Exploring Channels - Constructivism: Building on Knowledge
Well rested from my journey out in the open waters, I was now ready to get up close and personal to examine my use of technology in the classroom. I revisited channels of learning from ETEC 510, ETEC 530, and ETEC 512 and they all led back to constructivism. With my newfound bag of Web 2.0 tools I was ready to further explore these learning channels.
First Channel: ETEC 510
In a sense, my research project for my Wiki in ETEC 510, was the first constructivist channel I navigated. It is there I started to build my philosophy of educational technology, by thinking about what the necessary constructivist conditions would be for second-language learners. Essentially, I came up with the following principles learners need:
- A relevant and realistic environment. (Duffy& Jonassen 1991; Honebein 1996)
- A learning environment built on a social constructivist approach that is an integral part of learning.
(Piaget, 1973, Vygotsky, 1978; De Vries, 2002)
- Lessons that support many perspectives presented in varied ways. (Honebein, 1996)
- To be encouraged to own their learning through self-study. (Honebein 1996)
- To be provided with the necessary elements for in-depth learning. (De Vries, 2002)
- An environment that promotes the motivation to build on knowledge. (Jonassen, 2003)
- Technologies employed to achieve the constructivist approach. Such as the Internet, websites, and learning environments, hypermedia, social media, collaborative learning, problem-based learning, goal-based scenarios, and learning applications like video-conferencing. (Driscoll, 2000; Duffy & Jonassen, 1991; Lebow, 1996; Can, 2006; Schank, 1994)
At this point, beyond the Internet and LM systems I had not explored Web 2.0 tools, but already I had started travelling along constructivist channels.
- A relevant and realistic environment. (Duffy& Jonassen 1991; Honebein 1996)
- A learning environment built on a social constructivist approach that is an integral part of learning.
(Piaget, 1973, Vygotsky, 1978; De Vries, 2002)
- Lessons that support many perspectives presented in varied ways. (Honebein, 1996)
- To be encouraged to own their learning through self-study. (Honebein 1996)
- To be provided with the necessary elements for in-depth learning. (De Vries, 2002)
- An environment that promotes the motivation to build on knowledge. (Jonassen, 2003)
- Technologies employed to achieve the constructivist approach. Such as the Internet, websites, and learning environments, hypermedia, social media, collaborative learning, problem-based learning, goal-based scenarios, and learning applications like video-conferencing. (Driscoll, 2000; Duffy & Jonassen, 1991; Lebow, 1996; Can, 2006; Schank, 1994)
At this point, beyond the Internet and LM systems I had not explored Web 2.0 tools, but already I had started travelling along constructivist channels.
Second Channel: ETEC 530 - Exploring Constructivist Pedagogy
My journey with constructivism continued in ETEC 530, where I examined literature and current research about constructivist, instructional strategies, which I simultaneously began to explore within my own teaching practice as a second-language teacher.
Concept maps do not generally work for me, as I need to make meaning of my learning by relating knowledge to my own experience. However, the following constructivist map helped me understand how instructional approaches such as project-based teaching, situated learning, and cooperative learning fitted in with my philosophy of educational technology. I began to explore ways in which I could use technology to provide learners with authentic expriences, and find ways to design lessons around learner interests and prior knowledge.
Concept maps do not generally work for me, as I need to make meaning of my learning by relating knowledge to my own experience. However, the following constructivist map helped me understand how instructional approaches such as project-based teaching, situated learning, and cooperative learning fitted in with my philosophy of educational technology. I began to explore ways in which I could use technology to provide learners with authentic expriences, and find ways to design lessons around learner interests and prior knowledge.
A this point, I began to take interest in technology enhanced learning environments (TELE), which focus on a student-centered aproach to teaching. Based on constructivist pedagogy, TELEs can provide learners with opportunties to explore their own interests in a flexible way. Where I work, each classroom is equipped with a Smart board, two classroom computers, and Ipods, but to this point I had barely used these tools. Equipped with renewed energy, and full of ideas from my MET courses, I started exploiting these tools as a way for learners to make meaning of their learning.This was not an easy task, for the military course curriculum is based on specific learning objectives tied-in with time-regulated assessments. Nonetheless, I began to encourage learners to synthesize new information through the support of technology. I bought myself a video camera, and with this new tool in hand proceeded to combine constructivist principles and the use of technology to provide learners with authentic, social, interactive, and collaborative actvities. I based my teaching around project-based learning and situated learning principles, and took on a facilitator role. I have provided an example of these activities below.
Please view the activity by clicking on this link: pedagogical activity if you wish to view a full screen version, or acess it directly below.This version has been made to share with UBC colleagues and a general audience, so I encourage you to leave a voice or text comment.The origninal version was shared with the learners who participated in this activity, and they responded in their second language.
Please view the activity by clicking on this link: pedagogical activity if you wish to view a full screen version, or acess it directly below.This version has been made to share with UBC colleagues and a general audience, so I encourage you to leave a voice or text comment.The origninal version was shared with the learners who participated in this activity, and they responded in their second language.
Supporting Colloborative Knowledge and Fostering Higher-Order Learning
To continue on with my fascination for improving text-based, asynchronous environments, I investigated the processess within online discussion forums to see how social, technological and pedagogical processes support collaborative knowledge and foster higher-order learning. My paper: Fostering Cognitive Presence in Text-based, Asynchronous Forums examines the idea that a form of 'presence' between peers and instructors can help learners participate actively and engage in reflection, building on and going beyond their current knowledge. (Shea & Bidjerano, 2009). For me, both as an educator and life-long learner, this reinforced the idea that when designing a course, activities that support the right balance of teaching, social, and cognitive presences need to be carefully planned. (Swan & Shea, 2005) This research would serve as another stepping stone to redesigning a course based on constructivist principles in ETEC 512.
Third Channel: ETEC 512 - Exploring Various Theories and Relating this to Practice
ETEC512, provided another opportunity for team work, where my colleagues and I explored a variety of constructivist theories in relation to teaching practices and online learner experiences.This exploration helped me shape my educational philosophy, particularly focusing on constructivism influenced by other perspectives, such as transformational learning, and a holistic approach to learning. Within our collaborative online conference on Social Constructivism, I focused on social constructivism in the adult classroom, again linking theory to my educational
practice. I also reached out to my peers to find out if, and how their text-based, online, forum communiction experience within the MET program was based on a consructivist approach. Below, please view my thoughts on social constructivism in the classroom.
practice. I also reached out to my peers to find out if, and how their text-based, online, forum communiction experience within the MET program was based on a consructivist approach. Below, please view my thoughts on social constructivism in the classroom.
Here is my view on constructivism in the classroom
Exploring Various Aspects of Human Learning
During my exploration of principles of behaviourism, I was surprised to discover that if these principles were used with a student- and learner-centered approach, they correlated with a constructivist approach. I investigated Neuroscience as a way to understand the learning effects based on learning preference, presentation of content, and teaching method. I was able to relate this innovative science to my own teaching practice, as I thought of the different aspects of language learning and how it could help me cater my teaching strategies to best fit learner needs. I also dug deep concerning knowledge and learning in relation to constructivism, and the role this plays in creating an online learning environment.
Applying Theoretical Perspectives to Learning Situations
This short reflection paper on constructivism informed my ideas and demonstrated the need for further research in how learners make meaning of their learning through the construction of knowledge within online, text-based environments. During this course I was also able to explore open-source software, such as wikis, and how these can develop and improve collaborative, online learning platforms.This offered another option to text-based collaborative forums, giving learners a dynamic way to build and exchange information and knowledge.(Driscoll, 2005) My modified lesson plan allowed me to consolidate my thoughts to the different theoretical perspectives presented in ETEC 512. I was able to relate this project to my own teaching practice, for it allowed me to better understand how a plan reflects knowledge, skills, attitudes, and values for a transformational learning experience to take place. (Von Glasersfeld, 2008) I believe this lesson plan critique could serve me well as an instructional designer.This assignment taught me the importance of course outcomes and objectives that focus on the individual not the content, providing a holistic approach to teaching and learning.
I would later apply these very principles and strategies within my lesson design as a second-language teacher.