Examination Answers: Question 2:

Question 2: “A social constructivist learning approach” has been proposed as a way to think about learning social networking technologies (hardware and software). Connectivism and Constructivist Learning have also been proposed as a way to provide a theoretical basis for online learning. Having experienced a semester of learning in the Web 2.0 environment and been involved in learning using these methodologies, what do you see as the key issues for the teacher in the following areas:  (Connectivism approach to learning:

Click here for a really thorough understanding:

Here is another example, click here! :  (Constructivism approach to learning:Click here for some information on Constructivism JClick here for more info on Constructivist approaches to learning J:  

(a)- The ways in which the teacher conveys new information:

  The teacher is, essentially the means by which education, collaborative learning and networked learning can be incorporated together. They therefore need to adjudicate between these essential components of students learning and participation. However there is also the necessity of either:           (1)- Being able to delegate ways in which the students can use Networking elements (Such as blogs, search engines) even when the teacher is unsure about the process: Delegating the role to the students to play.          (2)- The teacher learning how to use the sites themselves in order to teach the students.Click here for a little information on these points: particularly: (2). However, if we were to use (2)- The students (living in the digital age) would be able to excel in the products, perhaps even before the teacher has mastered the use of one Web application. This use of the Internet, particularly the newly foundered Web 2.0, is, in essence a great and growing technology, where students are able to move with the technology of this time. Teachers are now accepting this technological reformation as a benefit, instead of a means of pulling students away (Please see article referring to Homework, restricted internet and technology further above)  IT is also important for the teacher to present information to the students in a really effective and constantly changing (to suit different styles of learning). The students need to be encouraged to understand that technology is not only effective for personal gain, but rather a strength in the collaboration and the ways it brings about change to the ‘old system’ of technology.

(Click here for a fantastic example of new technology within an old school system)

 (b)The encouragement of collaboration among students: As explained a little above, this is a massive reason why technology is being incorporated into the school system. It allows students to follow through with a group assessment, or relate information they have found online. They can also really get involved by exploring the web, resulting in them teaching themselves (Click here for more info!):  Through group assessments, students can work together in collecting and researching information so that they too understand the importance of collaboration and technology coming under the same heading of education. It is confirmed: that through others and teamwork/partnership, students are able to excel in the works that they do. Through associating the works we find, teaching it to others, and learning from others (alike) we are able to effectively open up a gateway to education that fonder new and growing talents of a technologically fit generation. The only way that this can properly occur is through collaboration: with peers, internet websites (created by billions of people internationally), and building relationships needed for positive results.     c) Classroom management methods:Classroom Management methods and Web 2.0:Vygotsky:Hattie:Blooms taxonomy:Gardner (multiple Intelligences):

Examination Answers: Question 2.

Examination answers: Question 1.

Question 1:You have developed a Learning Project using Web 2.0 technologies. This was a project that you have put together for a group of 4 students and their parents to work on collaboratively.  (a)- In order to mark this project, provide the internet address of your blog: http://classblog4drama.wordpress.com/  (b)- Discuss 5 of the key issues you had to struggle with to get this project to work. 1.    One of the more difficult tasks was to make sure that the assessment was specific enough for the students to be able to work with many different forms and structures: i.e. -  Gardner’s Multiple Choices: Working to build the students like a ‘jigsaw’, where they are able to be influenced through a range of learning styles and techniques. 2.    Keeping the students motivated throughout the piece was also an essential key component. Without the motivation of the students, it would be difficult to let the students follow on with the task. One idea we had was to reward them every step the student would accomplish, so that when students reached a certain level they were rewarded, be it intrinsic/extrinsic, and somehow rewarded again when they completed another level http://en.wikipedia.org/wiki/Motivation The teacher could post updates on to the parents’ blogs/postings so that they too could see how there child is doing with the assignment. This was also another form of motivation for the student: who know that the parents can see what they are doing.  3.    Finding a way in which the parents can work along side their children was a really difficult task to work on. However, essentially, if the parent is an influence over the children’s working environment, they should be passionate to be apart of it also. We looked at a few examples of this on the web, and realised it’s VERY possible: http://reading.indiana.edu/www/famres/pctogeth/ish07/laff.html  By allowing the students to work with their parents, this in return opens up the opportunity for the parent to see what the student is learning in this technological age, and how that can be incorporated into a learning style. There are going to be some cases, however, where it will parents will not understand or realize how to use the internet sufficiently enough for this task. This means that the students will be able to step up to the task: and teach their parents: which in return will help their personal learning and growth: through teaching, the students will also learn.  4.    Direction of the piece: (how the heck were we going to incorporate DRAMA into WEB 2.0 INFO!?!?!?)This was another difficult question that we needed to face head-on and answer. The majority of us in the group study drama for our major. We went through quite a few processes to get where we wanted to go with the assignment. We all knew the importance of the assignment, as a means of redirecting the learning within drama to be collaboratively web-based. Drama is ultimately about personal growth and learning about theorist and putting them into action: ‘to act’ through collaboration. We wanted to stay true to this concept: but at the same time experiment with how we were going to incorporate Web 2.0 as a newer advanced technology and form of collaboration for our changing students. http://www.news.com/Futurist-To-fix-education,-think-Web-2.0/2100-1032_3-6140175.html We had certain ideas about the structure, and finally decided that Playbuilding: could be incorporated as apart of Web 2.0 AND specifically collaborative learning. We then went to the BOS website, where we found a fantastic specific question that we could revolve around the use of the Web appropriately, and as a way that the parents could also be involved. So we used their questions and information on Playbuilding as our stimulis for incorporating the two and building a relationship between parent/student/web/theatre.5.    We also had to make sure that everything was being covered in the piece, and so, we had to break down the question and work out the best way that we could approach the situation: so we decided to make a structure of what we had to do (based on the assignment outline Allan gave us: Plan for assessment: Playbuilding.We have to incorporate these main things;1: How are students motivated to be engaged in this kind of learning?2: Is the collaboration being done in a way that requires all to contribute equally?3: Does this Web 2.0 technology really add educational value and improve learning?4:How do students effectively communicate when working together using Web 2.0 technologies?5: What happens to students who do not have access, or the skills to use the Web 2.0 technologies?6: How reliable is the information, what should be used and how private should it be? *Design the project around these ideas. PUTTING THE PROJECT TOGETHER:-must review articles online: papers, internet information, etc: including: “A social constructivist learning approach: The value of collaborative learning projects as educational methodologies”www.cs.tcd.ie/Sara.Bradshaw/portfolio/research/respaper.doc  and 4 other articles.*Reflect on them throughout the project.( I can be in charge of this if you like???) BASIS AROUND THE PROJECT- How to create the project:(1)Identify the topic that you wish to construct for a group of 4 students to learn collaboratively using Web 2.0 technologies. (THEATRE – PLAYBUILDING- how to incorporate this around the different theorists we have learnt and web 2.0 with group work) (2)- Need to create a criteria, specific questions for the students to follow and a marking criteria.(3)- Must show forms of support to the students ‘a expert teacher‘: (hatties sheet on the characteristics of the Expert teacher)(4)- Higher order of thinking:  BLOOMS TAXONOMY: Throughout the project: make sure students are analysing, evaluating and creating their own pieces: which should be pretty easy for play building.(5)- Many learning styles to fit many learning needs:  Gardner’s Multiple Intelligences.(6)- OVER VIEW STRUCTURE FOR THE LEARNING PROJECT: THIS SHOULD BE AT LEAST 6 HOURS IN LENGTH. (We should include what is going to be taught in class. (7)- Find ways to keep the students excited about the projects: MAYBE we could do a reward system: where after they have reached a certain point: they are rewarded??? (Lesson Construction and Motivation to Learn). (I think two people can work on this section: one to set up the idea: the other to see how it works with certain theories etc.) PRESENTATION OF THE PROJECT: SHOULD BE REALLY AWESOME: COLOURFUL ENTICING- I say we can all work on this part together… aahh, shucks. (But we can work on that once the project is down). 

HOPEFULLY THIS WORKS OUT LADIES!

c) Evaluate the worth of the collaborative nature of this project in light of the motivation that comes from within the person. (Refer to Dreikurs’ Key human Driver)*(Based on information found from another students; blog!:http://72.14.253.104/search?q=cache:P6v_u3ErdsAJ:myexamblog.blogspot.com/2007_06_01_archive.html+Dreikurs%E2%80%99+Key+human+Driver&hl=en&ct=clnk&cd=9&gl=au ) One of the key focuses we had was making sure that each person was to work collaboratively, but also within the structure of a group in order to receive intrinsic motivation and therefore personal reward. Through working with other, and working positively, this can really affect the outcome of your learning: Dreikurs believed that by allowing the student to feel worthy of this, and establishing a positive environment, as well as gaining a much needed trust: MUTUAL TRUST, This could in turn build about the relationship between teacher/parent/student. This, could ultimately lead to feeling emotionally worthwhile and bring about a sense of belonging for the student. 

We looked especially at the aspect of working collaboratively with the students. The task feels as if it will be an exciting on for the students, and through this, they can grow and have accomplished something together. By working with there parents, I believe this was an essential part of ‘belonging’ because the parent can see the work that the student is doing, and needs to trust the child to fulfill the requirements of the task at hand.