ETEC 530 - Constructivist Strategies for e-Learning
Constructivist learning strategies within the design of technology-supported learning environments
When renovating, it all comes down to colour. Coordinating the colours for a renovated space is not always easy. I got into the habit of always carrying samples with me when out looking. It comes down to choices and preferences. Main colours and accents complement and contrast with fixtures, furniture and flooring.
ETEC 530 was similar to designing a coordinated look and feel in a renovated room. Designing a constructivist learning space supported by technology requires a critical eye, a sense of balance, lots of preparation and planning, and sometimes consulting an expert to review your selections. My experience designing a constructivist online learning module was just as challenging as planning and painting when renovating. Readings from Dougiamas, Driver & Oldham, Bruffee and Novak provided the colour palette. Jonassen, Seely-Brown, and Wenger added accents to the learning.
ETEC 530 was similar to designing a coordinated look and feel in a renovated room. Designing a constructivist learning space supported by technology requires a critical eye, a sense of balance, lots of preparation and planning, and sometimes consulting an expert to review your selections. My experience designing a constructivist online learning module was just as challenging as planning and painting when renovating. Readings from Dougiamas, Driver & Oldham, Bruffee and Novak provided the colour palette. Jonassen, Seely-Brown, and Wenger added accents to the learning.
Immediate ValueA meaningful activity described and my experience of it.
|
One ISTE standard focuses on designing and developing digital age learning experiences and assessments. ETEC 530 provided me with an opportunity to apply constructivist learning principles to the creation of an online-learning module. Since the focus needed to come from the real world, I chose to complete a module for the classroom management course I teach at the faculty of education. By first critically examining the course offering for constructivist experiences, I was able to match and coordinate the complementary activities with learning outcomes. (View A1.hdw.pdf document)
Since I completed the module, it has been adapted further for real-time use in my Classroom Management course. The "iLearn about CM" modules can be seen HERE. |
|
Potential ValueSpecific resource from this activity and why it is useful
|
Applying principles of situated cognition, communities of inquiry and constructivism is a multilayering process. Designing the online module was similar to painting a room when renovating - examining all the details, preparing the space and then progressively adding primer, base coat, final coat and accent colour. When it is finished, having someone enter the space to review the work and provide feedback can be rewarding. Attending to work flow and sequence is part of the planning and finishing process. By creating the constructivist learning module, I gained valuable experience in creating an online learning space.
|
Applied ValueHow I used this resource in my practice and what it has enabled.
|
By creating the online modules, I was able to provide valuable resources and information to students at the Faculty of Education about the application of concept mapping to their personal learning and teaching practice. When creating the modules, I incorporated the Driver and Oldham framework - orientation, elicitation, restructuring, application, review. Each module followed a similar sequence - preparation, activation, exploration, transformation and consolidation. Creating these online modules has enabled me to see the potential of providing a variety of open, online resources to engage students in concepts, materials and practices that support face-to-face classroom discussion.
|
Realized ValuePersonal and organizational affect and success resulting from the activity and artifacts.
|
As an organization, the online modules has resulted in students who are deeply engaged in learning and applying concept mapping. They frequently mention the resources found online as they incorporate concept mapping into their teaching practice. Personally, the success I achieved by creating the online modules is found in the adoption of concept mapping within all eight cohorts at the faculty of education in the classroom management course. Each instructor was able to access, understand, use and apply concept mapping to their own instructional practice by working through the concept mapping elements in the 'Maps for the Trip' module in the iLearn about CM online learning space.
|
Reframed ValueNew definition of success
|
Designing meaningful and authentic learning spaces for my own students is part of my success as an instructor. Opening the learning space for others in similar fields of endeavour, within a collaborative community of inquiry, is a measure of success beyond one individual. From the ETEC 530 experience, I was able to renovate my beliefs and perceptions of what effective, constructivist learning modules look like, sound like and feel like. The rewards may not be evident immediately, or even be extrinsic, but the shift happens. When it does, it feels as rewarding as finishing the painting in a newly renovated room, ready for the grand reveal!
|
References and Research that supported 'my renovations'
Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(32), 32-42. Retrieved from
http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html
Sunal, D. (n.d.). The learning cycle: A comparison of models of strategies for conceptual reconstruction: a review of the literature
Retrieved from http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm
http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html
Sunal, D. (n.d.). The learning cycle: A comparison of models of strategies for conceptual reconstruction: a review of the literature
Retrieved from http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm