During module studies

7. Set up a collaborative activity

Including collaborative activity arranges for students to be working interactively with their peers. Ensure the instructions are clear, and that the time given allows for different work-patterns, particularly if your students are part-time. Give clear expectations, perhaps by assigning marks for levels of collaboration. Making this part peer-assessed can also encourage participation. Think about how the groupings will be created – by you the tutor, or by the students? If you, will you randomly assign or assign due to particular characteristics? If by characteristics, are you looking for homogeneity or heterogeneity? You are more likely to have a homogenous group if you let the students self-select. Think also how you will handle non or low-participation.

Example: Morris sets up a group project, assigning five students per group to ensure each has a good geographical mix. The project is built around comparing and contrasting community centres in their own neighbourhood. Feedback from students highlights that the small groups have enjoyed both the project and the level of interaction between group members, giving them a strong SoB within their small group.

Example: Ian sets up a group project, assigning half a dozen students of mixed characteristics and performance to each group. He compares their activity and performance with self-selected groups in the previous year, and finds more dissonance and better learning outcomes from the mixed groups. He ponders on what seems to be a departure from arrangements promoting SoB.