From Friction to Learning Potential: Guiding Development of Collaboration Skills within Students

Collaboration skills are essential in today’s world. In learning outcomes and the competencies of graduates that we aim for, this skill is emphasized, but how can we as teachers put this into practice? While group projects in higher education courses are common, students often lack structured guidance on communication, conflict resolution, or shared responsibility. This can create friction for both students and teachers—but what if that friction is actually an opportunity for learning?

When students are expected to work together, they can encounter what we call "boundaries". These can be a result from fundamental differences between disciplines, or interpersonal differences in a preference for an approach. We expect from the students to cross these boundaries – bridging different knowledge systems, vocabularies, and ways of thinking. However, stumbling upon these boundaries often creates friction: misunderstandings, conflicting approaches, and uncertainty about how to proceed. In the end, students often get a team grade, which does not always reflect the development of each individual student.

In this module, we explore the principles of student collaboration, based on the theory of Boundary Crossing, and how to design learning activities that help students navigate. You will learn to recognize patterns in group dynamics, become familiar with relevant collaboration competencies and frameworks for your context, and critically reflect on how your teaching (and assessment) (and assessment) aligns with the RUG’s ambitions for working in collaboration. You will also analyze your own learning activities on the principles of complexity and insecurity. Besides, we will have attention for programmatic assessment.

• Session 1: The role and critical examination of ‘collaboration skills’ in today’s world
• Session 2: Making use of ‘Boundary experiences and group dynamics in your education
• Session 3: Assessment: Programmatic assessment
• Session 4: Complexity & insecurity in educating collaboration: how to navigate the journey?

Registration

Use the blue button below to register for this training via Google Forms. Do you have any questions? Please contact the trainers: h.j.boer umcg.nl or m.trippenzee umcg.nl.

Knowledge Goals

What the teacher knows and understands

By the end of this module, the teacher will be able to:

1. Explain what boundary crossing entails and why it is important in the context of collaboration, particularly in trans- and interdisciplinary challenges.
2. Recognize various contexts in which collaboration takes place (interdisciplinary, transdisciplinary) and understand how differences among participants can increase the complexity of collaboration.
3. Describe the principles of uncertainty and complexity within the context of collaboration.
4. Understand the three "logics" (differentiation, assimilation, integration) and their value in recognizing and discussing behavioral patterns in student groups.
5. Become familiar with programmatic assessment and its application in collaborative contexts, using examples from the University of Groningen (RUG).

Skill Goals

What the teacher can do

By the end of this module, the teacher will be able to:

1. Analyze their own teaching activities based on relevant principles for collaboration
2. Apply the three "logics" (differentiation, assimilation, integration) as a framework to recognize and discuss patterns in student groups.

Attitudinal Goals

Attitude the teacher develops

By the end of this module, the teacher will:

1. Develop awareness of their own role as a facilitator of learning processes in collaborative contexts.
2. Adopt a learning mindset and articulate their own learning questions.