Since starting my Master's in Learning Design and Technology, I have learned a vast amount about how learners learn, and what teachers can do to support student learning. Before starting this program, I did not have names for the philosophies I consider to be an important piece to my own ideas about education, which inform my teaching practice, whether I am aware of it or not. The three philosophies that stand out to me as being a part of my philosophy include: constructivism, constructionism, and connectivism.
Constructionism and constructivism are very much related. Constructionism is a constructivist learning theory, but they are slightly different. The main difference, as I see it, is that constructionism is is about building something to show your knowledge and constructivism is just about making the connection internally. Neither are new ideas, but they have been pushed to the forefront with the maker movement. I believe we have all learned this way at points in our life. For every situation we encounter we try to make sense of what is going on and how we should engage. Hein (1991, paragraph 3) suggests that “we have to recognize that there is no such thing as knowledge ‘out there’ independent of the knower, but only knowledge we construct for ourselves as we learn.” If students are given tasks then they must complete the task in their own way. It is up to the student to make their own meaning through "problem solving, experiential and/or social learning experiences" (Morrison, 2014, paragraph 7). These pedagogies have been characterized by terms like active learning, learning-by-doing or learning-by-making, scaffolded learning and collaboration. (Harasim, 2012, pg. 77). Both are student-centered philosophies, and student-centered is at the forefront of education. I believe with this philosophy the teacher needs to step back and become a facilitator. Now this is no easy task, and will require more scaffolding to start students out.
Artifact 1-Online Physical Science A (online)
I was able to adapt a physical science class I teach to make it accessible online using the philosophies mentioned above. Students were guided through materials, and then given the chance to show their knowledge in a constructionist fashion rather than through testing. Students were given feedback, and I found that they had more motivation to improve the work they had done. I also believe it was a more accurate testament to the work they were capable of. I could see where they struggled and guide them to resources to help them make sense of the material they were encountering.
Connectivism is also student-centered. It was developed more recently by Stephen Downes and George Siemens due to how connected we are because of the internet. In this theory “the learner connects with, and builds knowledge via the connections [nodes] made within a network” (Morrison, 2014, paragraph 8). I think we all have a desire to connect with others, and we are constantly forced to each and every day. “New information is continually being acquired” (Siemens, 2005, paragraph 24). With the constant flow of information we have to learn how to quickly sort it and make decisions. This is an important skill and many do it without thinking. It is not clear cut and can be messy, but students must struggle in their own way to really learn. I always think of this theory as you really know something when you can teach it to someone else. You make that connection, and you have to adapt to the person you are interacting with, and in the end you both benefit. Rather than my students always connecting with me they need to connect with their classmates.
Artifact 2-UBD Thermal Energy Unit (video)
I believe all three theories interact with each other. In the spring of 2016 I implemented a thermal energy unit in my physical science class. There were many stages that led up to the end product of a group video or written lab report. Students were given a choice, and were able to work collaboratively, to showcase what they had learned, rather than having to demonstrate what they knew threw a test. Students remember this project, and although they liked it, they do not want to do it again because "it was too much work." I have high confidence that student-centered is key to education. As hard as it is to step back and watch a student fail, I realize that students need to make their own meanings of the world. I cannot impart my knowledge to students, and expect them to learn from my experiences. Students learn by doing. Now this doesn’t mean we cannot help them to find their own understanding. By asking the right questions, and connecting students with the right resources, they can come up with their own conclusions. The more connections they make with people and resources the more they learn and the more their knowledge changes. With the internet there is so much information available, we just have to learn how to find and use it.
With constructivism, constructionism, and connectivism I believe giving students experiences and allowing them to show what they learn from each experience will lead to the best results possible. After learning more about these philosophies, I now have theories to back up my teaching.
References
Harasim, L. (2012). Learning Theory and Online Technologies [Kindle Edition]. New York, NY: Routledge.
Hein, G. (1991, October). Constructivist learning theory. Retrieved December 16, 2016, from Institute of Inquiry, https://www.exploratorium.edu/education/ifi/constructivist-learning
Morrison, D. (2014, January 31). Why Educators Need to Know Learning Theory. Retrieved September 15, 2016, from https://onlinelearninginsights.wordpress.com/2014/01/31/why-educators-need-to-know-learning-theory/
Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), . Retrieved from http://www.itdl.org/journal/jan_05/article01.htm
Constructionism and constructivism are very much related. Constructionism is a constructivist learning theory, but they are slightly different. The main difference, as I see it, is that constructionism is is about building something to show your knowledge and constructivism is just about making the connection internally. Neither are new ideas, but they have been pushed to the forefront with the maker movement. I believe we have all learned this way at points in our life. For every situation we encounter we try to make sense of what is going on and how we should engage. Hein (1991, paragraph 3) suggests that “we have to recognize that there is no such thing as knowledge ‘out there’ independent of the knower, but only knowledge we construct for ourselves as we learn.” If students are given tasks then they must complete the task in their own way. It is up to the student to make their own meaning through "problem solving, experiential and/or social learning experiences" (Morrison, 2014, paragraph 7). These pedagogies have been characterized by terms like active learning, learning-by-doing or learning-by-making, scaffolded learning and collaboration. (Harasim, 2012, pg. 77). Both are student-centered philosophies, and student-centered is at the forefront of education. I believe with this philosophy the teacher needs to step back and become a facilitator. Now this is no easy task, and will require more scaffolding to start students out.
Artifact 1-Online Physical Science A (online)
I was able to adapt a physical science class I teach to make it accessible online using the philosophies mentioned above. Students were guided through materials, and then given the chance to show their knowledge in a constructionist fashion rather than through testing. Students were given feedback, and I found that they had more motivation to improve the work they had done. I also believe it was a more accurate testament to the work they were capable of. I could see where they struggled and guide them to resources to help them make sense of the material they were encountering.
Connectivism is also student-centered. It was developed more recently by Stephen Downes and George Siemens due to how connected we are because of the internet. In this theory “the learner connects with, and builds knowledge via the connections [nodes] made within a network” (Morrison, 2014, paragraph 8). I think we all have a desire to connect with others, and we are constantly forced to each and every day. “New information is continually being acquired” (Siemens, 2005, paragraph 24). With the constant flow of information we have to learn how to quickly sort it and make decisions. This is an important skill and many do it without thinking. It is not clear cut and can be messy, but students must struggle in their own way to really learn. I always think of this theory as you really know something when you can teach it to someone else. You make that connection, and you have to adapt to the person you are interacting with, and in the end you both benefit. Rather than my students always connecting with me they need to connect with their classmates.
Artifact 2-UBD Thermal Energy Unit (video)
I believe all three theories interact with each other. In the spring of 2016 I implemented a thermal energy unit in my physical science class. There were many stages that led up to the end product of a group video or written lab report. Students were given a choice, and were able to work collaboratively, to showcase what they had learned, rather than having to demonstrate what they knew threw a test. Students remember this project, and although they liked it, they do not want to do it again because "it was too much work." I have high confidence that student-centered is key to education. As hard as it is to step back and watch a student fail, I realize that students need to make their own meanings of the world. I cannot impart my knowledge to students, and expect them to learn from my experiences. Students learn by doing. Now this doesn’t mean we cannot help them to find their own understanding. By asking the right questions, and connecting students with the right resources, they can come up with their own conclusions. The more connections they make with people and resources the more they learn and the more their knowledge changes. With the internet there is so much information available, we just have to learn how to find and use it.
With constructivism, constructionism, and connectivism I believe giving students experiences and allowing them to show what they learn from each experience will lead to the best results possible. After learning more about these philosophies, I now have theories to back up my teaching.
References
Harasim, L. (2012). Learning Theory and Online Technologies [Kindle Edition]. New York, NY: Routledge.
Hein, G. (1991, October). Constructivist learning theory. Retrieved December 16, 2016, from Institute of Inquiry, https://www.exploratorium.edu/education/ifi/constructivist-learning
Morrison, D. (2014, January 31). Why Educators Need to Know Learning Theory. Retrieved September 15, 2016, from https://onlinelearninginsights.wordpress.com/2014/01/31/why-educators-need-to-know-learning-theory/
Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), . Retrieved from http://www.itdl.org/journal/jan_05/article01.htm