Jigsaw Learning

+ Bridging Online and Offline Cooperative Learning +

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HIGHLIGHTS

The Jigsaw Classroom is a research-based cooperative learning technique invented in the early 1970s. Decades of practices have proved its effectiveness in improving learning performance and closing demographic gaps in classrooms by triggering positive interdependence and individual accountability in cooperative learning.

This project aims at exploring the possibility of technology enhanced Jigsaw learning experience by creating an online platform with interactive video and bridging it with in-class collaboration.

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DEMONSTRATION

Part 1 - Individual learning (outside class)

For the first part of this module, students will be assigned a video to watch regarding how toothpastes work. The video for each student will detail 2 out of 6 of the main ingredients used in toothpastes. After the video, students will complete a short formative assessment to clarify misconceptions about the video. This assessment will not be graded. This video can be watched before class for unlimited times. They will be provided with a note taking sheet to help them gather information.

Part 2 - Cooperative tutoring (in class)

After watching the video, students will engage in a classroom activity. Each of them will be responsible for teaching the other group members about the 2 ingredients in their video. They won’t be allowed to use the video in class, but they can take advantage of their note-taking sheet.

Part 3 - Cooperative activity (in class)

After teaching each other, students will be assigned a task as a group to choose correct ingredients from a set of cards which contains real and "fake" ingredients. The students have to also assign these ingredients to the correct function in toothpastes. Students will pick ingredients individually for the functions they did not learn about and then work together to make 1 change to their selection. For example, if A teaches B and C about abrasives and flavoring, then B and C will pick out the ingredients that can be used as abrasives and flavoring from a pile of cards without the help from A. Their work will be evaluated according to a checklist provided by the teacher. This activity counts as part of their final score.

Students will also reflect on their choices and their cooperation together and this will be followed by a short lecture where the instructor will reveal the correct answers and dispel any lingering misconceptions or doubts.

Part 4 - Post-test (in class)

After the activity, students will be required to do a post-test to examine their learning outcome. Their final score will be calculated as below:

• Individual score of the post test: 45%

• Group average score of the post-test: 30%

• In class activity checklist completion (group score): 25%

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ITERATON

We did two rounds of user testing. In the first user testing, we found that when watching the assigned video, each learner had different learning behavior: some took note while watching, some took notes after they finished watching, some didn’t take notes at all. Such variation was reflected in their post-test scores in a not-surprising way: those who took notes while watching got the highest scores.

In order to improve learning outcome, we designed a note-taking sheet with step-by-step instructions to scaffold note-taking practice. The results turned out to be satisfying: all learners in the second user testing followed the instructions on the sheet thus had a thorough notes with them when doing the collaboration activity, which resulted in an improved post-test score.