Web 2.

0 & collaborative research

Web 2.0 and collaborative research 12: A situated constructivist course incorporating Vygotskys ZPD and scaffolded learning ETEC 512 Cecile McVittie

Web 2.0 & collaborative research

Introduction Web 2.0 and collaborative research (W2CR) is a course designed for grade eleven and twelve students in School District #73 (Kamloops Thompson) in British Columbia. Based on the work of teacher librarian Buffy Hamiltons Media 21 course, W2CR was designed to introduce students to a number of interwoven inquiry skills and concepts which could be practiced independently or collaboratively depending on the nature of the question or project. These projects and inquiries would also give students the opportunity to use various web based tools for expression, reflection and communication. The course was submitted to a district committee for scrutiny and approval and was added to the list of board approved courses in the spring of 2010. It was offered for the first time in the spring of 2011 to a group of nineteen students ranging from grade ten to grade twelve. The ultimate goal of this course is to introduce students to the explicit steps of inquiry and give them opportunity to reflect on the process and their emotional state during research. While digital tools may change, the process of inquiry will continue to follow certain key steps which learners must complete to find information and answer the question which instigated the research process. There are several inquiry process models used as teaching templates in British Columbia, including B.C.'s The Points of Inquiry (2010), a six step model called Focus on Inquiry (2004) from Alberta and The Big Six (1990) from the United States. Whichever model is used, best practice suggests that, consistent with Ericsson's theory of practice for expertise (2007), it be incorporated by an entire school community to ensure repeated exposure and practice leading to automaticity of the skills that students should use for successful inquiry.

Web 2.0 & collaborative research

Successful Learning Theory Application Students taking W2CR are meant to build their understanding of inquiry practice through actual inquiry. The initial part of the course focuses on the individual and personal inquiry. This process is very much a scaffolded approach consistent with Vygotsky's cognitive theories, with students working within their zone of proximal development, as determined by surveys and interviews prior to starting their personal inquiries. Because the course is designed for young adults, a great deal of independence is granted, but it is understood that for many, they will be using skills in a new way. Prior to beginning the work of the course, students explore their prior knowledge and skills. They also begin to explore group process, as well as personal beliefs and biases. Much time is given to determining the question to be investigated. Mini-lessons on specific components of inquiry are demonstrated with examples in the group setting. The instruction is the guided support of the adult (Vygotsky) offered as just in time tutorials. Then students are given time to continue their ongoing research using existing skills and practicing new skills. Because the inquiry process is happening during class time, student can clarify with the instructor, peers and personal learning networks in a socially mediated learning environment. This is very much a blended classroom setting. The course is also designed to explore problem solving in a collaborative setting using technology to connect with people around the world as resources and partners. The students and teacher work with a class wiki which holds found materials to support learning and the artifacts created by students as demonstration of learning. The distributive nature of the wiki and social media tools used to connect learners with their personal learning networks, as well as the situated nature of solving a social justice

Web 2.0 & collaborative research

problem that impacts students locally and abroad makes this a deeply compelling course for everyone involved and allows for better monitoring from an instructor point of view, as student wiki participation is easily monitored through management tools. This, in turn, allows for improved guidance and discussion on skills and research practice. Means of Improving Learning Theory Application A critical component of the original course design which needs to be rethought is the integration of social justice. The title of the course gives no indication that students will need to reflect on social justice themes. If the course is truly a collaborative problem solving course, then students should be given the opportunity to determine the problem they wish to solve, as a true community of practice. While the course designer's bias was toward solving social justice problems to give students the opportunity to work with international aid groups, students may have equally valid and interesting problems which could be addressed. This course change would be a better application of situated learning (Wenger, 2006), through the role of discussion. Another course component which doesn't match stated course theory is the use of Literature Circles. In design, the Literature Circle is meant to ensure student engagement with a single text through assigned discussion roles a behaviourist approach integrated with Vygotsky, as the assigned roles are for behaviour monitoring. This practice defeats the notion of radical constructivism in which the learner chooses the focus of learning and the means of learning. A more socio-culturall constructivist approach would be to provide learners the opportunity to explore print and digital resources on the student developed themes, as needed, with the opportunity to discuss with peers and personal learning networks. Blogged reflections on the resources the student explores can give the instructor and others the opportunity to recommend other

Web 2.0 & collaborative research

resources or extend the thinking of the learner through comments and forums. Materials which are engaging and stimulate discussion will shared in a more natural fashion. Conclusion Web 2.0 and Collaborative Research is more solidly grounded, now, in cognitive and constructivist theories of learning. When discussing the need for 21 st century skills, it is better to focus on the type of learning the students should engage in, rather than focusing on specific pedagogical tools and technological tools. By establishing a firm foundation in learning theories, the structure and design of the course is easier to build and tools or strategies can be more effectively selected to support the learning, especially in times when technology and pedagogical strategies are rapidly changing. References
Barrell, J. (2010). Problem-based learning: The foundation for 21st century skills. In 21st century skills: Rethinking how students learn (pp. 175-199). Bloomington, IN: Solution Tree Press. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32. doi: 10.2307/1176008 Ericsson, K. A. (2007, June 28). Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. Psychology Today. Retrieved November 30, 2012, from psychologytoday.com John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3), 191-206. doi: 10.1207/s15326985ep3103&4_4 Koechlin, C., & Zwaan, S. (2007). Assignments worth the effort: Questions are key. Teacher Librarian, 34(3), 14-20. Retrieved from http://login.ezproxy.library.ualberta.ca/login? url=http://proquest.umi.com/pqdweb?did=1204860501&RQ T=309&VName=PQD Sheehy, M. (2002). Illuminating constructivism: Structure, discourse, and subjectivity in a middle school classroom. Reading Research Quarterly, 37(3), 278-308. doi: 10.1598/RRQ.37.3.2 Wells, G. (2003). Lesson plans and situated learning and teaching. Journal of the Learning Sciences, 12(2), 265-272. doi: 10.1207/S15327809JLS1202_6

Web 2.0 & collaborative research

Wenger, E. (2006, June). Communities of Practice - a brief introduction. Communities of Practice - a Brief Introduction. Retrieved March 27, 2012, from http://www.ewenger.com/theory/communities_of_practice_intro.htm