Hi Jeffrey

You raise some important points.

Can collective learning fit within formal learning contexts? If we think of formal learning on a scale from ‘highly structured’ (eg some training scenarios) to highly unstructured (eg PhD study), its easier to see how collective learning might fit with the unstructured examples. As you say there are examples of relatively instructred undergraduate learning (eg problem based learning), therefore we can assume collective learning would also fit here. We have some examples of ‘collective learning’ in formal situations at http://littlebylittlejohn.com/change11-position-paper/collective-learning-examples/

I would argue that these examples are not ‘pure’ collective learning, but are an example of learner groups interacting with the collective. Nevertheless, they are examples of learners drawing from and gaining expertise from the collective knowledge (through people, resources, interactions).

For me one of the main barriers to collective learning is the learners ability to self-regulate. Most (if not all) the people on #change11 are highly self regulated. We can set our own goals and work towards achieving these.

There are many scenarios in formal education where self regulation of learners is not apparent. I would argue it is sometimes (unintentionally) discouraged in the race to ‘support’ students to ‘pass’ assignments. There are many factors driving this situation, of course, policies designed to advance learning are sometimes putting in place so much support that students are not developing as independent learners. This is where unstructured, challenging environments can be helpful. But they are not always effective/ efficient. It might not be a ‘fast’ way to learn.

What are your views?