Stephanie Moore's List: CAM Collaborative Learning Project

• Collaborative learning occurs when we stop relying on experts and teachers to transfer their knowledge to us and instead engage together in making sense and creating meaning for ourselves.
• does not eliminate the need for experts
• taps into the power of an inclusive and active group of learners to turn those wheels as fast as the speed of change and increasing complexity now require.
• We just have to stop looking back at schools and universities as we remember them and look more closely at how our members learn and work together in community for better models for great learning.
• Some members of technical and scientific societies may prefer problem-based learning experiences, while trade-association members may prefer working together on business case studies. Role playing and simulations are becoming more popular with the rise of a gaming culture, and these can be equally compelling in either a face-to-face or virtual environment. Association executives can experiment and mash up any of the practices in live, virtual, and blended learning experiences until they discover how their members prefer to collaborate.

  • See chart at bottom of the page.
• associations have too many thriving listserver communities to give up on learning from each other in a virtual environment.
• social media platforms
• We finally may be able to create the anytime, anywhere learning capability

  • Social media can be a great help, but must be used properly. You cannot expect people to just become a part of the discussion without trust and critical thinking. 
    How do you engage in critical thinking through twitter or facebook? 
• we have to sell the understanding that real learning requires effort on everyone's part and all members have a mutual responsibility to be creators and consumers.
• Today it is common practice for associations to ask presenters and content leaders to define learning objectives and outcomes. Learning how to learn together and creating new knowledge for the field need to become stated, expected outcomes for our education experiences.

  • learning objectives require an individual to think critically about why they are joining a group and what they want to gain from their involvement. These also lead the individual to actually doing research and continuously learning.
• Content leaders must become learning facilitators
• We can bring communities of practice to life in a face-to-face setting.
• Collaborative learning can be infused into all the formal and informal learning we do within our boards, committees, task forces, and staff teams.
• Collaborative Learning Practices, Ideas, and Tips
• Roundtables and Discussion Groups

  • Peer teaching, roundtables and cohort learning were all used as part of AAD program and are continuously used by arts administrators at conferences. 
    Roundtables are the easiest step for a quick event, but to really connect they must be well structured.

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