The past three weeks of this course has invited us to explore various learning theories, through the functionality of pedagogical strategies (scaffolding). Such theories include constructivism, cognitivism, connectivism, behaviourism and finally collaboration. These theories are actioned through various scaffolding techniques. The early stages of this course have demonstrated scaffolding in the form of PMI’s, SWOT Analysis, Ranking Tool and Bloom’s Taxonomy.
The three wiki’s involved:
Ø Profile Wiki
Ø Learning Theories Wiki – PMI (Plus, Minus, Interesting) scaffolding tool.
Ø Mobile Phones Wiki – Bloom’s Taxonomy scaffolding tool.
The profile wiki included filling in a template and was designed to introduce each individual to the rest of the class, on a more personal level. Through this technique each student was able to identify with similar learning styles, finding compatible partnerships for future collaborating. This wiki used elements of constructivism, cognitivism, connectivism and behaviourism. Profile wiki is a perfect introduction for students to both eLearning and commencement of course, in terms of familiarity with peers.
Learning Theories Wiki presented students with a progression from the basic algorithm of the profile wiki. After finding a suitable partner each student was expected to scaffold the wiki using a PMI. Upon completion of this, partners came together to discuss similarities/differences and construct a final ‘PMI’ to be uploaded against the wiki for the rest of the class to reflect upon. Theories included constructivism, connectivism, behaviourism and collaboration. This activity also included higher order thinking. This wiki in terms of drama could be used to assist students in examining the history of playwrights. As a teacher it provides students with a broader understanding, whilst allowing for multiple topics to be covered in a short amount of time.
Mobile Phones Wiki expected students to individually scaffold using ‘Bloom’s Taxonomy’, followed by presenting these ideas on the wiki. The entire class contributed to the same page, allowing students to reflect, relate, analyse, critique, debate etc. Constructivism, connectivism, behaviourism and collaboration along with higher order thinking at a more advanced level than the previous wiki activity, consumed this activity. This wiki is best suited in relation to students studying scripts, as it allows involvement of the entire class. As a teacher it provides students with a clearer understanding, with the ability to deconstruct unfamiliar languages alongside peer/teacher support.
Completing the wiki activities during week’s one and two using both PMI and Bloom’s Taxonomy scaffolding, allowed us as a learner, to understand and action the theories that encompass the activity. Primarily these wiki’s are a constructive form of learning, whereby students are demonstrating critical analysis, higher order thinking and placing this level of understanding into action via the wiki itself. Constructivism links together with cognitivism in the sense that through critical analysis and higher order thinking, students are accessing schemas from their long term memory. Yet through participation and learning of new information and the use of digital tools, students are also running the working and sensory memory to an extent. Wiki’s allow for peer and teacher interpretation, analysis, reflection and debate thus demonstrating connectivism. This continues to link with constructivism whereby students are forming opinions together with facts and producing these on a discussion forum. Wiki’s allow for students to practice critical analysis and higher order thinking in that they can form an opinion, wait for peer input and return to update/edit. This also demonstrates ‘reshaping’ of students learning process, assisting with improvement in terms of schemas involving the long term memory. Once again behaviourism links to constructivism through ‘practice’, including also elements of cognitive ‘schemas’. Clearly collaboration completes the process, signifying each theory has been achieved to its full potential and now requires compiling the elements of the activity together, demonstrating successful learning. Even through collaboration constructivism exists (assembly the finished product). Evidently constructivism is a crucial learning theory in pedagogies.
Scaffolding is Vygotsky’s concept that circles around social skills. After discovering all about wiki’s and how to apply scaffolding strategies to this activity, becomes evident why social skills play such a critical role. Critical analysis relies upon an individual’s cognitive capacity in relation to constructive attitudes. The process involving higher order thinking, reflection and debate however constitutes peer connective and collaborative input. Scaffolding is designed to be networked either within local, national or international sphere’s. Scaffolding on this level proves social skills to be a critical element in its application.
Digital pedagogies are becoming increasingly popular and their capabilities are unmeasurable. Wiki’s are just one form of digital pedagogy. After understanding now the purpose of a wiki and its process, proves extremely beneficial, as they:
Ø Appeal to all three learning styles – auditory, visual and kinaesthetic.
Ø Allow in part for both individual and group interaction.
Ø Don’t discriminate in relation to diversity whether it be cultural or disability.
Ø Allow students to work at their own pace to a certain extent.
Ø Support eLearning as wiki’s are an online tool.
Ø Allow for networking local, national and international.
The ability to network globally in an educational setting allows students to communicate with cultural diversity. This allows extension of the higher order thinking and critical analysis process of scaffolding. Students can understand peers thinking frames, as well as those who have vastly different schemas from their own. Networking on this level should prove to be extremely beneficial to eLearning.
The design of this course was to educate us, on the benefits of wiki’s in relation to eLearning and how through scaffolding learning encompasses various theories. After understanding the process of scaffolding a wiki, they have proven to be a constructive method of learning. ICT incorporates eLearning in the 21st Century and how to implement the advancement of technology into our education system. While eLearning is imperative in relation to Digital Natives, this course also considers and analyses the complexities associated with eLearning, dissecting the processes.
REFERENCE:
CQUniversity. (2011). Week 1 readings: active learning, learning diversity and the theory. Retrieved from CQUniversity E-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135
Mergel, B. (May, 1998). ‘Instructional Design & Learning Theory’. Retrieved March 12, 2011, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Behaviorism.
Cooper, Graham Dr. (December 1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved March 13, 2011, from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm. - Cognitivism
Tangient LLC. (2011). Elearncqu, 'Ranking Tool'. Retrieved March 11, 2011, from http://elearncqu.wikispaces.com/Ranking+tool. – Constructivism
Siemens, George. (December 2004). Connectivism: A learning theory for the digital age. Retrieved March 17, 2011, from http://www.elearnspace.org/Articles/connectivism.htm. - Connectivisim.
Kearsley, G & Shneiderman, B. (1999). ‘Engagement theory: a framework for technology-based teaching and learning’. Retrieved March 17, 2011, from http://home.sprynet.com/~gkearsley/engage.htm.
Clark, D. R. (2004). ‘Blooms Taxonomy of Learning Domains’. Retrieved March 17, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html.
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