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Constructivism

Constructivism. Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm. Structure. Activity 1: Successful learning Jonassen & constructivism Activity 2: Collaborative learning prep Scripting Activity 3: Application of scripting. Activity 1.

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Constructivism

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  1. Constructivism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

  2. Structure • Activity 1: Successful learning • Jonassen & constructivism • Activity 2: Collaborative learning prep • Scripting • Activity 3: Application of scripting

  3. Activity 1 • Describe your most successful teaching & learning experience • Cluster keywords on flipover

  4. Constructivism: Jonassen (1994)

  5. Constructivism: Jonassen (1994) • Active/manipulative • Constructive • Intentional • Complex • Contextualized • Reflective • Conversational • Collaborative

  6. Manipulative

  7. Constructive

  8. Intentional

  9. Complex http://neurosurgery.ucla.edu/body.cfm?id=774

  10. Contextualized

  11. Reflective

  12. Conversational

  13. Collaborative

  14. Collaborative work • Activity 2: positive and negative experiences with group work • Structure: learner, group, task related

  15. Collaborative learning: conditions Slavin (1996) Johnson & Johnson (1996)

  16. Need for « scripting » • Collaboration does not lead automatically to high quality learning. • There is a need guidance and support (…) that is comparable to the need of classroom support (Lazonder, Wilhelm, & Ootes, 2003). • Example: CSCL (chat, discussion board, discussion groups, wikis, …)

  17. CSCL: scripting • Scripting ~ adding structure to the task: • adding specific goals for the learners, classifying task types, adding task prescriptions, or pre-structuring the task. • Scripting effective to improve collaboration (Pfister & Mühlpfordt, 2002).

  18. Example scripting: roles • Pharmacy education • 5th year students • 5 months internship • Lack of integrated pharmaceutical knowledge (see Timmers, Valcke, De Mil & Baeyens, 2008)

  19. CSCL scripting: roles • Content roles: • Pharmacyst • Pharmacyst assistant • Theorist • Researcher • Intern • Communication roles: • Moderator • Question-asker • Summarizer • Source researcher

  20. Exchange

  21. ICS Integrated Curriculum Score

  22. LKC Level knowledge Construction

  23. CSCL scripting: tagging

  24. CSCL scripting: tagging • Aims of tagging: • obliges students to reflect on nature of contribution • taggs improve outline of discussion and indicate predominance or absence thinking type • Example: De Bono’s (1991) thinking hats to develop critical thinking

  25. CSCL scripting: tagging • Garrison (1992) identifies five stages of critical thinking: • Problem identification • Problem definition • Problem exploration • Problem evaluation/applicability • Problem integration

  26. De Bono’s (1991) thinking hats

  27. CSCL scripting: tagging • 3th-year university students • ‘Instructional Strategies’ (N=35) • 6 groups of 6 team members Tag posts by a thinking hat No tags to posts required

  28. CSCL scripting: tagging • Evidence for critical thinking in both conditions • Significant deeper critical thinking in experimental condition (F(1, 416)=364.544; p<.001)

  29. Tagging • Experimental condition • more focused discussions (F(1, 415)=1550.510; p<.001) • more new info and ideas (F(1, 352)=21.955; p<.001) • more linking facts ideas (F(1, 31)=3.024; p<.092)

  30. Activity 3 • Develop “role” or “script” that could guide collaborative work in the collaborative execution of a medical task/activity

  31. Constructivism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

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