Course Reflections

1. Please describe your overall experience in this course? Was the course effective in getting you to "learn about constructivism by doing and experiencing constructivist instructional methods?”

I found this course very interesting. At first, I was very unsure as to how it was all going to work. However, with time, it all came together and made sense. I think that the course was effective in learning about constructivism by doing and experiencing constructivism. We had to research and discover for ourselves what constructivism is and how it works. It was a different approach to an online class, and I thought it was beneficial to learn by doing.


2. Please evaluate the emphasis on collaboration in writing the WikiBook Chapters.

I personally have a hard time with group collaboration simply because everyone’s schedules are different, and everyone’s work ethic and work timing are different. It was hard when I was ready to write the chapter, but no one else in my group had contributed yet to the Sandbox. However, it does teach you to be flexible, and patient with others. Communication is key in collaborating with others, and I think that makes a difference in the final product.


3. Please comment on your experience of others (e.g. WikiBook editors, external experts, other Internet surfers) observing and / or critiquing your writing in the WikiBook.

I enjoyed looking at other’s work in the WikiBook. I was able to be informed without having to do the research for that specific chapter, which was nice. I also appreciated other people’s thoughts and ideas as the chapter author on how to make improvements. It is nice to have another eye to look at your work. As long as the critiques are constructive, it is an important tool to have.



4. Please compare the experience of doing research and authoring a textbook for a class (like this one) versus the traditional way of reading and studying an assigned textbook for a class.

I would much rather do the research and author as opposed to read and study. I have to do the research and write myself. There is no skimming and finding an easy way around reading the chapter. By authoring the textbook I am more knowledgeable about the content than I would be had I been assigned to read and study a textbook.




5. As a result of your experience in this class, are you more likely or less likely to assign collaborative wiki writing assignments in your teaching situation? Please explain the reasons you are more or less likely to do so.

I don’t know if I am more or less likely to assign these assignments. I think I would lean towards less likely, but only because of the age of students I teach. I think that it is a powerful learning experience, and is a great way to combine technology with that. My experience has been ok. However, with fourth graders, it would take a lot of work and preparation. They are just learning how to keyboard and make presentations. Fourth grade is the first time that they have to research and write a five paragraph essay. To add a collaborative wiki writing assignment would be very overwhelming for them, and truthfully, there is not enough time in the day.




6. Please comment about building quizzes and answer keys, and on grading your peers. Did you learn or gain anything valuable from these experiences? Please explain.

Building quizzes and answer keys was ok. I think it is important to have some way to show that you read the material in the chapter. However, I don’t think I necessarily gained a lot from it. As a person already in the classroom, I make up quizzes and rubrics for my students all of the time, so it was not that difficult of a task for me personally.



7. What are your suggestions for improving the design of this course?

My main suggestion for improving this course has to do with the blogs. It was very hard to keep up and find resources and write reflections. The blogs are a good idea, but I think that students should post information on it when they are doing their research for their chapter only. Whatever sites or articles they find will be more useful to them, as opposed to just randomly putting articles just to make sure you have enough.

Reflection Entry 18

Collaborative research is a constructivist problem solving model that says that students work together towards a common learning goal. There are five principles: focusing on learning outcomes, developing communication, posing the problem, generating multiple perspectives, and making informed decisions. These principles guide teachers and students as they focus on working together. It is important for the teacher to define the learning outcomes for the student, and also for the students to develop critical communication skills. These skills will help them problem solve, empathize and work better with one another. The students have to agree on the problem, and then use their research to come up with definitions, and evaluate the results of their research. It is a process that takes time, but the benefits for students is amazing. It helps them become critical thinkers as well as great communicators. The example came from an undergraduate study program, but it can be applied to any grade level.

http://www.uoregon.edu/%7Etep/resources/crmodel/model/index.html

Reflection Entry 17

I have a friend that is a web page designer, and I admire what he does. This website lists the top tools used for web authoring. The only programs that I had previously heard of were Dreamweaver and Flash. I didn't know that all of these other software programs exist. The job of a web designer amazes me. Even though there are templates and you don't necessarily need to know the HTML code, I still don't think that I could have the patience required for all of that. As I talk to my friend about his work, he talks about the difficulties he has along with making sure the site looks good in all web browsers as well. There are so many factors to consider that I never thought about.

http://www.c4lpt.co.uk/Directory/Tools/web.html

Resource Log

http://www.dartmouth.edu/~webteach/articles/tools.html
http://www.c4lpt.co.uk/Directory/Tools/web.html
http://www.uoregon.edu/~tep/resources/crmodel/index.html
http://www.webopedia.com/TERM/W/Web_authoring.html
http://www.cs.tut.fi/~jkorpela/www.html#essential
http://webhelp.ucs.ed.ac.uk/docs/goodpractice.html
http://web.ebscohost.com.library3.webster.edu/ehost/detail?vid=3&hid=6&sid=15ae27e8-1ffb-4b08-983d-e710982e3902%40sessionmgr9&bdata=JkF1dGhUeXBlPWlwLGNvb2tpZSx1cmwsdWlkJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED466449#db=eric&AN=ED466449#db=eric&AN=ED466449
http://www.emeraldinsight.com.library3.webster.edu/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/1650220101.html

These are websites are about web authoring tools and collaborative research that I am using for my section of the chapter.

Reflection Entry 16

I have found this experience thus far to be very interesting. For me, being a type a person, I always want to get things done and on time. It is hard for me to work on group projects and rely on other people. I would much rather do some things by myself. I actually am looking forward to playing all three roles for this last chapter. I don't need to wait on other people's research, and worry about making sure I have the chapter finished in time for the editor to write the quiz questions and answers. It is nice that we can research a related topic of our choice, and apply everything that we used earlier in the semester. I appreciate that I am able to work at my own pace as well, and am excited to research web authoring tools and collaborative research this upcoming week.

Resource Log

http://edutechwiki.unige.ch/en/Socio-constructivism

https://www.msu.edu/~purcelll/constructivismlearningtheory.htm

http://www.answers.com/topic/constructivism-learning-theory#The_learner_as_a_unique_individual

http://www.rr1.net/users/dsmbrown/Constructivism.htm

Reflection Entry 15

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm

This website describes assessment in a constructivist classroom using Brooks and Brooks. It explains the principles of a constructivist teacher. The principle that stood out to me the most was that "Constructivist teachers encourage students to engage in dialogue both with the teacher and with one another." This situation reminds me of how I run my class meetings. I notice the students talking to me instead of each other. This has improved significantly over the course of the year, and that has been a goal of mine for the students to engage in more conversation with each other.

Reflection Entry 14

http://www.ifets.info/journals/3_2/tam.html

Tam's article discusses the technological piece with the role of the learner. She mentions how computers were effective in developing higher order thinking skills. In addition, she notes that technology tools can aid in learning, and that they can help learners get relevant information and provide opportunities for the learner to look at a variety of viewpoints so they can construct their own knowledge. I found her article helpful because it discussed how the learner can use the technology instead of the instructor, which I appreciate because as a teacher, I want my students to use technology and whatever they can to help them understand.

Reflection Entry 13

http://www.k12academics.com/constructivism_theory.htm

This website discusses constructivism and focuses on the role of the learner. The learner is unique, and no learners are the same. The culture and background of the learners are also important to consider because they use their prior knowledge to build new knowledge. In addition, the responsibility for learning is on the learner, because they are actively involved in the process. The motivation for learning comes from the learner's confidence in his or her abilities and potential. I found this site interesting and helpful as I authored chapter five. As teachers we sometimes forget that it is not about us, but about the students. Examining the role of the learner was important for me to do, because that is where my focus should be.

Reflection Entry 12

A journal article, "A Constructivist Case Study Examining Leadership Development of Undergraduate Students in Campus Recreational Sports," was a study on several campus leaders and their leadership skills. Some key points that the college leaders noted where that when making decisions, it is a good idea to have support from their group members. In addition, they commented on how their public speaking and written communication skills improved. The leaders also gained an appreciation for diversity while working with others. Not only that, but they said that part of learning and being a good leader is when you can learn from your mistakes. I think that this ties in to constructivism because the students are discovering how to be a good leader and working through knowing what it takes to be a good leader using the constructivist process of active learning. They are truly learning by doing, and at the same time, are learning a lot about themselves.

Hall, S., Forrester, S. & Borsz, M. (2008). A constructivist case study examining leadership development of undergraduate students in campus recreational sports. Journal of College Student Development, 49(2).

Resource Log

http://books.google.com/books?hl=en&lr=&id=AbJc4Kg6XQoC&oi=fnd&pg=PA141&dq=constructivism+and+role+of+learner&ots=Wzkwp4Sbnu&sig=huJy5p-efzRZZE-UABmYJ3_KGbg#PPA141,M1

http://www.k12academics.com/constructivism_theory.htm

http://www.bsu.edu/web/jmschall/edpsy3.html

http://en.wikipedia.org/wiki/Constructivist_teaching_methods

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm

http://www.citejournal.org/articles/v7i2languagearts1.pdf

Resource Log

http://www.ifets.info/journals/3_2/tam.html

http://ejite.isu.edu/Volume2No1/nanjappa.htm

http://books.google.com/books?hl=en&lr=&id=sgH97wbGEVAC&oi=fnd&pg=PA184&dq=constructivism+and+role+of+learner&ots=G1fRq0v0ZP&sig=X8nV4l5mqKyn9WrfxWMRNgJl_xE#PPA185,M1

http://books.google.com/books?hl=en&lr=&id=81Ijn3Qe2N4C&oi=fnd&pg=PA25&dq=constructivism+and+role+of+learner&ots=talt-sRNGi&sig=Auh4ljhUaFjbMu5JzTwEoMcN9h4#PPA25,M1

http://books.google.com/books?hl=en&lr=&id=7Uv8NHvKK44C&oi=fnd&pg=PA161&dq=constructivism+and+role+of+learner&ots=XNdF0zZenz&sig=BnB3PPgUJr5YDNQkz9VV3GBTd5Y#PPA161,M1

http://books.google.com/books?hl=en&lr=&id=AbJc4Kg6XQoC&oi=fnd&pg=PA141&dq=constructivism+and+role+of+learner&ots=Wzkwp4Sbnu&sig=huJy5p-efzRZZE-UABmYJ3_KGbg#PPA141,M1

Reflection Entry 11

http://www.ndtwt.org/Blackboard/P2SST2/authenticlearning.htm

This website defines authentic learning and explains what the elements of authentic learning are. I focused on the last section about technology integration because I have received new technology, an ActivBoard, in my classroom. Part of what makes learning authentic is that technology can provide access to resources that previously weren't available. It makes me think about virtual field trips, tours, and interviews with specialists like authors, or scientists, etc. Our second grade took a field trip to the library where they were able to interact through a video chat with a famous author and ask questions and get feedback from her. It was a great experience for the students and they learned a great deal. If it can't be done in person, then the options with technology are expanded.

Reflection Entry 10

http://www.ncsu.edu/meridian/win2003/authentic_learning/

This article defines authentic learning and explains the characteristics of it. As I read through the characteristics of authentic learning it made me think about the way that I do things in my own classroom. I analyzed how often and in what subjects I provide these settings for my students. It also made me start thinking about how I could incorporate my new ActivBoard into making learning more realistic and authentic. Going through my day, I realized that our math program creates authentic situations as they problem solve, and spelling allows them to construct their own generalization and how to use it in their daily spelling. In reading, I teach and they practice using real strategies to help them become better teachers. In science, it is easy to incorporate authentic experiences; however, I found difficulty in social studies, particularly history. I use textbooks and they do answer questions, but they also do activities. I feel that if there is an area to improve authentic learning, that would be it. Any suggestions, let me know!

Resource Log

http://rockman.com/articles/AuthenticLearning.htm
Real examples of authentic learning.

http://pandora.cii.wwu.edu/showcase2001/authentic_learning.htm
Definition of authentic learning.

http://www.ndtwt.org/Blackboard/P2SST2/authenticlearning.htm
Information about authentic learning.

http://www.ncsu.edu/meridian/win2003/authentic_learning/
Definition of authentic learning and explains characteristics of authentic learning.

http://net.educause.edu/ir/library/pdf/ELI3009.pdf
Explains how technology can be incorporated into authentic learning.

Reflection Entry 9

Spilka, R. (2002, March 20). Approximately "Real World" Learning with the Hybrid Model. Teaching with Technology Today, 8(6). Retrieved February 11, 2009, from http://www.uwsa.edu/ttt/articles/ spilka.htm

This article is about a professor who had previously taught face-to-face classes, and discovered that his students relied on him to much. He switched to using the hybrid model to teach a writing class. The students were in class, but then also met and worked outside of class in a real world environment. He found out that his students surpassed his expectations and were able to learn much more as they guided their own learning. What I liked about this article was that it shows that no matter what the age of the learner, hands on authentic learning is beneficial to most learners.

Reflection Entry 8

http://elenimi.googlepages.com/DesignConstructivistHonebein.pdf

As I read through this article, I found most interesting the seven goals for constructivist learning. The goals include providing experience with the knowledge construction process, providing experience for multiple perspectives, embed learning in realistic and relevant contexts, encourage ownership and voice in the learning process, embed learning in social experience, encourage use of multiple modes of representation, and encourage self awareness of the knowledge construction process. Authentic learning is basically constructivism because students are actively learning in a real world context. I think the best teachers are able to achieve these goals, and I hope that I can continue to improve my own teaching to do so.

Resource Log

http://udel.edu/~jconway/authlrn.htm

http://www.people.iup.edu/nbjn/2%20The%20Link%20Between%20Technology%20and%20Authentic%20Learning.pdf.

http://www.funderstanding.com/content/authentic-assessment

This website defines authentic assessment.

http://digitalliteracy.mwg.org/constructivisim.html

This website discusses the authentic learning and constructivism. It also has a list of websites dealing with and defining constructivism.

Resource Log

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

http://www.time.com/time/time100/scientist/profile/piaget.html

(Profile on Jean Piaget)

http://www.infed.org/thinkers/et-mont.htm

(Profile on Maria Montessori)

http://en.wikipedia.org/wiki/Immanuel_Kant

(Profile on Immanuel Kant)

http://www.vonglasersfeld.com/

(Profile on Ernst Von Glasersfeld)

Reflection Entry 7

In the Project Construct book, there is a section on the Sociomoral Domain. One of the goals in the social development is to "cooperate and collaborate as a member of a learning community" (55). This is important as it relates to constructivism because if students feel safe and have a sense of respect for one another, they are more likely to take risks in the classroom and ask questions and will be better able to construct learning. As a teacher, I work very hard to build a classroom community so that this can happen. We do a lot of work at the beginning of the year, and this year, I created a program "Team Building Mondays" where each Monday we do a team building or cooperative activity involving the kids working together. I think it is a positive thing to do, and it was working well so far.

Reflection Entry 6

Constructivism is when students acquire their knowledge through inquiry, research, and their own investigation. As they construct their knowledge, they are enhancing their ability to think critically and analyze information. The goal of constructivism is not to simply memorize and regurgitate information. If a student is truly in a constructivist classroom, they will be more likely able to retain and apply that information. Student learning must be active both mentally and physically, and not passive. Students learn by discovering their own answers as opposed to listening to a lecture.

These are my notes from the book Creating and Sustaining the Constructivist Classroom. As I read through this book, it is very helpful in how to truly be a constructivist teacher. As I read more, I will post what I find!

Resource Log

Marlowe, B. & Page, M. (2005). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press.

This is a book on constructivism. It has great resources as far as making a constructivist classroom.

Reflection Entry 5

My reflection entry is more about the process of using constructivism for this class than about my comments on resources. I guess I am just not sure how this is going to work. I am nervous about this first chapter because I have no idea as to what its supposed to look like. I don't like not knowing things, but its something I'm working on! In addition, it can be difficult at times to coordinate with other people as well, especially if you all have different schedules. I think that the concept of this class is great, because it makes sense to tie both constructivism and technology together. I also look forward to the final product. I was sharing with some of my coworkers about this class, and they want to read the book that we create as well. I know it will all work out though and can't wait to see our work paid off at the end.

Resource Log

http://delta.cs.vt.edu/edu/fis/techcons.html

This is a paper from 1995 on the role technology plays in a constructivist setting.

http://www.stemnet.nf.ca/~elmurphy/emurphy/cle2b.html
http://www.stemnet.nf.ca/~elmurphy/emurphy/cle.html
http://www.stemnet.nf.ca/~elmurphy/emurphy/cle4.html
http://www.stemnet.nf.ca/~elmurphy/emurphy/cle5.html
http://www.stemnet.nf.ca/~elmurphy/emurphy/cle3.html

The pages on this site define constructivism and explain characteristics of constructivist learning and teaching.

http://hagar.up.ac.za/catts/learner/ameyer/constructivismandtechnology.htm

This site explains how computers and constructivism and computers are related and how they can benefit each other.

http://radicalpedagogy.icaap.org/content/issue1_2/02kanuka1_2.html

This is a paper on a website that describes constructivism and breaks it up into two dimensions.

http://online.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/technology.htm

Reflection Entry 4

http://delta.cs.vt.edu/edu/fis/techcons.html

This is from a paper written in 1995 on the integration of technology in constructivism. I found this paper interesting because it discussed back then the shift that was occurring with the use of technology and how constructivist ideas were changing education. Technology in schools continue to grow. With my ActivBoard that I get next week, that will definitely change my teaching, and will hopefully make learning for my students more engaging. Not only that, but I hope that the interactive things that I can do with the board will make the learning more hands on for my students.

Resource Log

Project Construct National Center. (2008). Project construct: The early childhood framework for curriculum and assessment. Columbia, MO: Project Construct National Center.

This is a book that describes how to implement Project Construct, which is all about constructivism.

www.projectconstruct.org

This is their website.

Reflection Entry 3

I had never heard of Project Construct prior to last year when my coworkers were going to a conference for it and were presenting. It definitely sparked my interest and I wanted to know more about it. The goal of Project Construct is to"help teachers foster the development of each child as an autonomous individual. Autonomy refers to the ability of individuals to be self-governing--socially, morally, and intellectually--in the context of relationships with others" (Project Construct Early Childhood Framework). I think that it is a great idea because by doing this truly helps children function in the real world when they get older. They need to be able to think themselves and decide between right and wrong, and what is true and not true. By learning this in school, the child will better be able to do it as an adult if they were doing it all along.

Reflection Entry 2

Several of my coworkers are Project Construct instructors and shared some of their resources with me. Among those resources was a list of 12 descriptors of constructivist teaching practices. One descriptor that I found particularly interesting was that "Constructivist teachers allow student response to drive lessons, shift instructional strategies, and alter content." As I read this I thought about my own instruction and how I may or may not seize the teachable moments. As a second year teacher, I spent the first year figuring out the curriculum, and am now trying to make it my own, but also keep in mind the teachable moments that arise. I think that as time goes on it does and hopefully will become more natural, but I know that I do it without thinking about it so much.

Resource Log

http://mia.openworldlearning.org/constructivism.htm

This is another site that defines constructivism with a technological twist. I found it interesting.

Resource Log

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

This is a website on Constructivism that explains it pretty well.

Resource Log

Alonso, F., Lopez, G., Manrique, D., & Vines, J. (2008, November 1). Learning Objects, Learning Objectives and Learning Design. Innovations in Education and Teaching International, 45(4), 389-400. (ERIC Document Reproduction Service No. EJ813828) Retrieved January 19, 2009, from ERIC database.

This is an article that defines constructivism and also explains a method of teaching.

Reflection Entry 1

Today I read an article on Webquests. For one of my technology classes during my undergrad I had to design a webquest. I choose to do one on Rosa Parks and the Civil Rights movement. It was a daunting task to create and find sites, make rubrics, and make sure that it was on the reading level of my students. However, when I executed the webquest on my students, it was great watching them take responsibility for their own learning. I think that it is a great experience for students to have even though it takes a lot of time on the part of the teacher.

Resource Log

Halat, E. (2008, January 1). A Good Teaching Technique: WebQuests. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(3), 109-112. (ERIC Document Reproduction Service No. EJ785442) Retrieved January 19, 2009, from ERIC database.

This article is about using webquests and having students create their own learning.

Question 1: What is your reaction to the course overview?

I am interested to see how this course goes. I had to read the overview a couple of times to make sure I understood what I was getting myself into. However, I am looking forward to the knowledge that I will gain after taking this class.

Question 2: How do you feel about a 100% constructivist and collaborative course?

I like being able to build my own knowledge, but am weary of working with partners. I hope that as long as everyone does their fair share then it should be a very positive experience. I also think it will be neat to see how it works and what I could do to apply it to my own classroom.

Question 3: How do you feel about publishing your learning on wikis and blogs?

I have never published my learning before, so actually I am kind of excited to see how it all works.