Learning Lab Vietnam

Strategy 1: Include group work in learning outcomes

When reflecting on the desired learning outcomes of a group work task, it is useful to be clear about the two different aspects of the work: the process and the product. Where possible, include skills acquired by students as they engage in both areas.

You could start by considering the following:

(Source: University of Sydney, GGA Working Group Learning Outcomes, www.itl.usyd.edu.au/)

Learning outcomes and the curriculum

Scaffold group work skills

Even after some years of tertiary education, students may not know how to work productively with others in groups. It is helpful to scaffold the skills and capabilities required. Some students will learn collaborative skills through osmosis but many will need to be taught them. To plan for this, include such skills in the curriculum’s learning outcomes.

Explicit curriculum-based recognition of the skills acquired through collaboration ensures that group work, both process and product, is taught in the class room and assessed. In turn, students recognise the significance of such skills to their current study and their future employability.

Group work skills are ideally included in learning outcomes at program, course and task levels. If such learning outcomes are not included at the program level, start at the task level.