Collaborative intelligence encourages creating dynamic opportunities for learning communities to collaboratively create, refine, and share knowledge that models authentic learning experiences to prepare learners for educational growth and lifelong learning. In this model, intelligence is distributed amongst individuals and environments, and this is accomplished through social interactions rather than at the individual memorization of content. From this perspective, intelligence emerges through collaborative activities and by connections and interactions Collaborative intelligence involves promoting “a culture of knowledge sourcing and developing skills and strategies for knowledge collaboration and social learning”. The central idea behind collaborative intelligence is that knowledge and understanding are deeply rooted and enhanced by social interactions and that it relies on a network of connections.

Principles of collaborative intelligence:

1. Teamwork leads to greater results than individual efforts.
2. Connection is essential for team success.
3. Collaboration cannot be left to chance.
4. Collaboration spaces empower linked teams.
5. Measuring collaboration is achievable and necessary.

For example: Peer-to-peer learning platforms with AI support, where students work together on projects with the aid of AI tools, are a particular example of collaborative intelligence in e-learning. Peergrade and Perusall are two platforms that allow students to annotate literature collaboratively, give feedback to their peers, and improve their comprehension through facilitated discussions.

Students annotate course readings using Perusall in a blended learning environment. AI systems draw attention to potential areas of community ignorance, encouraging cooperative dialogue. For instance, students in a history course work together to analyze a document from a primary source. A third student improves the group's view in light of peer input after one student draws attention to bias and another connects it to larger historical contexts. The AI highlights areas of misunderstanding, makes sure everyone is contributing in a meaningful way, and encourages the group .

References:

https://www.jenniferchangwathall.com/single-post/collaborative-intelligence-in-digital-environments

https://www.mural.co/blog/collaborative-intelligence-vs-collective-intelligence

https://qafilah.com/%D9%86%D8%B8%D8%B1%D9%8A%D8%A9-%D8%A7%D9%84%D8%AA%D8%B9%D9%84%D9%85-%D8%A7%D9%84%D8%AA%D8%B9%D8%A7%D9%88%D9%86%D9%8A/

• Fatma Dr

Competency-based assessment, which prioritises success over failure, can help improve student results. Even so, competences can be difficult to assess and test. Bearing in mind that we're talking about e-learning environments, where we've already seen in previous modules that students can be anywhere at any time and with any device, with the online always present, I'd like to recommend reading Digcomp - a European framework of digital competences which I believe should be transversal to the subjects and activities on offer.

Digcomp link: https://joint-research-centre.ec.europa.eu/scientific-activities-z/education-and-training/digital-transformation-education/digital-competence-framework-citizens-digcomp_en

• Margarida Maneta

Socratic Dialouge
I think feedback can be one of the means of teaching students in an environment where the teacher is not present, not just for correcting them. Through giving feedback, students can become familiar with new concepts and build their knowledge. Through digital learning, feedback can facilitate learning, and there would be collective ideas where students can learn from one another. One example of giving feedback can be through Socratic dialogue. This is what I usually do in my classes. Due to time constraints, I have them answer the critical guided questions in their Telegram group. There are a lot of ideas generated by different students who can read them, leading to a communal decision on what is the best answer to the question. Then, I provide them with a reading passage. As they have already been challenged by different questions, they can answer the reading comprehension questions better. Ultimately, the feedback, their cooperation, and the Socratic dialogue in the learning process will help them build their knowledge.

• Atefeh Moradian

Socratic dialogue, also known as Socratic questioning or the Socratic method, is a method of inquiry and discussion developed by the ancient Greek philosopher Socrates. It involves a process of questioning and critical thinking to stimulate intellectual exploration, uncover deeper insights, and encourage the development of rational arguments.

In a Socratic dialogue, the focus is on open-ended questioning rather than providing direct answers. The goal is to prompt participants to examine their beliefs, assumptions, and reasoning, leading to a deeper understanding of a particular topic or problem. The Socratic method is often used in educational settings, such as classrooms or seminars, to foster critical thinking and active engagement with the material.

Here's an example of a Socratic dialogue in an educational setting, specifically in a high school literature class discussing the theme of justice in a novel:

Teacher: Today, let's delve into the theme of justice in the novel we've been studying. What are your initial thoughts on the concept of justice as portrayed in the story?

Student 1: I think justice means fair punishment for wrongdoing. It's about making sure that people pay for their actions.

Teacher: Interesting perspective. So, justice, for you, is primarily about punishment. Can you think of a specific instance in the novel where this idea of justice is explored?

Student 1: Well, there's a scene where the protagonist seeks revenge on the antagonist for an injustice done to their family. It shows that justice is about getting even.

Teacher: That's an important point. Revenge can be seen as a form of justice in some contexts. Now, let's consider an alternative perspective. Does anyone have a different interpretation of justice in the novel?

Student 2: I believe justice is more than just punishment. It's about restoring balance and righting the wrongs. It's about fairness and equality.

Teacher: Excellent point. Can you provide an example from the novel that supports this view of justice?

Student 2: Yes, there's a scene where a character who was falsely accused of a crime is finally exonerated and receives compensation for their suffering. It shows that justice is about repairing the harm caused.

Teacher: Good observation. So, justice, according to your interpretation, involves not only punishment but also restoring balance and compensating for injustices. Now, let's challenge these perspectives. Can anyone think of a situation in the novel where justice seems ambiguous or elusive?

Student 3: I remember a scene where two characters engage in a morally gray act to achieve what they perceive as justice. It raises questions about the boundaries of justice and whether the end justifies the means.

Teacher: Excellent observation. This highlights the complexities of justice and the ethical dilemmas that arise. Is justice always black and white, or are there shades of gray? Now, let's explore the consequences of different notions of justice. How might the story have unfolded if a different understanding of justice prevailed?

And the dialogue would continue, with the teacher asking further questions to encourage critical thinking, exploration of different perspectives, and a deeper understanding of the theme of justice in the novel.

• Linh Phan Thi Thuy

الذكاء التعاوني

• Kholoud Aljahdali

الذكاء التعاوني

• Kholoud Aljahdali

Let's dive into the exciting world of Collaborative Intelligence! This concept is all about tapping into the collective brainpower of a group to achieve remarkable results. In today's interconnected age, working together can produce insights and solutions that go beyond what any individual can accomplish.

Defining Collaborative Intelligence:
Collaborative Intelligence is like the secret sauce of teamwork. It's the magic that happens when diverse minds join forces, creating a sum that's greater than its parts. It's the understanding that working together can lead to brilliant outcomes, and in education, it opens doors to innovative learning approaches.

Example in Practice:
Imagine a global community of educators, learners, and experts collaborating on a platform like XYZ Crowdsourcing. Here, everyone contributes their expertise to create diverse and top-notch educational materials. It's like a knowledge potluck where the variety of ideas ensures a buffet of learning resources for different tastes and preferences.

Engage with the Concept:
I'm eager to hear your take on Collaborative Intelligence! Have you experienced it in your teaching or learning journey? Do you use tools like wikis, blogs, or online communities to enhance collaboration? Share your insights, stories, or even a favorite collaborative tool that spices up your learning adventures.

• Amnah Alalmaie

Distributed Intelligence
The dominant assumption that intelligence is individualistic and personal is changing with the ever-increasing technology. According to Gregory Bateson ‘memory is half in mind and half in the world”. Knowledge and education are socially constructed and embedded in artefacts, products, tools, symbols, landmarks in environments, and human interactions with these constructions.
The basic idea of distributed thinking emerges from activity or thinking of people in action. There are two aspects of intelligence, social and material; student-teacher interaction is social, and the material aspect can be exploitation of design objects or artifact. Tools serve as artifacts for distributed intelligence. Let’s take the example of pen and paper also computer displays cannot be denied for dissemination of knowledge. Better design makes interaction and usability easy and convenient. Though primacy is given to humans and their actions, in distributed intelligence the objects, tools and artifacts carry intelligence in them as they represent some individual’s or community’s decision for usage. Problem finding is an example of social construction. We use objects artifacts for problem representation, for example egg crate for counting eggs.
Knowledge of any kind has to do with humans’ efforts to make sense of the world or the situation they are in. With social and material aspects of intelligence one key factor behind humans’ activities is desire. Their desire shapes both their interpretation and their usage of the resources. We are not static, we think, desire, create and innovate things. Generally, design is a problem-solving activity and desire drives us to strive for what we are looking for as the best possible solution for a problem. In this effort to solve problems and the constant struggle to make sense of the world around us pushes us to share knowledge with other human beings. One of the key functions of design is to make knowledge sharing convenient and comprehendible. Graphic representation, visualization, maps, info graphics are essential examples of distributed intelligence – now the realm is expanding with virtual reality, stimulation, 3D modeling and advanced image projection. The interpretations of social realities in virtual setups such as social media and collaborative platforms for sharing knowledge are also examples of distributed intelligence. Which includes both material and social aspects we discussed earlier. The role of designers in this distribution of intelligence is undeniable.
References:
Distributed Intelligence in Design, Wiley, February 2011, UK. ISBN: 978-1-4443-3338-1
Distributed Cognitions: Psychological and Educational Considerations edited by Gavriel Salomon Cambridge University Press 1993

• Anwer Ali

I have an ambiguous stand towards collaborative intelligence.
On the one hand, I agree with everything Bill said in his lectures. Working together with a group from a variety of backgrounds helps to see perspectives that you don’t know about.
It also helps, to see how one worked in order to apply it to ones workflow.
Every successful corporation can be an example of collective intelligence.

Unfortunately I find that collaborative intelligence comes to its limits when its about school/ university where people lack the motivation to deliver great results.
During my time in school, I have had so many situations where the eager students did all the work, while the lazy did nothing. They could not get motivated by their peers and simply did not care about it.
That’s why I come to the conclusion, that the success of a student is not determined by intelligence and that crowdsourcing knowledge works. Unforunately you can bring highly motivated students down, by pairing them with lazy and unmotivated slackers.

Even this coursera course has shown me, that so many people just copy description texts into the assignments instead of thinking on their own. This is quite frustrating to me, as they will also pass this course and get the certificate. I feel that this devaluates the course as it looks like, that everybody can pass it.

• Philipp Delias

I have an ambiguous stand towards collaborative intelligence.
On the one hand, I agree with everything Bill said in his lectures. Working together with a group from a variety of backgrounds helps to see perspectives that you don’t know about.
It also helps, to see how one worked in order to apply it to ones workflow.
Every successful corporation can be an example of collective intelligence.

Unfortunately I find that collaborative intelligence comes to its limits when its about school/ university where people lack the motivation to deliver great results.
During my time in school, I have had so many situations where the eager students did all the work, while the lazy did nothing. They could not get motivated by their peers and simply did not care about it.
That’s why I come to the conclusion, that the success of a student is not determined by intelligence and that crowdsourcing knowledge works. Unforunately you can bring highly motivated students down, by pairing them with lazy and unmotivated slackers.

Even this coursera course has shown me, that so many people just copy description texts into the assignments instead of thinking on their own. This is quite frustrating to me, as they will also pass this course and get the certificate. I feel that this devaluates the course as it looks like, that everybody can pass it.

• Philipp Delias