Computer-based jigsaw learning
The innovative implementation of the Jigsaw method within LAMS. It is based on the fact that (a) the tasks assigned to the expert groups consisted of various investigative activities within the real world and not merely the study of various learning materials as is usually proposed (b) for the design of the whole collaborative activity, the intuitive ‘learning design’-based online tools provided by LAMS. (Kordaki, M. & Siempos, H.,2010).
The Jigsaw method is a cooperative/collaborative learning strategy whichenhances the process of listening, commitment to theteam, interdependence and team work. Each memberof the team has to excel in a well-defined subpart ofthe educational material, undertaking the role ofexpert. The experts form a different group to discussthe nuances of the subject and later return to theirteams to teach their colleagues. The ideal size ofteams is 4 to 6 members. Specifically, theimplementation of the Jigsaw method could berealized through the following process:
1) Divide the problem into sub-problems, 2) Create heterogeneous groups, 3) Assign roles and material to each student,4) Form group of experts, 5) Let experts study the material and plan how to teach their colleagues, 6) Let experts teach in their groups, 7) Assess students.
The proposed Jigsaw online learning activity consisted of the following seven phases: 1) Introduction to the activity, 2) Original group creation, 3) Creation of expert groups, 4) Back to the original groups, 5) Group Report formation, 6) Group Report presentation and 7) assessment. (Kordaki, M. & Siempos, H.,2010)
1: Jigsaw: Introduction to the activity
The main goal of this learning activity is to encourage students to learn through performing specific investigations of the following essential issues in CS: (a) the wide range of computer technology used in daily life and the consequences of such utilization, (b) the variety of computer systems serving different tasks, (c) the dynamic evolution of information technology in our times. Additionally, this learning activity aims to highlight the value of collaborative learning as a modern method of teaching.
2.Jigsaw: Original group creation. The students are assigned randomly – using the Grouping tool - to 4 groups of 6 students. Initially each group discusses– using a group chat-room or a group forum - the issues presented in the introduction, striving to form a commonly acceptable framework of ideas. Each member of each group should also decide which essential issue of computer technology - from the aforementioned issues – they prefer to investigate.
3. Jigsaw:Creation of expert groups. Next, every member of each group would gain expertise on a specific issue of the proposed learning activity through their participation in specific expert-groups. Each expert group must visit the specific areas of life mentioned in the ‘Introduction’ of the activity where computers are used, to collect specific data. In fact, each expert group has to fulfil a well-defined task, as described in the next section.
4. Jigsaw: Back to the original group. Each expert, on returning to the original group, should propose alternative ways to present the knowledge she/he acquired during her/his participation in the experimentation performed within a specific expert group. Here, the members of the original groups could be provided with some essential activities, so that every student can participate actively in the learning experience. Each expert should also encourage her/his colleagues to better comprehend the knowledge provided. Chat-rooms or forums could be used by each expert to teach their original groups.
5. Jigsaw: Group Report formation. Each group has to prepare a presentation about the total knowledge acquired during their learning process. To form this report, the use of a wiki will be useful. The use of the ‘Submit Files’ activity could be used to sent the reports to the teachers.
6. Jigsaw:Group Report presentation. Here, it would be useful to provide students with some recommendations as to how to prepare and deliver a good presentation. Some useful guidelines for the former are: (a) The presentation must begin with the main idea of the subject, (b) only the key points of the subject have to be presented, (c) On every slide, only 4-5 key points should be presented, (d) A uniform style of presentation must be followed (unnecessary effects must be avoided since these distract the learner from the key concepts), (e) The duration of each presentation should be around 10 minutes (for synchronous presentation using a chat-room) since there is always the danger the students may get bored. There will be additional time to further discuss the learning material.
Garcia, A., Abrego, J. & Robert, R. (2017) Using the Jigsaw Method for Meaningful Learning to Enhance Learning and Rentention in an Educational Leadership Graduate School Course, Global Journal of HUMAN-SOCIAL SCIENCE: G Linguistics & Education Volume 17 Issue 5 Version 1.0 Year 2017.
Gambari, I. A.& Yusuf, M.O.(2016).Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention. Contemporary Educational Technology, 7(4), 352-367.
Kordaki, M. & Siempos, H.(2010). The jigsaw collaborative method within the online computer science classroom. CSEDU 2010 - 2nd International Conference on Computer Supported Education.