Mapping, Clarifying, and Communicating Key Ideas about Collaborative Learning (MC²)

Overview

The MC² project was divided into three phases:

Phase 1: Mapping the Literature

We created a comprehensive map of the research on collaborative learning, using bibliometric tools to identify key themes and trends in the field.

Phase 2: Identifying Key Topics

We brought together a panel of K-12 teachers and education researchers to review the literature map and determine which topics are most relevant and useful for classroom practice.

Phase 3: Creating Practical Resources

We co-developed resources based on those key topics. Groups of teachers and researchers worked together to design materials that translate research findings into practical strategies for use in real classrooms.

By working, discussing, and writing together, researchers and practitioners developed a better understanding of each other’s perspectives and how each thinks about collaborative learning.

We encourage educators to explore the primers and toolkit, reflect on the video examples, and let us know what you think.

During the first two phases of the MC² project, we conducted rigorous research to lay the foundation for the development of research-based teacher materials.

We employed innovative bibliometric literature synthesis techniques to survey thousands of research articles and identify key themes in collaborative learning research literature (Phase I). We then conducted a Delphi method panel bringing together expert practitioners and researchers to determine the topics most relevant for K-12 classroom practice (Phase II). Throughout the research process, we kept in mind our aim to engage in the bi-directional knowledge translation, which honors the expertise of both teachers and researchers (Phase III).

In the final year of the project, we synthesized the knowledge gained about the bi-directional process of knowledge translation and developed a framework to support individuals and organizations engaged in similar work, with the goal of facilitating teachers’ implementation of evidence-based practice.

We authored the following research papers, which may interest researchers and practitioners involved in knowledge translation.