Collaborative method: Difference between revisions

Revision as of 18:37, 23 August 2008

Revision as of 05:35, 4 December 2008

Line 1:

'''Collaborative methods''' are processes, behaviors and conversations that relate to [[collaboration]] between individuals.<ref name="spencelecture">Spence, Muneera U. ''"Graphic Design: Collaborative Processes = Understanding Self and Others."'' (lecture) Art 325: Collaborative Processes. Fairbanks Hall, Oregon State University, Corvallis, Oregon. 13 Apr. 2006.</ref> These methods specifically aim to increase the success of [[Team|teamsteam]]s as they engage in collaborative [[problem solving]]. Forms, rubrics, charts and graphs are useful in these situations to [[Objectivity (journalism)|objectively]] document [[Personality psychology|personal traits]] with the goal improving performance in current and future projects.

== History of collaboration ==

Line 64:

[[Image:Identifying-acuities.png|thumb|right|A chart used to identify the acuities of people, particularly for use in assigning roles in collaboration.]]

''Main article: [[{{main|Theory of multiple intelligences]]''}}

While psychologist [[Howard Gardner]] identified seven major realms of intelligence, a more simple set of ''acuities'' may be more useful within smaller groups. Four roles have been identified and are defined as follows (note that individuals may score high in more than one category):

Line 80:

[[Image:Evaluating-thinking-styles.png|thumb|right|A chart used to evaluate the thinking style of persons, particularly for use in collaborative teams.]]

There are two main components of thinking styles: internal and external, they share similarities to the [[extraversion and introversion]] traits seen in human [[Personality psychology|personalities]]. The two thinking styles are dichotomies and can be used as axes when charting personal evaluation; note that "there is no 'right' place on the grid." <ref name="spencelecture" />

==== Creation of ideas ====

Line 96:

=== Learning styles ===

[[Image:Evaluating-learning-styles.png|thumb|right|A chart used to identify the learning styles of people, particularly for use in analyzing communication needs in collaboration.]]

''Main article: [[{{main|Representational systems (NLP)]]''}}

For collaboration purposes, three [[learning styles]] are typically identified:

Line 108:

[[Image:Values-listed-and-signed.jpg|thumb|right|Group values, when contributed to and accepted by all, are an excellent way to increase morale and performance within collaborative group settings.]]

''Main article: [[{{main|Value (personal and cultural)]]''}}

Agreeing upon group values is a step that "sets the tone" for further work. This is a convenient warm-up activity for a group and most commonly involves brainstorming a list and then picking a "top-ten." Spence recommends<ref name="spencelecture" /> that this is a high-priority item for the first meeting.

Line 121:

== Group functions ==

Collaborative groups often work together in the same environment but may also utilize [[information technology]]—[[collaborative software]] in particular—to overcome geographic limitations. As a group works to meet its goals, the following components should be included to sustain effective collaboration:

=== Interpersonal communication ===

''Main article: [[{{main|Interpersonal communication]]''}}

Spence states<ref name="spencelecture" /> that communication is composed of the following:

Line 142 ⟶ 141:

=== Respect ===

''Main article: [[{{main|Respect]]''}}

In [[collaboration]], respect is a critical component of group performance and is given and/or received in two distinctly different ways:

Line 151 ⟶ 150:

=== Ideation ===

''Main article: [[{{main|Brainstorming]]''}}

This [[Divergent thinking|divergent]] stage of collaboration is where ideas are developed. Group activities in this stage are typically called [[brainstorming]]. There are four basic rules in brainstorming.<ref> Osborn, A.F. (1963) ''Applied imagination: Principles and procedures of creative problem solving'' (Third Revised Edition). New York, NY: Charles Scribner’s Sons.</ref> These are intended to reduce the social inhibitions that occur in groups and therefore stimulate the generation of new ideas. The expected result is a dynamic synergy that will dramatically increase the creativity of the group.

Line 245 ⟶ 244:

* Marcum, James W. ''After the Information Age: A Dynamic Learning Manifesto.'' Vol. 231. Counterpoints: Studies in the Postmodern Theory of Education. New York, NY: Peter Lang, 2006.

* Spence, Muneera U. ''"Graphic Design Collaborative Processes: a Course in Collaboration."'' Oregon State University. Philadelphia, Pennsylvania: AIGA, 2005. http://revolutionphiladelphia.aiga.org/resources/content/2/5/7/0/documents/MSpence.pdf

[[Category:Collaboration]]