The meaning Collective Intelligence (CI) is drawn from the words collective and intelligence which means the knowledge which is gained through a collaborative work (collaboration/discussion) as part of collaborative learning. Malone, Laubacher, and Dellarocas (2009) define CI as the knowledge generated by individuals in a group where they collectively work (learn) together in creating knowledge. The definition indicates that in order to gain collective knowledge, a collaborative work or learning is required. CI is perceived as vigorous as the knowledge is a combination (accumulation) of various knowledge from the members of the group. Collaborative Learning can be conducted through face-to-face interaction or discussion and it can also be conducted through online interaction.

For example in Teaching English as a Second Language (ESL). There are benefits gained from collaborative activities for ESL such as helping the students to communicate (verbally) with other students (in English). Moreover, it will reduce the students’ anxiety in speaking English since the students communicate within a smaller group of students. Not to the whole class. Therefore, this collaborative learning is often used in Communicative Language Teaching classroom as mentioned by Hedge (2000). In group, the students will interact to each other, work together, and discuss the topic together (in English). Another benefit is that the students learn from each other (McCabe, 2003). In group, not all students understand the topic discussed. Through collaboration, the students will learn from other students in the group and will not merely depend on the teacher.

For example, the topic of discussion is Quantity with sub-topics: some and any, many and much, a few and few, a little and little, a lot and a lot of, plenty and plenty of. There are sub-topics can be discussed by six groups. The teacher divides the students into six group and each group will discuss one sub-topic of Quantity. The teacher encourages the students to speak in English during group discussion and supervise the students to ensure the English is used during the discussion in group. After the group discussion, the students will do the presentation and explain their sub-topic to the class in English. Each group can share the presentation (take turn).

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press

Malone, T. W., Laubacher, R., & Dellarocas, C. (2009). Harnessing crowds: Mapping the genome of collective intelligence. MIT Sloan Research Paper No. 4732-09

McCabe, R.H. (2003). Yes We Can! A Community Guide for Developing America’s Underprepared. USA: League for Innovation in the Community College and American Association of Community Colleges.