Week2Reflection

On reflecting in this wiki forum, I have observed four learning theories at work. The task was strategically designed to develop student learning. Firstly, cognitivism theory is reflected in the forum. This forum builds upon student's existing schema (O’Donnell 2012). The learning design of cognitivism theory was attained by asking the students to apply knowledge about De Bonos hats, (de Bono, n.d.), obliging the students to familiarise themselves with this concept. Additionally, the students were required to associate their prior knowledge, schema, of hats and colours further associating their word knowledge with each hat.  For example, the design structure of the wiki activity relies on student's prior knowledge and understanding of what positive, negative and creative are. The activity effectively enables students to use their prior knowledge, as suggested by Piaget (O’Donnell, 2012). Cognitive theory is further enhanced and reinforced by student's practise; uploading and writing reflections in a blog, creating new schema for students unfamiliar with doing this activity, and supporting students with strong knowledge in this area (Mergel 1998).

Secondly, behaviourism is demonstrated in this activity by its structured nature. Activities were created with a predictable outcome in mind. Students were placed in groups to encourage collaboration, and student interaction. Positive consequences were evident in student support of one another, as this activity was intentionally designed to cause student participation. The teacher can observe and measure the students’ capability of the activity, by reading what they have written and also assessing whether or not the student can upload the material, that is, carry out and comprehend the task (Mergel 1998).

Thirdly, connectivism is established through teacher created networks, encouraging students to connect and learn from each other, and other sources linked in the learning material, directing others towards relevant information (Siemens, 2005).

Finally, the most predominant theory in this wiki activity is Social constructivism. Students participate, freely voicing their opinions, where all ideas are equally considered, and judgement is suspended; as there are no right or wrong answers, all responses are valid. This open style of forum allows students to access knowledge in a social manner, through interaction and contemplation of information contained within student blogs. Students put on one hat at a time, which creates and environment where students are all working on the same topic, under the same banner, yet contribute collaboratively to each individual experience. Thus, the outcome becomes greater than the sum of its parts (Mergel 1998).

Reading through students posts enabled me to perceive the issue through their eyes. I was initially challenged to produce original thoughts, but upon reflection realised that each participant’s point of view is valid and unique. I was appreciative of the varied perspectives different to mine, however, I found myself relying on my past experience and knowledge of mobile phones. Being removed from the immediate pressure of the classroom situation is beneficial for more reserved personalities, who are able to thoughtfully consider their responses.

Paradoxically, forum answers are more open to misinterpretation; those who struggle with confidence, and or grammar, issues may be disadvantaged and feel outside their comfort zones. Students learn that their points of view are similar to others and feel their contributions are valued. Students are able to broaden their knowledge through exposure to others perspectives. In retrospect, students are observing not only their peers perspectives, but a host of perspectives, as each student brings with them a range of experiences.

The scaffold encouraged the collection and range of perspectives to be gathered in a collaborative environment, promoting team work and respect of others ideas and views. Students work together in a collaborative manner incorporating critical thinking, looking at the problem from above, rather than competitively; allowing each member of the group to take responsibility for participation. 

References

de Bono, E. (n.d.) Six thinking hats. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm

Mergel, B (1998). Instructional Design & Learning Theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012). Educational psychology. (1st ed.). Milton, Qld: John Wiley &? Sons.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm