Constructivist, Technology, and Collaboration (Module 3)

Have you ever been around babies or small children and watched them interact? It may simply be a goal of having fun, but it seems to be instinct to figure out how to make the group together just to play a game. Small children do not pull out rule books and review the rules of engagement, they interact and work as groups to decide the patterns of their made up games. So, do I agree with Rheingold’s theory that collaboration is a basic instinct, Yes! Does it always work out for the best, no, but it is a lot easier to survive with help. The example of Wikipedia is an awesome example of how collaboration quickly built a resource of knowledge. A resource, which millions of people use. I always use Wikipedia to get a quick simple idea of a topic, and it often gives me additional topics related to the idea that are useful. On the other side of the Wikipedia’s world collaboration, is the fact that most instructors won’t accept Wikipedia as a reliable resource. Yes, we instinctively work together, but as we get older and have more experiences (or less) working with groups, our willingness and ability to work with others changes. However, technology is adding a new spin on our ability to collaborate.

Sang Chan believes students have more opportunities to take control of their learning in a constructivist classroom, because it is problem based, and technology is the bridge to apply the learning in daily life. Others feel the instructional systems field has been shifted from instructional communication to practice based learning with the emergence of constructivism. Technology allows people to share ideas from different locations at different times, it allows you to work at your own pace, and it provides you instantly with a limitless number of resources. Imagine the ability to combine technologies benefits with Brooks and Brooks five principals to provide valuable learning experiences through constructivism: 1) Pose problems of emerging relevance to students. 2) Structure learning around primary concepts. 3) Seek and value student point of view. 4) Adapt curriculum to address student supposition. 5) Assess student learning in the context of teaching. Through the use of technology and constructivism, students improved in communication, teamwork, critical thinking, and self responsibility skills.  

Chan, S. (2010). Designing an Online Class Using a Constructivist Approach. Journal of Adult Education, 39(1), 26-39. Retrieved from EBSCOhost.