Reflection 4

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.

References

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.