Speaker
Description
This presentation provides a solution to the MEXT’s promotion of collaborative learning as a pedagogy. It clarifies the frequently misunderstood distinction between collaborative and cooperative learning. In addressing teacher concerns over their reduced ability to assess student output in the age of AI, the presentation demonstrates how to build individual accountability. Attendees will leave with practical strategies for selecting team-oriented activities that strengthen both class-building and team-building skills.
Abstract section 1: Relevance
Japan's active promotion of collaborative learning aligns with its vision building stronger partnerships with its global partners.(MEXT 2024). Collaborative learning - despite its well-documented strengths - remains relatively unfamiliar in Japan. At the same time, granting students greater learning autonomy can also be difficult to manage for teachers used to regulating classroom dynamics (Sugino 2021). One solution to these challenges is cooperative learning. This pedagogy develops strong individual accountability while also involving the teacher’s much needed guidance. As such it provides a solid solution to teachers who fear teamwork in the age of AI delegates too much autonomy to students.
Abstract section 5: References
Ministry of Education, Culture, Sports, Science and Technology. (2024). Guidelines on the use of generative AI in primary and secondary education (ver. 2.0).
Sugino, C. (2021). Student perceptions of a synchronous online cooperative learning course in a Japanese women's university during the COVID-19 pandemic. Education Sciences, 11(5), 231.
Abstract section 3: Content/method
The presentation will outline the key differences between collaborative and cooperative learning. A hands-on demonstration will illustrate how cooperative learning enables teachers to maintain control of the learning process while fostering individual accountability and replicating the dynamics of real-world global communication.
Abstract section 2: Contribution/research questions
This presentation will clearly define the distinction between collaborative learning and cooperative learning, and will offer actionable strategies for teachers and administrators to more effectively meet MEXT goals - while preserving teacher oversight of the learning environment.
Abstract section 4: Outcomes/results
Attendees will leave with a clear understanding of how collaborative and cooperative learning differ. They will also gain practical tools for selecting team-oriented activities aligned with educational goals, with a focus on both class-building and team-building tasks.
| Title | Building individual accountability with cooperative learning |
|---|---|
| Teaching Context | College and university education |