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The methods used by staff to form collaborative groups and the observed working modes. It includes various symbols and codes, likely representing algorithms or processes. The document may be useful for students in education or related fields, particularly those studying group dynamics or educational technology.
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(^1) Some thoughts motivated by comments and patterns emerging from the report.
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How collaborative groups are selected and modes of working observed by staff % Vd:L%'&)4+$%#,0'40+%$-)&+,-$%$+4+(-#,3%-"+#/%3/').$%1,&%1,'-"+/%Vd:L%#,0'40+%-"+%$-122%Z'/H#,3% (4'$+49%Z#-"%-"+%$-)&+,-$B%'2-+,%-"/')3"%01/#')$%./'(+$$+$B%-'%$+4+(-%-"+#/%3/').$% [provide more examples on notable practices here] =%8,%Pd:L%'&)4+$%1%2'/14%./'(+$$%#$%+.4'9+&%-'%"+4.%$-122% (',$-/)(-%3/').$=%% % The survey also asked for information about the type of collaborative working patterns observed. %
ł% Communication
a,'Z#,3% "'Z% -'% ('),#(1-+% 5+-Z++,% ('4415'/1-'/$% 1-% 1,9% $-13+% #,% -"+% &+0#$#,3% ./'(+$$% #$% '50#')$49%1,'-"+/%#.'/-1,-%$H#44%#,%('4415'/1-#0+%./1(-#(+=%!"#$%#,(4)&+$%-"+%15#4#-9%-'%5+%'.+,+&% ).% -'% #&+1$% 1,&% #,% -"+% 01/#')$% Z19$% '2% +A./+$$#,3% #&+1$% -"/')3"')-% 1,% +M)14% 1,&% $"1/+&% &+0+4'.+,-%'2%-"+%./'(+$$=%>#$()$$#',d(',0+/$1-#',%#$%(',$+M)+,-49%0#+Z+&%1$%1%H+9Y21(-'/%-'% $)((+$$2)4%('4415'/1-#',=%c,+%/+$.',&+,-%+,-#',$%-"1-%+A./+$$#,3%#&+1$%#$%(',(+/,+&%Z#-"%-"+% M)+$-#',% '2% ^"'Z% $-)&+,-$% $.+1H% -'% +1("% '-"+/B% 5)-% 14$'% ^"'Z% -"+9% $.+1H% -'% $-)&+,-$% 'Z,% .1/-#()41/% ./1(-#(+_=% 8-% #$% -"+/+2'/+% 1$$'(#1-+&% -'% -"+% '.+,,+$$% #,% -"+% ),&+/$-1,&#,3% '2% '-"+/% &#$(#.4#,+$%#,%1&&#-#',%-'%$-/+$$%',%-"+%014)+%#,%+1("%#,�#&)14%(',-/#5)-#',=%% % c2%-"+%01/#')$%Z19$%'2%(',$#&+/#,3%('),#(1-#',%2'/%('4415'/1-#0+%./1(-#(+B%/+$.',&+,-$%"10+% +,-#',+&%-"+%2'44'Z#,3U%% Ɣ% E+3)41/ feedback % R1',3$-% 3/').% +5+/$B% -"+% 3/').$% 1,&% 2/'% -)-'/$S% $++$%-'%5+%1%2/)#-2)4%1../'1("%-'%-"+%1-9.#(14%+A.4'/1-#',%'2%-"+%('4415'/1-#0+%./1(-#(+=% !"#$%+1,$%^-'%1,149$+%1,&%+014)1-+%'Z,%Z'/H%1,&%-"+%Z'/H%'2%'-"+/$f% Ɣ% Reflective critical % 1../'1("% -'% -"+% ('4415'/1-#0+% ./'(+$$% R+A.4'/1-#0+% 1,&% /+$+1/("% 1(-#0#-#+$B% 3'14$B% +-"'&'4'3#+$B% +-(=S% Z"#("% &#$()$$+$% -"+% ^.)/.'$+% 1,&% 2),(-#',%'2%1%('4415'/1-#0+%(/+1-#0+%Z'/H_f%% Ɣ% Reflective discussion % ).',% -"+% 1(M)#$#-#',% '2% $H#44$% 1,&% -+(",#M)+$% 1,&% .+/$',14%./1(-#(+f% Ɣ% Conversation %-'%$'40+%1%.'#,-%'2%.+/$',14%(41$"%'/%&#$('/&1,(+%Z#-"#,%-"+%3/').% '/%-'%&+51-+%$.+(#2#(%.'#,-%'2%(',(+/,%R'/%-'%$#.49%"'4&%1%^(',0+/$1-#',%',%-"+%+0+,-Sf% Ɣ% C$+%'2% video %1$%1%/+24+(-#0+%-''4f% Ɣ% Understanding % '2% ('4415'/1-#0+% .1/-,+/$_% /+M)#/+*+,-$% #,$-+1&% '2% "10#,3% ',+% 3+,+/14%1,$Z+/%2'/%+0+/9',+=% % % ł% Teamwork
++-#,3$% 1,&% 1,9% '-"+/% /+41-+&% 1(-#0#-#+$% -'% -"+% ('.'$#-#',% '2% -"+% ('4415'/1-#0+% ./'+(-=% c,+% /+$.',&+,-% ,'-+$% -"1-% ^21#4)/+% '2% 1,9% #,�#&)14% -'% &'% "#$d"+/% '5% Z#44% [c!% &+$-/'9% -"+% ('4415'/1-#',B% 5)-% Z#44% 4+10+% -"1-% $-)&+,-% 2)449% +A.'$+&% 1$% $'+',+% Z"'% "1$% ,'-% &',+% -"+% ,+(+$$1/9%Z'/H_=%F+%#3"-%$19%-"1-%#-%#$%,'-%14Z19$%$-/1#3"-2'/Z1/&%2'/%-"+%-)-'/%-'%+$-154#$"%-"+% &+3/++% '2% ('#-+,-% '2% +1("% $-)&+,-% #,% 1% ('4415'/1-#0+% ./'+(-% ),4+$$% 1,% #,�#&)14% "1$% ('.4+-+49%&#$1..+1/+&%2/'*%-"+%3/').=%8-%#$%-"+/+2'/+%^)$+2)4%-'%+,$)/+%(41/#-9%'2%#,�#&)14%-1$H%
ł% Work creatively, imaginatively and critically
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ł% Risk-taking
c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�#&)14%$H#44$B%H,'Z4+&3+B%-+(",#M)+$%1,&%+A.+/#+,(+$=%8-%/+4#+$%',%-"+%'..'/-),#-9%2'/% -"+%$-)&+,-$%-'%+A.+/#+,-%Z#-"%,+Z%(/+1-#0+%.+/$.+(-#0+$%1,&%$)/+49%-'%-/9%1$%)("%1$%.'$$#54+% -'% '0+% 1Z19% 2/'% 2#A+&% #&+1$% 1,&% 1$$)*.-#',$=% g/').% +5+/$% *)$-% 144% 1((+.-% -"+% ('4415'/1-#0+% ./'+(-% 1$% 1% ),#M)+% Z19% '2% 1,13#,3% ^-"+% ),(+/-1#,-9% 1,&% 15#3)#-9% '2% (/+1-#0+% ./1(-#(+=% @,&% #-% #$% 0+/9% 4#H+49% -"1-% ('4415'/1-'/$% Z"'% 1/+% #,(4#,+&% -'% -1H+% /#$H$% #,% -"+#/% (/+1-#0+% ./'(+$$B% 1,&% -'% 1% (+/-1#,% +A-+,&% #,% -"+% &+4#0+/9B% Z#44% ./'&)(+% ),+A.+(-+&% ')-('*+$=% E+$.',&+,-$% /+('3,#$+% -"+% 5+,+2#-$% '2% /#$HY-1H#,3% #,% 1,9% (/+1-#0+% Z'/HB% 14',3% Z#-"% (4+1/% 3)#&1,(+%1,&%$)..'/-%59%-"+%-)-'/$=% % Existing models in teaching collaborative practice
ł% Use of practitioners’ models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
Ɣ% ‘Decision-making’
-"1-%#-%#$%/1/+49%-"+%(1$+%#,%./1(-#(+=%c,+%/+$.',&+,-%#&+,-#2#+$%1%,++&%2'/%1%^#A%'2%4+1&+/$%1,&% 2'44'Z+/$_B% 1&&#,3% -"1-% -"+9% 1/+% ^+1("% #.'/-1,-% #,% +/+,-% Z19$=% @,'-"+/% /+$.',&+,-% +0+,% Z/'-+% -"1-% ^1% 3''&%('4415'/1-#',% /+M)#/+$% 1% $+42#$"% 2'()$% ',% #,�#&)14% (',-/#5)-#',$=% 8-% #$% Z'/-"% 122#/*#,3% -"1-% ('4415'/1-#',% $"')4&% -/9% 1$% *)("% 1$% .'$$#54+% -'% 3#0+% 1,% +M)14% 0'#(+% -'% +1("% #,�#&)14% #,% -"+% 3/').=% 82% ('4415'/1-#',% #$% 0#+Z+&% 1$% 1% ,+3'-#154+% ./'(+$$B% +1("% +5+/% *19% 1&)$-%"#$d"+/%/'4+%1$%2'44'Z+/$%'/%4+1&+/$%R&+.+,&#,3%',%-"+%-1$HS%&)/#,3%-"+%./'(+$$=% % Ɣ% ‘Problem solving’
2#,&#,3% 1% ('./'#$+=% c,+% /+$.',&+,-% Z/'-+% '/+% $.+(#2#(1449% -"1-% ^&#$13/+++,-% (1,% 5+% (/+1-#0+%1$%4',3%1$%#-%#$%)$+&%-'%M)+$-#',%1$$)*.-#',$_=%% % % Ɣ% ‘Moving through stages of work production’
&+1&4#,+$% &)/#,3% -"+% ('4415'/1-#0+% -1$H% '/% ^-"+% '..'/-),#-9% -'% "10+% i*'(Hi% ('4415'/1-#0+% +0+,-$% 5+2'/+%-"+%1$$+$$+&%+0+,-_=%% % Ɣ% ‘Knowing what is best done together and best done apart’
./'(+$$+$=% c,+% ('+,-% +,-#',$% -"1-% ^+1("% $)5+(-% 5/#,3$% #-$% 'Z,% -+//#-'/9% '2% -"+'/9% 1,&% -+/#,'4'39B%1,&%$'+-#+$%('.'$+/$%1/+%5+$-%$+/0+&%59%'0#,3%51(H%#,-'%-"1-%-+//#-'/9%1,&% 2++4#,3% 2/++% -'% "10+% /+(')/$+% -'% $)5+(-Y$.+(#2#(% 41,3)13+% 1,&% -"+'/+-#(14% #&+1$% -"1-% '-"+/% ./1(-#-#',+/$%*19%,'-%),&+/$-1,&=% % % %
%
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;0+1#%1.
Overview % !"#$% $+(-#',% 1#$% -'% 4#$-% 1,&% 5/#+249% 1&&/+$$% .'#,-$% '2% #,-+/+$-B% (',(+/,$B% #$$)+$% 1,&% ^5+$-% ./1(-#(+_% /+41-#,3% -'% ?'4415'/1-#0+% Q/1(-#(+% 1,&% #-$% .+&13'39% ('#,3% ')-% '2% -"+% M)14#-1-#0+% ('**+,-$%#,%-"+%$)/0+9B%1,&%-'%1(-%1$%1,%^1&0#(+_%4#$-%2'/%-"'$+%#,-+/+$-+&%#,%-"#$%2#+4&=% % % Group Formation
ł% Forming groups as a first point of (unnoticed) ‘assessment’
c2% -"+% 01/#')$% $-/1-+3#+$% 3#0+,% 59% /+$.',&+,-$% #-% #$% (4+1/% -"1-% -"#$% #()4-% -1$H% /+M)#/+$% -"+% assessment % '2% #,�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c,+%.1/-#()41/%./'54+%1/#$+$%Z"+/+B%#,%(/'$$Y&#$(#.4#,+%3/').$B%',+%$)5+(-%"1$%'/+%$-)&+,-$% -"1,%-"+%'-"+/%'/%',+%$)5+(-%^&'#,++/$_%'0+/%-"+%'-"+/B%Z"#("%"1$%#.4#(1-#',$%#,%-"+%2'/#,3%'2% 3/').$=%@,$Z+/$%-'%-"#$%1/+%14',3%-"+%4#,+$%'2%1("#+0#,3%-"+%5+$-%5141,(+%2/'%Z"1-%#$%101#4154+=% % % ł% Staff select groups at level 1
Q/'$%j%?',$U%!"#$%19%'#-%-"+%4+1/,#,3%+A.+/#+,(+%-"1-%'-"+/%+-"'&$%'2%3/').%2'/1-#',%'22+/% 5)-% 1$% ^,+Z_% ('4415'/1-'/$% #-% 59.1$$+$% -"1-% ")/&4+% 1,&% 144'Z$% $-)&+,-$% -'% 2'()$% ',% -"+% ('4415'/1-#0+%*1H#,3%'2%-"+%Z'/H=% % %
Teaching Collaboration
ł% Not teaching collaboration but collaborating.
8-% #$% +0#&+,-% -"1-% )("% '2% -"+% &+4#0+/9% -"1-% (1,% 5+% (',$#&+/+&% ^-1)3"-_% &'+$% ,'-B% 59% 1,&% 41/3+B% #,(4)&+% -"+% $-)&9% of ('4415'/1-#',% R'/% 1-% 4+1$-% '2% ('4415'/1-#0+% $H#44$% '/% -"+'/9S% 1$% .1/-% '2% -"+% 4+1/,#,3%2'/%('4415'/1-#,3%$-)&+,-$B%/1-"+/%-"1-%-"+%-"+'/9%1,&%-1$H$%'2-+,%#,0'40+%"10#,3%-'%(/+1-+% Z#-"%'-"+/$=%?'4415'/1-#',%"+/+%#$%+A.+/#+,-#14B%Z"1-+0+/%-"+%$H#44$%$+-$%2'/%('4415'/1-#',%1/+B%-"+9% 1/+%1//#0+&%1-%#.4#(#-49%-"/')3"%-"+%1(-#0#-9%'2%'#,-%1H#,3%/1-"+/%-"1,%5+#,3%$.+4-%')-%#,%-"+%1#$% '/%')-('+$=%% % c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ł% Make time to stop ‘doing’ and reflect together
('4415'/1-#0+% ./'(+$$f% +A.+/#+,(+&% #./'0#$+/$% 19% ('Y(/+1-+% Z#-"')-% )--+/#,3% 1% Z'/&% ')-$#&+% -"+% .+/2'/1,(+% 5)-% Z+% 1/+% (',(+/,+&% Z#-"% .+&13'39% 1,&% $-)&+,-$% Z"'% ,'/1449% Z')4&% ,'-% "10+% -"1-% +5'&#+&% ),&+/$-1,&#,3% '/% 4+,3-"% '2% /+41-#',$"#.% Z#-"% -"+#/% ('4415'/1-'/$=% @$% $)("% #-% Z')4&% $++% -"1-% -1H#,3% -#+% -'% /+24+(-% 1,&% (',0+/$+% #$% #.'/-1,-% 2'/% -"+% &+0+4'.*+,-% '2% -"+% Z'/HB%2'/%-"+%$-)&+,-%),&+/$-1,&#,3%1,&%2'/%-"+%$"1/+&%),&+/$-1,&#,3%'2%-"+%('4415'/1-'/$=%% % Aims and Outcomes
ł% How the terms Collaboration, Devising, Interdisciplinary etc are used in the module documents.
‘Inter-disciplinary’ 1..+1/$%',%'&)4+$%'2-+,%#,%(',),(-#',%Z#-"%+A1.4+$%'2%&#$(#.4#,+$%-"1-%#-% #3"-% Z'/H% 1(/'$$B% ('5#,+% '/% "95/#&#$+% $)("% 1$% ^k8,-+/Y&#$(#.4#,1/9% .+/$.+(-#0+% ',% .+/2'/1,(+B%)$#(%1,&%0#$)14%1/-$%'/%'/+%3+,+/#(1449%^%k1&'.-%#,-+/Y&#$(#.4#,1/9%1../'1("+$% -'%$-)&9B%1,&%+,313+%Z#-"%+/+,-%-"+'/#+$%'/%.1/1$%'2%H,'Z4+&3+=% % c-"+/%$##41/%-+/$%#,(4)&+%^ team _%1$%#,%^===-+1%Z'/H#,3%1,&%./'54+%$'40#,3%$H#44$_B%^ collective % 1$%#,%^k('44+(-#0+%1,&%#,-+/&#$(#.4#,1/9%*'&+$%'2%Z'/H#,3%1,&%^ cooperate _%1$%#,%^k(''.+/1-#0+% "1/',#')$%(/+1-#0+%Z'/H%./1(-#(+$_B%1,&%^ hybrid _%1,&%#,%^k1%Z#&+%/1,3+%'2%"95/#&%2'/$_=%% % J)$-% -'% ,'-+% -"1-% '-"+/% H,'Z,% -+/$% -"1-% "10+ not % '(()//+&% #,% -"+% $1.4+% #,(4)&+U% (/'$$Y &#$(#.4#,+B% )4-#Y&#$(#.4#,+B% )4-#Y+% '/% #,-+/Y+B% 144% '2% Z"#("% "#3"4#3"-$% -"1-% -"+$+% -+/$% 1/+% ,'-% '2% -"+$+40+$% ,+(+$$1/#49% ('4415'/1-#0+B% -"')3"% #-% #3"-% 14$'% 5+% 1/3)+&% -"1-% #,-+/Y &#$(#.4#,1/#-9%#3"-%5+%1("#+0+&%59%-"+%#,�#&)14%1$%(')4&%1%&+0#$+&%.#+(+B%-"')3"%59%1,&%41/3+% -"+%-+/$%R1$%)$+&%#,%-"#$%$-)&9S%$)33+$-%)4-#.4+%1)-"'/$=% % a+9%Z'/&$U% Collaborate B% Devise B% Inter-disciplinary B% Team, Collective B% Cooperate B% Hybrid =% % % Assessment
ł% The advantage of not assessing (summatively)
X+1/,#,3% c)-('+$B% '/% 1-% 4+1$-% 2/'% -"+% ./+$$)/+% '2% $+(',&% 3)+$$#,3% -"+% +A1#,+/_$% ./+2+/+,(+$=%I-)&+,-$%Z1,-#,3%1%3''&%1/H%19%&'%-"+#/%5+$-%-'%&+',$-/1-+%-"+%Xc_$%-")$%-"+#/% 3'14$%1/+%14/+1&9%&#/+(-+&%2/'%-"+%')-$+-B%1%$-1/-#,3%.'#,-%Z"#("%19%5+%1-%'&&$%Z#-"%1#$%-"1-% 1/+% (',(+/,+&% Z#-"% +A.4'/1-#',% 1,&% ),21#4#1/#-9=% !"+% .+/(+#0+&% +*."1$#$% 19% 5+% ',% -"+% ^&+',$-/1-#',% '2_% ./+Y&+2#,+&% $H#44$% 1,&% H,'Z4+&3+% /1-"+/% -"1,% Z"1-+0+/% 4+1/,#,3% #3"-% ('+% ')-%'2%-"+%('4415'/1-#0+%+A.+/#+,(+=%% % ł% Where some collaborators are assessed and others are not (the fear of the unmarked)
