Constructivism

Martin ValckeMartin.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 4: Assessment prep

• Rubrics

• Activity 5: application rubrics

Activity 1

• Describe your most successful teaching & learning experience

• Cluster keywords on flipover

Constructivism: Jonassen (1994)

Constructivism: Jonassen (1994)

• Active/manipulative

• Constructive

• Intentional

• Complex

• Contextualized

• Reflective

• Conversational

• Collaborative

Manipulative

Constructive

Intentional

Complex

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

Contextualized

Reflective

Conversational

Collaborative

Collaborative work

• Activity 2: positive and negative experiences with group work

• Structure: learner, group, task related

Collaborative learning: conditions

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Slavin (1996)Johnson & Johnson (1996)

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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, …)

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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).

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Example scripting: roles

• Pharmacy education

• 5th year students

• 5 months internship

• Lack of integrated pharmaceutical knowledge

(see Timmers, Valcke, De Mil & Baeyens, 2008)

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CSCL scripting: roles• Content roles:

– Pharmacyst– Pharmacyst assistant– Theorist– Researcher– Intern

• Communication roles:– Moderator – Question-asker– Summarizer – Source researcher

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Exchange

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ICSIntegrated Curriculum Score

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LKCLevel knowledge Construction

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CSCL scripting: tagging

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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

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CSCL scripting: tagging

• Garrison (1992) identifies five stages of critical thinking: – Problem identification– Problem definition– Problem exploration– Problem evaluation/

applicability– Problem integration

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De Bono’s (1991) thinking hats

Critical Thinking Thinking hats

Problem identification White hat

Problem definition Blue hat

Problem exploration Green hat

Problem applicability Black hat

Problem integration Yellow hat

Red hat

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CSCL scripting: tagging

• 3th-year university students

• ‘Instructional Strategies’ (N=35)

• 6 groups of 6 team members

Experimental condition

Control condition

4 groups

23 students

2 groups

12 students

Tag posts by a

thinking hat

No tags to posts

required

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CSCL scripting: tagging

• Evidence for critical thinking in both conditions

• Significant deeper critical thinking in experimental condition (F(1, 416)=364.544; p<.001)

0.88

0.54

0

0.2

0.4

0.6

0.8

1

Experimental condition Control condition

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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)

Activity 3

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

Activity 4

• Prep work: How do assessors come to a reliable and valid assessment of student work?

• How does teaching staff they come to adequate decisions about mastery of student competences?

http://rubistar.4teachers.org/

Activity 5

• Pairwise development of a rbric (criteria and indicators) to assess a critical medical skill:– Communicating bad news to family and patient– Referral to a specialist– …

• All pairs develop a rubric for the same complex skill.

Constructivism

Martin ValckeMartin.Valcke@UGent.be

http://users.ugent.be/~mvalcke/CV/CVMVA.htm