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.

EVALUATING AND ADAPTING ACTIVITIES LEVELS OF ACTIVITY OPENESS

LEVEL PROBLEM WAYS & MEANS

ANSWERS

O Given Given Given

1 Given Given Open

2 Given Open Open

3 Open Open Open

Who decides the questions the students investigate?  

Who decides the procedure to follow to answer the questions?  

Who decides the response to the questions?  

Who decides how to communicate this information?

Questions?• David Le Blanc• Linda Ohashi