the Mosaic Method of Collaborative Project or
Operations Management, in which each team member at every functional level
contributes to each phase of the project life cycle.
Image Source:
https://www.teachingchannel.org/videos/reading-like-a-historian-curriculum/embed.js
Comments
Post a Comment