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This document discusses how constructivist practices can be translated to online learning environments. It provides examples of how problem-based learning (PBL), collaboration, learner autonomy, and authentic assessment are implemented in higher education and K-12 online courses. Specifically, it describes Connections Academy, a leading provider of K-12 virtual education, and how their courses incorporate active participation, collaboration tools, learner scaffolding, and benchmark projects to assess student learning. Overall, the document illustrates how principles of constructivism can successfully guide the design of online learning experiences.
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Ascd2010
- 1. PBL in Cyberspace: Where Constructivism Meets Technology!Dr. Kerry Rice, Assistant Professor, Boise State UniversityBarbara Frey, Founding Principle of Colorado Connections Academy
- 2. AgendaIntroductionsConstructivist practices in a digital ageExamples from Higher EducationExamples from K-12ResourcesWrap up
- 3. What is Online Learning?It IS…Learning that takes place partially or entirely over the InternetInquiry-basedInteractive CollaborativeIt is NOT…Print-based correspondenceBroadcast TV and radioSatellite Videoconferencing (“yoked” or “hub & spoke”)VideocassettesStand-alone computer software
- 5. How are constructivist practices translated to the online environment?
- 9. Active ParticipationCollaboration and Community BuildingLearner AutonomyAuthentic Assessment21st Century Skills
- 10. Department of Educational Technology,Boise State University
- 13. Writing and Reflection Tools
- 16. The ability and motivation to take responsibilityfor one's own learning.Learner AutonomySupported through:scaffolding and careful guidance learning aids modeling and promptingcoaching strategiesreflective thinking and problem solving
- 17. Learner AutonomyLearner AutonomyProject Based Learning Handbook (2nd Edition), The Buck Institute for Education.
- 18. Learner AutonomyProject Based Learning Handbook (2nd Edition), The Buck Institute for Education.
- 19. Learner Autonomy
- 20. Learner Autonomy
- 21. Learner Autonomy“As I read through the reading materials for this week I kept a bit of a journal in a Google Doc. In doing so I noticed a change in my thinking that came from thinking about learning communities with remembrances of classes where community was not present.”
- 22. Collaboration and Community BuildingStrong feelings of community have been shown to promote a greater sense of well-being among learners as well as increases in engagement, cooperation, commitment to group goals, information flow, and satisfaction in group interactions.Supported through:authentic projects and assessmentsrole assignmentsteamworkpeer reviewstrategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)
- 24. Collaboration and Community Building
- 25. Collaboration and Community Building
- 26. Active ParticipationInteractions within the learning community as well as engagement with the content being studied.Supported through:Authentic, collaborative, inquiry-based projectsnegotiated learning outcomes active research in the fieldpartnerships with the outside community
- 30. Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative. Authentic AssessmentSupported through:instructor and peer feedbackreflectiondissemination to “real-world” audiences
- 33. 21st Century SkillsA major challenge facing educators in the 21st century "is how to design our educational system... in order to produce graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive use of information communications technology" (Bodomo 2006, ¶1)Supported in PBL through:Habits of MindCommunicationCollaborationTechnologyTask- and Self-ManagementProblem Solving and Critical ThinkingDesignSupported in e-Learning through:Information communication technologies
- 34. text-based tools and web-based video/audio tools support communication,
- 37. problem solving.
- 38. Computer technologiesActive ParticipationCollaboration and Community BuildingLearner AutonomyAuthentic Assessment21st Century Skills
- 39. K-12 PBL in Cyberspace
- 40. Introducing Connections AcademyLeading provider of K-12 virtual curriculum, technology, and school management servicesFounded by Sylvan® in 2001, first full-time virtual schools opened in 2002Partners with school districts, state departments of education, and charter schools to operate virtual public schools and provide online coursesServing an estimated 25,000 K-12 students in 2009-10
- 41. Connections AcademyConnections Academy was the first program of its kind to be certified by the Commission on International and Trans- Regional AccreditationSchool Specific Accreditations:
- 42. From Theory to Practice
- 43. Constructing Knowledge in K-12 OnlineProblem based learning, student centered teaching, collaboration, small group work and authentic performance based assessments all contribute to student academic performance (Lowes, 2005).Online learning can broaden the experiences and background of the learner.
- 44. Learner Autonomy Virtual Learning Scaffolding ModelLearner AutonomyLearner AutonomyLearner AutonomyStudent-centered learningEngage the learnerConstruct active learningSupports learning through varied instructional tools and strategies
- 45. K-12 Learning Management Systems
- 46. K-12 Instructional Teaching Aidshttp://www.connectionsacademy.com/curriculum/instructional-tools.aspx
- 47. K-12 Instructional Teaching Aidshttp://www.connectionsacademy.com/curriculum/elementary-school/educational-materials.aspx
- 48. K-12 Communication and Collaboration
- 50. Map It Project Map It project was developed through a technology grant awarded to Connections Academy by the Denver Public Schools Information Literacy & Technology Department.Targets students in kindergarten through second gradeBuilds skills in math and geography using on-line and off-line instruction. Engages students in activities that connect what they do and see everyday with real world mathematical and geographical experiences.46
- 51. Project OverviewBased on Learner Centered Principals and PBL AttributesIntegrationMath and geography-based children’s literature with hands-on related activities Cutting-edge technology tools. Real-time visual and verbal communication:teacher-to-students teacher to studentstudent-to-student discussion in a small group setting.47
- 52. Collaboration and Community BuildingActive ParticipationProject OverviewLiveLesson®activities focus on the student’s immediate environment using functions such as: chat interactive whiteboard, voice over IPpollingWord processing, presentation software, email and message boards 48
- 53. Off-Line Lessons 21st Century SkillsAfter each asynchronous lesson students are asked to perform one of the following learning activities: complete a chart or study guideread a book write in their math journal in order to prepare for their next LiveLesson®Prepare for a discussion with the teacher and the other students in the groupPost in the message board49
- 54. On-Line LessonsEach synchronous lesson also builds on skills from the previous lessonTeacher Led DiscussionDocument SharingStudent PresentationPollingChat50
- 55. Lesson Chart Constructs in Italics
- 56. Active ParticipationLesson One- How Big is A Foot?Read the book, How Big is A Foot? by Rolf MyllerComplete the study guide reproducible making notes
- 57. Post the answers to the study guide questions in theMessage Board Prepare for LiveLesson ™Write in Math Journal explaining why measurement is so important.52
- 58. Message Board ResponsesCollaboration and Community BuildingMessage Board : View ThreadMessage Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot?2/21/2006 5:57 PM Sandra Reply • Quote • Edit • 1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex 5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan53
- 59. Collaboration and Community BuildingLesson 5 LiveLesson® Standard vs. Non-StandardMeasurement54
- 60. Sample Benchmark ProjectsAuthentic Assessment55
- 61. Alex’s Map56
- 62. Alex’s Key57
- 63. Andrew’s Map58
- 64. Marieke’s Map59
- 65. Katie’s Map
- 66. Chaz’s map
- 67. ResourcesConnections Academy:http://www.connectionsacademy.com/Boise State University, Department of Educational Technology:http://edtech.boisestate.eduPBL Website:http://pbl-online.orgPBL Co-Laboratory: http://pbl-online.org/CoLab/PBLCL-01.login.phpK-12 Online Teaching Strategies resource site:https://sites.google.com/site/onlineteachingstrategies/krice@boisestate.edubfrey@connectionsacademy.com
Editor's Notes
- The use of asynchronous and synchronous tools to facilitate learningTeachers assume role of facilitator and co-learners
- What Does PBL Online Look Like in a Digital Age?
- Social and participatory cultureAlso a rich environment for interaction, collaboration, reflection
- more than ever, tools are helping us provide more learner-centric educational environments.
- WikisConcept mapping
- EvernoteGlogsBlogs
- VideoAnimationsSimulationsVoki/site palsVoiceThreadSlidesharePrezi
- Project wiki vs. public wikiWiki’s are a great tools for promoting learner autonomy. Student’s take control of their wiki, practice using the tool in a safe environment. Then they move on to a public wiki.
- To support reflection students are required to submit a learning log after each major activity. Sometimes prompts are given, sometimes they are not.
- As we explore research learners can post their findings on our citeulike or diigo site. Peer tutoring and feedback (students and teachers), student teachers, professional learning communities, community service
- Add tools for younger children here – you might want to take the lead here.
- Online Schools May not be what you think“an educational organization that offers K-12 courses through Internet-based methods, with time and/or distance separating the teacher and learner”Gregg VanourekSeptember 2006, Issue Brief
- Provide experiences required to construct knowledgeBuild online communities fosters gains in learning.Emulate real world experiencesThe web-based learning environment requires a constructivist learning setting fora healthy learning environment to exist. National Association for the Education of Young Children (NAEYC) position paper states that “used appropriately, technology can enhance children’s cognitive abilities”. The paper further states that when technology is used appropriately it “supports and extends” traditional materials. Engaging the student in the online learning experience facilitates metacognition. (Zucker 2005) Activities should include practice and performance skills. Using simulations, cooperative interactions, modeling, time to think and reflect help strengthen metacognitive skills.Clements (1999) maintains that "Technology can change the way children think, what they learn, and how they interact with peers and adults". He also recommends technology as a tool for improving children's learning through exploration, creative problem solving, and self-guided instruction (Clements & Samara, 2003). Hutinger and Johanson, supported by research by Clements (1999), point out that the enabling component of computers assists children in transforming concrete ideas into symbolic form.