Reflective Summary 2
Jammie Blankenship
Question 1
I have chosen to reflect upon the “Cornucopia” case study from CSCL2, chapter 12 (Koschmann, Hall, & Miyake, 2002). In this case study undergraduate plant genetics students utilized hand held computers to conduct and analyze field research regarding10 varieties of corn. After collection of field samples and data was completed data from all groups of students were compiled on a lap top and uploaded to the course website. In this case study both hand held and desk top computers, as well as internet sites, were utilized to facilitate learning.
Hand held computers supported the teacher’s strategy of student-centered, problem-oriented learning and collaboration through student data collection, discussion, and analysis. The teacher provided software on the hand helds to facilitate accurate data collection and analysis, but did not provide the students with answers. Therefore, the students were responsible for solving this problem. Compiling the data on the course website assisted in promoting problem-oriented, collaborative learning through online discussion and analysis of results. The use of an online discussion site further supports collaboration and reflection because students can read and reply to current or past discussion posts (Bonk & Zhang, 2008).
Online collaboration promotes active learning based on adult learning principles and encourages metacognition (Renninger & Shumar, 2002). Online group discussion was used to support the instructional strategy of “making evident the iterative progression of learning”. Iterative learning purports that students learn because they develop questions and then theories about new information which leads to more questions and theories (Koschmann, Hall, & Miyake, 2002). It is through this continuous cycle that students grow and develop with deeper knowledge and critical thinking abilities. Asynchronous discussion through the online site was also used to “make student thinking focal”. Communicating and collaborating in an asynchronous manner permits students time to gather data and synthesize knowledge before posting comments or responses. This is particularly helpful for students who are shy or observational learners (Bonk & Zhang, 2006).
The use of a class website and hand held and desktop computers allowed the students to actively acquire new knowledge while the instructor assumed the role of facilitator. According to Morrison, Ross, & Kemp (2007), adult learners prefer a more self-directed learning approach in which the instructor serves to guide their learning. In this case study the technology served as a tool to facilitate student attainment and synthesis of knowledge and the instructor served to assist and keep them on track during the process.
Question 2
The community that I began discussing in my first Reflective Summary is a virtual learning community for teaching Practical Nursing students. I have specifically been discussing the development of a role transition course using a combination of synchronous and asynchronous methods. The primary technology that I would use is the EVOLVE website. Evolve is essentially the same platform as ANGEL, with a different name. EVOLVE will scaffold interaction, collaborative learning, and community building through the use of discussion boards, blogs, and wiki resources.
The wiki resource, in particular, will be used to scaffold knowledge construction in this community. I have just leaned of the wiki feature on the EVOLVE site and have not had the opportunity to explore it yet. If the wiki resource in EVOLVE is not comparable to the PBwiki that I developed for Case Study 2, I will utilize PBwiki in addition to the EVOLVE site. As I wrote in Case Study 2; “Wikis support a sociocultural learning approach through student and instructor collaboration on projects.” “Students learn by completing their own tasks and also through collaborating, revising, and providing feedback on other students work. According to Activity Theory, wikis promote student participation and active learning thus transforming the teacher-student relationship, changing the teacher from “expert” to “guide” and preparing students to work in “real-world” settings (Hall, Koschmann, & Miyake, 2002).”
In the role transitions course that I would like to develop a wiki will be used to collaborate and share resources (podcasts, etc..) and to develop documents (resumes and cover letters) as described in the following excerpt from Case Study 2. “Utilizing a wiki allows instructors to meet learning needs in all four of the methods depicted in Bonk & Zhang’s (2006) R2D2 Model. The students can listen to the podcast about composing and delivering resumes and cover letters and post comments or questions about the material presented. Students can search the internet and add new podcasts, templates, or other materials that they feel would be useful in learning to develop as professional nurses. I have posted a sample resume and will post sample cover letters as this facilitates knowledge development in reflective and observational learners (Bonk & Zhang, 2007). Students will be assigned to groups of five to six members and they will help build and critique each other’s work.”
Blogs will be used in the role transition course to create a journal of student interview experiences. Each student will make blog entries and be required to post comments on at least 4-5 other student blogs. The instructor will participate in blog discussions to guide conversation toward meaningful learning rather than simple supportive commentary. Blogging enhances critical thinking and active learning, and promotes reflection and synthesis of knowledge. In Case Study 2 I wrote “Reflective journaling encourages students to think deeply, and to identify and analyze information, as well as, their own strengths and weaknesses (Dunlap, 2006).” This type of reflection will be particularly useful to help students learn from interview experiences and develop as professionals.
Discussion boards will be used for class discussion including questions regarding assignments or to post responses to scheduled discussion activities. One activity that can be used on the discussion board is an activity in which the student must answer a bizarre multiple choice interview question with rationale. I will present the question and have each student post their response before proceeding to reveal the interviewers true intentions. After I reveal the meaning behind each of the answers more discussion is inevitable as students will want to argue their decision. This will facilitate the process of iterative learning and professional growth.
There are many theories that support the technologies that I would like to use for my project. Blogging, wiki’s, and discussion boards all facilitate interaction between community members. According to Social Cognitive theory, learning occurs through social interactions that develop into deeply meaningful knowledge (Jones & Bronack, 2007). The chosen technologies are also supported by Dewey and Tanner’s theories due to the focus on active learning. Dewey’s contends that when people learn through “doing”, the knowledge acquired is more meaningful while Tanner purports that knowledge gained through active learning develops critical thinking and application of knowledge (Koschmann, Hall, & Miyake, 2002). Adult learning theory also supports the use of online technologies because students will be active participants in their learning while the instructor will be a guide.
References
Bonk, C. & Zhang, K. (2006). Introducing the R2D2 Model: Online learning for the diverse learners of the world. Distance Education, 27(2), 249-264.
Bonk, C. & Zhang, K. (2008). Empowering online learning; 100+ activities for reading, reflecting, displaying, and doing. San Fancisco, CA: Jossey-Bass.
Dunlap, J. (2006). Using guided reflective journaling activities to capture students’ changing perceptions. TechTrends, 50(6). 20-26.
Hall, R. P., Koschmann, T., & Miyake, N. (Eds.). (2002). CSCL@: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates.
Jones, J., Bronack, S. (2007). Rethinking cognition, representations, and processes in 3D online social learning environments. In Gibson, D., Aldrick, C., & Prensky, M. (Eds.). Games and Simulations in online learning: research and development frameworks. (pp 89-114). Hershey, PA: Information Science Publishing.
Morrison, G., Ross, S., Kemp, J. (2007). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.
Renninger, K. & Shumar, W. (2002). Building virtual communities: learning and change in cyberspace. Cambridge, MA: Cambridge University Press.
