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Post on 17-May-2015
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So you think you So you think you know what know what
constructivist, constructivist, problem-based, problem-based,
inquiry based inquiry based learning is?learning is?
Where are we with online learning in BC?
• Online course development – Contracted to teacher developers– Content driven – Over-reliance on prescribed
learning resources
• Online course delivery– Instructor training – Assessment versus Activity
driven– Too little peer interaction
3 Learning Theories: Knowledge
Behaviourism
Skinner
Cognitive ConstructivismPiaget
SocialConstructivismVygotsky
Behavioural responsesto environmentalstimuli.
Building on your existing knowledge by discovering and exploring new knowledge.
Knowledge issociallyconstructed.
3 Learning Theories: Learning
Behaviourism Cognitive Constructivism
SocialConstructivism
Passive absorptionof predefined bodyof knowledge bylearner. Promotedby repetition andpositivereinforcement.
Active assimilation andaccommodation of newinformation to existingcognitive structures.Discovery by learners.
Integration ofstudents intoknowledgecommunity.Collaborativeassimilation andaccommodation ofnew information.
3 Learning Theories: Motivation
Behaviourism
Cognitive Constructivism
SocialConstructivism
Extrinsic, rewardand punishment(positive andnegative reinforcers)
Intrinsic. Learners set theirown goals and motivate themselves to learn.
Intrinsic andextrinsic. Learning goals andmotives aredetermined bothby learners andextrinsic rewardsprovided by theknowledgecommunity.
3 Learning Theories: Instruction
Behaviourism Cognitive Constructivism
SocialConstructivism
Correct behavioral responses are transmitted by the teacher (tutorial) and absorbed by the students.
The teacher facilitates learning by providing an environment that promotes discovery and assimilation & accommodation.
Collaborativelearning isfacilitated andguided by theteacher. Dialogue and interactivity with others.
Knowledge/Learning
Behaviourism• Knowledge is transferred via
readings and lectures; Students are consumers
Constructivism• Knowledge is constructed via
engagement and interaction with others and a world of resources; Students are contributors and consumers
Information Dissemination
Behaviourism• Access to information is
controlled; most work is private between student and teacher
Constructivism• All course-relevant
information is available to everyone; Most contributions are visible to all students
AssumptionsTypical Online Course• Instructor provides
feedback & grades students’ work
• Instructor is narrow funnel for information
• Students follow a directed course plan
• Knowledge transferred via content presentation, textbook exercises, etc.
• Student work is private
Constructivist Online Course
• Instructor sets mission and supports self-directed learning
• Students are knowledge producers from a world of resources
• Students co-create a course plan
• Student work is public and visible to all
Behaviourist strategies
• Process skills• Facts & figures• Memorization activities• Drill & practice• Tutorial • Worksheet
Constructivist strategies
• Discussions• Collaborative activities• Blogs, Wikis, Webquests• Global Collaborative
Projects/Competitions• Portfolios
Active Learning
Inquiry based learning
Ask
Investigate
CreateDiscuss
Reflect
Ask
• Careers– What type of career am I interested
in?
Investigate
• Careers– Career Web sites– University / College links– Recruitment pages (police, fireman,
armed forces, etc.)
• Open questions– What type of education do I need in
order to work in this field?– Costs? Time?
Create
• Careers– Students decide how they will
record/present their research (Web page, PowerPoint, Blog, etc.)
• Additional scaffolding?– What to include?
• Name of the career; educational & skill requirements; salary; workplace environment; Something in addition that you found.
Discuss
• Conversations– With teachers, peers, friends, family,
community, etc.
• Online discussions and presentations– Email, instant messaging, threaded
discussions
Reflect
• How did it go?• What do you think? • Did anything surprise you?• What new questions do you have?• What next steps might you take in
your inquiry?• What next steps might you take in
securing your future?
Active Learning
Problem based learning
• Type of inquiry-based learning that uses problems to enhance student learning
• Student-centred• Unique in that students are
confronted with a problem first.
• “Problems” are presented in one of two general formats: – Case studies– An ill-structured problem
PBL is …
• Student-centred and experiential
• Inductive• Builds on and questions prior
learning• Context-specific• “Problems” and case studies
are complex and ambiguous• Collaborative (students work
in small groups)
Problem based learning
Problem based Traditional model
Curriculum
• the “problem” or case study is the curriculum
• content (facts, dates, theories, equations…)
Delivery • students present findings and solutions
• the curriculum is delivered by the teacher
Steps in problem based learning
• The problem or case study is presented to students
• Students examine / define the problem and decide what skills / knowledge they already have
• List skills / knowledge they will need to solve problem
• Learn new skills / acquire new knowledge
• Generate possible solutions• Present preferred solution(s)
Case studies
• Typically used in medicine, law, political science, ethics
• A woman with type AB blood gave birth to a child with blood type O. A second type-O child was born six years later.
Examples of ill-structured problems
History Class• Provide students with several
primary documents for analysis. (newspapers, diary entries, speeches)
• The students’ role is to seek out the historical context of these documents.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Ability to formulate the problem
Can be formulated exhaustively and written down definitively.
No definitive formulation
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Ability to devise & conduct definitive tests
Can be tested. Mistakes and errors can be identified.
No single criterion to determine correctness. Difficult to determine when a solution is a solution.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Relationship between problem and solution.
Problems can be formulated separately from solutions.
Solving the problem is synonymous with understanding it in the first place.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Ability to determine whether problem has been solved
Having a clear ending point and a determinable solution.
No stopping criteria…the problem may be ongoing and changing. No way to determine completion.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Tractability Exhaustive list of operations used to solve problem exists.
No list of operations exists for solving ill-structured problems.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Relationship between explanation & solution
Can be stated as a discrepancy of what is and ought to be. An explanation for every gap.
Many possible explanations and each “contains” or “implies” a different solution.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Uniqueness or reproducibility of problem.
Problems can be abstracted from real world & similar solutions can be found
Each problem and each solution is unique.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Repeatability of solutions
Attempts to solve can be made repeatedly until one works.
You can’t undo what you’ve tried, so each solution is unique, and changes the nature of the problem.
Comparing ill-structured to tame problems
Characteristics
Tame Problems Ill-Structured Problems
Level of analysis
Identifiable “natural” form with high degree of certainty; level of detail for solving the problem can be found; boundaries for problem are reasonably agreed upon.
No identifiable causes; every symptom is a problem and vice versa; level of detail & approach not easy to define; little agreement on setting boundaries of problem.
How can the Internet support Problem-based Learning?
• Direct students to particular sites that provide the context for a problem (news clips, graphics, blogs) – a news clip on an airplane losing
altitude during a flight – what caused this to happen?
• Students might be asked to explore possible solutions to the problem using the World Wide Web as one resource.
My Conclusion
In what ways the ICT use can be related to those 3 learning theory because Behaviorism is Correct behavioral responses are transmitted by the teacher (tutorial) and absorbed by the students, and Cognitive is The teacher facilitates learning by providing an environment that promotes discovery and assimilation & accommodation, and than Constructivism is Collaborative learning is facilitated and guided by the teacher. Dialogue and interactivity with others.
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