COLLABORATIVE EDUCATION
From Wikipedia, the free encyclopedia
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.
Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Further, collaborative learning redefines traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful. Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.
CULTURAL MEDIATION
Cultural mediation is the process of building bridges between the cultural and social realms, and the building of new relationships between the political, cultural and public spheres. It covers a broad spectrum of practices ranging from audience development activities to participatory and community arts. Its ultimate goal is to make every person, visitor and spectator a true cultural player.
Cultural mediation issues
Initially, the concept of cultural mediation was developed from a classical perspective of disseminating culture and heritage. In the cultural policies developed in the 1960s, cultural mediation embodied the concepts of access to and accessibility of cultural works and productions for greater numbers of people. It then evolved to include activities promoting greater citizen participation and expression.
Sectors concerned
Cultural mediation concerns artists and other social players in education, business, municipal government and other sectors. While the former are urged to take new risks by changing the type of relationship they have with their audiences, the latter are called upon to make more room for the cultural dimension in their areas of activity.
Cultural mediation is also increasingly conceived, funded and practised as a strategy for social development and revitalization. It thus addresses all those wishing to undertake a cultural project that includes citizen participation or to incorporate a cultural approach into their educational activities, social work, etc.
Cultural mediator
The mediator’s role is to foster relationships between the cultural product (production or creative process) and people. Depending on the type of project and its outcome, it will be informative and educational, and will provide participants with accompaniment. The mediator’s work will be redefined and tailored to suit the specific characteristics of the target groups, audiences and individuals, and their particular artistic, cultural and social contexts.
SBPC JOVEM 2012_UFMA
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