constructivism martin valcke [email protected] mvalcke/cv/cvmva.htm
TRANSCRIPT
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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
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Activity 1
• Describe your most successful teaching & learning experience
• Cluster keywords on flipover
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Constructivism: Jonassen (1994)
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Constructivism: Jonassen (1994)
• Active/manipulative
• Constructive
• Intentional
• Complex
• Contextualized
• Reflective
• Conversational
• Collaborative
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Manipulative
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Constructive
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Intentional
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Complex
http://neurosurgery.ucla.edu/body.cfm?id=774
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Contextualized
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Reflective
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Conversational
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Collaborative
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Collaborative work
• Activity 2: positive and negative experiences with group work
• Structure: learner, group, task related
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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)
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Activity 3
• Develop “role” or “script” that could guide collaborative work in the collaborative execution of a medical task/activity
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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?
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http://rubistar.4teachers.org/
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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.