Learning Framework>Connect
"The constructivist learning environment encourages the learners to construct their own knowledge, either alone or in collaboration with their peers."
(Learning Resources Unit @ BCIT, 2003, p. 22)
(Learning Resources Unit @ BCIT, 2003, p. 22)
Learning is not an isolated individual, cognitive process but rather a “social and human activity (Reio & Crim, 2006, p. 964) and an important tenet of constructivism. Both Piaget and Vygotsky explored the significance and effects of social interaction and collaboration for learning. With thoughtful and careful planning, cooperative work can contribute to student achievement, motivation, and learning (Blumenfeld et al., 1991). This connecting with others results in the formation of a community of practice where people of varying levels of knowledge and ability gather around a similar interest, working together to support one another and build knowledge.
The MET program has been designed on this principle of social connection. In each course, knowledge has been build as we interact with each other both in discussion forums and through collaborative projects. Through the process of listening to one another and outside experts, group work, and feedback, our knowledge as individuals has been built. I have grown to appreciate the community that has formed around particular courses and even over the course of the program as I re-encounter familiar “faces.” It has resulted in a rich learning experience that could not have happened if I had been an isolated learner. |
I will focus on two aspects of constructivism that depend on connecting with others: collaborate and scaffold. My chosen artifacts and reflections will demonstrate how I have built my knowledge by connecting with others.
|
References, Links, and Key Resources
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar A. (1991). Motivating project-based learning: Sustaining the
doing, supporting the learning. Educational Psychologist, 26 (3&4), 369-398.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Reio, T. R., & Crim, S. J. (August, 2006). The Emergence of social presence as an overlooked factor in asynchronous online learning. Online
Submission, Full Text from ERIC Available online at http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?
_nfpb=true&_&ERICExtSearch_SearchValue_0=ED492785&ERICExtSearch_SearchType_0=no&accno=ED492785
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar A. (1991). Motivating project-based learning: Sustaining the
doing, supporting the learning. Educational Psychologist, 26 (3&4), 369-398.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Reio, T. R., & Crim, S. J. (August, 2006). The Emergence of social presence as an overlooked factor in asynchronous online learning. Online
Submission, Full Text from ERIC Available online at http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?
_nfpb=true&_&ERICExtSearch_SearchValue_0=ED492785&ERICExtSearch_SearchType_0=no&accno=ED492785