The feedback from the third task revealed that the prototype
shows potential, however was lacking in theory. Similar to that, the feedback
from the final presentation also showed the same issues of underdeveloped
theory. Although several reading were done, and feedback received, revealing
that that self directed learning could be a strong backbone for the prototype,
it seems that self directed learning itself is rooted in theory. It is that
theory that now needs to be uncovered.
As uncovered by the feedback, further thinking needs to be
given around the task relating to the building of the wiki. Tasks should be given
to encourage students to contribute productively towards the building of the wiki.
After having searched for various theories relating to my
prototype, I came across a “Constructivism,” a theory that advocates for the
building of knowledge by the student using previous experience. With this
theory, the learning is driven by the student. Constructivism is a theory of
learning based on the idea that knowledge is constructed by the knower based on
mental activity (University of Saskatchewan, nd). From that we see that the
theory is student focused as opposed reliant on only the lecturer. The students
are the ones building the knowledge base to be shared in the class and the
lecturer become the facilitator.
This complements the way in which adult learners learn,
which, according to Merriam (2001), Self directed learning and andragogy (the science
and theories behind educating adult learners) go hand in hand. Learning through
using wikis needs to be closely monitored as the open contribution method may
be derailed as Elgort (2007) mentions that wiki users tend
to reference from internet sources as opposed peer reviewed journals. As
discovered from the presentations, the internet can provide various sorts of
information.
The design part of the prototype was not difficult at all.
It was the rationalising between the task and the theory that was challenging.
Even the way I decided to do my presentation, it was motivated by the fact that
I was very comfortable with the technology. I chose not to do a PowerPoint but
more of a demonstration of how a student would use the wiki to uncover the
information I need them to know. I demonstrated what the average student would
have to do while using the wiki to retrieve information that would then assist
with the initial problem mentioned in reflection 1, of lacking confidence in
the course due to incomplete information on the subject to be assessed (summative).
There is much learning to be discovered around the use of
these wikis and the self directed learning. However, at this stage it is about
taking it a step at a time, reading and discovering while on the job. I am a
practical person, I want to do it and learn as I go. This time, it will be
supported by knowledge and theory, as opposed to only practical know-how.
University of Saskatchewan. Nd. Definition of Constructivism. http://www.usask.ca/education/coursework/802papers/Skaalid/definition.html
[06/06/2012]
Merriam, B.S. 2001. A
new update on adult learning theory. http://www.umsl.edu/~henschkej/henschke/the_new_update_on_adult_learning_theory_mirriam.pdf
[06/06/2012]
Elgort,
I. 2007. Using wikis as a learning tool in higher education. Information
Systems, 233-238.
Nicol, D. J. & Macfarlane-dick, D. 2006. Formative assessment and self-regulated learning : A model and seven principles of good feedback practice . Formative assessment and self-regulated learning : A model and seven principles of good feedback practice . Studies in Higher Education, 1-19.
