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Michael Coghlan |
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WebCT Asia Pacific Conference |
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March 25 – 27, 2002 |
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Constructivism |
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Paradigm shift |
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From Ruth Geer (University of SA) : |
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Students
learn best by interacting with others, rather than working in isolation.
Wittrocks’ generative learning theory, now popularly termed constructivism,
(holds that) people learn best when working together (Susman 1998) .
Through this collaboration students are motivated and encouraged to remain
focused on the task. The resultant interactivity leads to knowledge-building
which requires "articulation, expression or representation of what is
learned.“ [Jonassen, 1999] |
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Introductions |
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forum
post |
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pix |
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course
expectations |
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definitions |
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Find out what we already know: |
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group
forums (probe, clarify, draw each other
out) |
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email
game (what are 5 most important
aspects of online facilitation?) |
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Resources |
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what’s
already out there? |
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participants search for, and submit |
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for
posting on course site |
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In direct response to some who wanted daily
contact from facilitator |
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on group email list (Yahoo groups) |
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participants now get experience of both WebCT
discussion tool, and Yahoo groups email list (push v pull technology) |
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Excerpt from online chat. As well as the
usual intermingling of threads (which we have already commented on in past
doses), note the two ways of expressing emphasis here.
And for ESL/language teachers: would you correct the errors? Accept use of
the abbreviations?
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<y> I AM GULLIBLE.
<M> Well this is a *great* conversation but my wife needs to use the
Internet.
<y> but I don't think... my explaination is right.
<M> So I have to go. I'll read the rest of the chat in
the logs.
<y> what do you mean *great*?
<a> where r u? ying china or taiwan?
<M> I mean really great! |
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“I think the fact that we were 'forced' to
contribute continuously to keep the momentum running helped to keep the
participants participating! It may have also contributed to people dropping
out” |
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“Why is most of this course happening in a
listserv.......I liked going into our WebCT site and checking mail, forum
postings, calendar, weekly tasks. It gave me a place to be...a special
place that was for my learning. Now all this happens as part of a plethora
of other emails and for me has lost its separateness. what think others?” |
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participants host online events (chat, forum, or
combination; anonymous forum) |
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Debrief/summary > forum |
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Evaluations (WebCT survey tool) |
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assessment/learning outcomes |
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link with motivation |
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RPL/RCC? |
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text heavy nature of the course (learning
preferences); suitability for practical/trades areas? |
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How to be a ‘constructivist student’? |
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Facilitation time v technical time (for
instructor) |
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Poor attendance at chats |
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Offending people |
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Time to participate |
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Intermittent interaction |
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Staff development module/pilot – it was an
optional extra |
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Are they neutral? |
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Yes - in constructivist mode |
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In a ‘traditional’ course, facilitator selects
tools and provides content, and sequence of events |
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Email game |
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Online events |
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Graphics forum – successful to a point |
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Conceptual breakthrough, but |
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Challenging to maintain a thread |
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time needed to perfect the image editing skills;
pps documents |
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WebCT – discussion tool, group generator, survey
tool, chat, calendar |
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“I was relieved and impressed to see how the
content of this course and the content of participants' discussions were
utterly student focused.” |
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Resources: |
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“Had it been a course with existing resources,
you may have pitched the level beyond my understanding.” |
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“I can't see that a content expert could have
come up with as many resources and ideas.” |
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Drawing on others’ knowledge |
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“The discussions were great but I'm not sure we
really stuck with the topic, many of us slipped off into our comfort zones
or onto our pet areas.” |
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Was this my fault as moderator? |
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QUESTION: suitability of discussion tool for
convergent thinking? |
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Discussions were not summarised – whose job is
this???? |
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Participants learnt more about building a course
than they did about emoderation! |
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Via survey tool |
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“I suspect the one who learnt the most would
have been you Michael. Perhaps those who are serious need to run their own
course on the subject and see where it takes them. I learn best by doing.” |
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“For me I believe I would have been better
motivated if I had been asked to 'produce' something either on my own or
collaboratively like a 'mud map' or a 'paper' or a 'strategy'- a learning
outcome within the course end product itself.” |
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“I was looking for something to get my teeth
into through the content but it was really scattered throughout the course
as we built it. But even now when I look back, I'm not sure that we have
built something that is reuseable. Maybe that was not the purpose, and the
learning was in the building.” |
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Discuss constructivist approach throughout the
course (pre-course info not enough) |
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Emphasise importance of regular interaction |
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Have (tech) support for building the website
> allows moderator more time to demo/model skills |
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Have group decide which tools to use? (something
is needed initially so people can communicate!) |
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Schedule chats in advance (provides more
opportunities for modelling/practice) |
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Keep focus on content, not the process??!! |
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Notes