Attributes of a Learner ETEC 512 Group Constructivism Wiki

A Learner: This was my first experience doing a group project in the MET program. It was a bit daunting at first - I had to learn how to navigate through two online programs - Google Docs and Wikispaces, as well as manage my time since I was still participating in other aspects of the course. My learning curve was steep, but this project helped me see the value of group work, when properly executed and when working with like-minded individuals. This wasn't what I would typically call group work, but instead cooperative learning. I had great partners to work with - it was truly a very collaborative process and I learned much about the learning theory of constructivism by using our site as a scaffolding tool and by group discussions. Through the group project, I came to a better understanding of constructivism and what is entailed to incorporate it into a classroom. Much thought and consideration needs to be taken into account if one is to see the benefits to student learning in their classes using this type of teaching style (please read What Constructivism Means to Me in my eP for a more in-depth look at my thoughts on these considerations). I would later learn more about Constructivism in ETEC 530 and create a project based around constructivism principles. I had a good work ethic and was accountable to the group. I attended most online meetings (using the Google Docs chat function), met all group deadlines, edited my own sections, as well as the others, and participated in responding or answering cohorts questions when they viewed our Constructivism Project site and posted questions or comments. My technology literacy improved as I gained more and more competency when using Google Dos and Wikispace mediums. A Thinker: This project really promoted the use of social learning, cooperative learning, and collaboration. As an educator, this really opened my eyes to the possibilities of enhancing my students' learning. I was starting to think how I might incorporate different online social learning and collaborative activities into my classes, as well as authentic tasks and problems. The learning management system that our science department uses is Moodle. One way I thought to promote social learning and collaborative activities in my science and math classes was using the Moodle discussion forums. Discussion forums provide an arena for: 1. learners to express their different perspectives 2. confirmation of ideas and 3. articulation of knowledge construction. Although I have not, as of yet, done this, I am seriously considering incorporating that idea into my classroom practices next school year. As well, I wondered how I could incorporate the use of Moodle wikis into my science classes and would later use it as an area for groups to post their research notes and reference lists. Our group had to include a group summary when we handed in our project. I believe it is important for students to participate in self and peer reflections because it gives them an opportunity to think about their learning and how they learn (improving upon their metacognition), what they accomplished, how they could have improved (both individually and as a group), and the whole process of the learning task they participated in.

For our group, we included such headings as Teamwork, Why a Wiki? (why did we chose that specific platform), During the Presentation, Additional Insights The Presentations and Additional Insights Perspectives on Constructivism. Each of us voiced our own opinion and viewpoint, then negotiated what we would include in the final summary. What I gained from this experience was that people may have different perspectives from my own, but through discussion and negotiation, a group can to a consensus for a final summary, reflection, or product. A Collaborator: While working on this project, I gained a deeper understanding for the concept of constructivism through researching and communicating with my group members, as well as going through each of the website's pages to gain a deeper knowledge. I appreciated everyone's input and point of view. There is always a different perspective on terminology, how to create a site, or the direction of the site, but through communicating, providing feedback, and constructive criticism, our group worked well together. A Contributor: I contributed to the Constructivism Wiki website in several ways. Firstly, I researched and created my own pages. I was open to suggestions or edits to my page. Secondly, I contributed to the group by communicating my thoughts to the other group members, as well as providing feedback and editing others work. Thirdly, I contributed to a global community by responding to my cohorts posts in the Vista discussion forum Constructivism Thread. I tried to further my cohorts understanding of constructivism by building on their responses or ideas and by clearing up any misconceptions I had observed in the Constructivism Thread. An Innovator: Innovation within a course is sometimes hard to do. Since this was my first group project, I was quite new to the technology or Web 2.0 tools that may enhance our project. I did come up with the idea of FOOD for THOUGHT, which were questions geared towards the learner/reader answering more in-depth questions, making reflections on their own teaching (in regards to constructivism), or their reflections on constructivism in general.